Course aims / learning outcomes
This course is for students who enjoy reading, thinking, discussing ideas, and developing their writing in thoughtful and meaningful ways. It supports students working at NCEA Level 2 and Level 3, with flexible pathways based on readiness, independence, and goals.
Across the year, students will develop the ability to:
- read widely and thoughtfully, including independently chosen texts
- analyse written, visual, and multimodal texts using evidence and appropriate critical language
- make connections across texts, ideas, contexts, and perspectives
- research, evaluate sources, and form developed conclusions
- craft, refine, and polish writing for different purposes and audiences
- participate in sustained discussion, inquiry, and reflection
Course content
Learning in this course is organised around four broad learning arcs across the year:
- Reading and personal response, including an independent reading programme with structured check-ins
- Studied written and visual texts, focusing on interpretation, language, structure, and meaning
- Connections across texts, ideas, and contexts, supported by discussion-based inquiry
- Writing development, through the drafting, selection, and refinement of work produced across the year
Students engage in:
- independent and shared reading
- whole-class and small-group discussion
- close reading and close viewing
- research and information literacy tasks
- creative, analytical, and reflective writing
Text selection is flexible and responsive. Where possible, students are supported to choose texts that align with their interests, cultural contexts, and learning goals.
Assessment statement
This course offers Achievement Standard credits at both NCEA Level 2 and Level 3. Assessment programmes are flexible and responsive, and students will target some, but not all, of the assessments offered. Decisions about assessment pathways are made in conversation with the learning advisor, taking into account student goals, readiness, and capacity.
University Entrance literacy:
University Entrance literacy is expected to be met through Level 2 internal assessments within this course. Students can achieve the required reading and writing literacy credits without relying on external examinations.
Re-use and refinement:
Writing produced for one assessment may be refined and submitted for another assessment (for example, as part of the writing portfolio), provided the work meets the requirements of each standard. This helps students work efficiently and focus on quality and growth.
Assessment tasks may include essays and written responses, visual and multimodal texts, research-based inquiries, and portfolios developed over time with evidence collected from classwork and checkpoints.
Authenticity
Assignments that take place over time will be produced in an online system such as Google Docs. Learning Advisors will monitor student work through document history and in-class checkpoints. Some assessment work will be completed during class time under supervision.
Students may be required to complete parts of assessment tasks under supervised conditions, show planning notes and drafts, discuss their work in conversation with the Learning Advisor, and/or sign an authenticity statement.
Appeal procedures
Students have the right to appeal the mark they have been awarded. If a student wishes to appeal a grade, they should initially talk to the subject Learning Advisor about the marking process immediately after the marked assessment task is shown to them.
If still dissatisfied, the student should make an appointment to discuss grades with the Principal’s Nominee, who will check that the correct procedures have been followed as outlined in the school and subject policies, taking into account any special circumstances.
Table of assessments
| NCEA Level | Number | Name | Credit value | Internal / External | UE Literacy | When | Reassessment opportunity | Type of assessment |
|---|---|---|---|---|---|---|---|---|
| Level 2 | 91104 | Analyse significant connections across texts, supported by evidence | 4 | Internal | UE Reading | Term 1 | Yes / No | Essay / written response |
| Level 2 | 91106 | Form developed personal responses to independently read texts, supported by evidence | 4 | Internal | UE Reading | Begins Term 1, submits Term 3 | Yes / No | Independent reading response (ongoing) |
| Level 2 | 91103 | Create a crafted and controlled visual and verbal text | 3 | Internal | UE Writing | Term 2 | Yes / No | Visual / multimodal text |
| Level 2 | 91107 | Analyse aspects of visual and/or oral text(s) through close viewing and/or listening, supported by evidence | 3 | Internal | UE Reading | Term 2 | Yes / No | Essay / written response |
| Level 2 | 91105 | Use information literacy skills to form developed conclusion(s) | 4 | Internal | UE Reading | Term 3 | Yes / No | Research / written report |
| Level 2 | 91101 | Produce a selection of crafted and controlled writing | 6 | Internal | UE Writing | Term 3 | No | Writing portfolio |
| Level 3 | 91478 | Respond critically to significant connections across texts, supported by evidence | 4 | Internal | — | Term 1 | Yes / No | Essay / written response |
| Level 3 | 91477 | Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual features | 3 | Internal | — | Term 2 | Yes / No | Visual / multimodal text |
| Level 3 | 91480 | Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence | 3 | Internal | — | Term 2 | Yes / No | Essay / written response |
| Level 3 | 91479 | Develop an informed understanding of literature and/or language using critical texts | 4 | Internal | — | Term 3 | Yes / No | Research / critical response |
| Level 3 | 91475 | Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas | 6 | Internal | — | Term 3 | No | Writing portfolio |