English
RSSOn this page you will find NZQA quality assured assessment resources to support internally assessed Level 1, 2, and 3 registered achievement standards for English aligned with The New Zealand Curriculum (2007).
Assessment resources adapted for remote use
Adapted assessment resources from Te Aho o Te Kura Pounamu
English AS90053 (v5) 1.5 ENO1021Y1 (PDF, 119 KB)
English AS90853 (v2) 1.9 ENO1209Y1 (PDF, 117 KB)
English AS91101 (v2) 2.4 ENO2040Y1 (PDF, 122 KB)
English AS91102 (v2) 2.5 ENO2050Y1 (PDF, 152 KB)
English AS91103 (v2) 2.6 ENO2060Y1 (PDF, 147 KB)
English AS91104 (v2) 2.7 ENO2070Y1 (PDF, 84 KB)
English AS91105 (v2) 2.8 ENO2080Y1 (PDF, 120 KB)
English AS91106 (v2) 2.9 ENO2090Y1 (PDF, 106 KB)
English AS91107 (v2) 2.10 ENO2100Y1 (PDF, 134 KB)
English AS91475 (v1) 3.4 ENO3020Y1 (PDF, 342 KB)
English AS91476 (v1) 3.5 ENO3060Y1 (PDF, 216 KB)
Find more resources for schools and teachers to support NCEA students with English distance learning during COVID-19.
Assessment resources
Assessments for English achievement standards - what language to use
English is about the study, use and enjoyment of the English language and is assessed through the medium of English. English rather than Te Reo Māori or other languages, is the primary language to be used when responding to learning outcomes assessed through the English achievement standards (internally and externally assessed standards).
All teaching practices focus on the student at the centre of learning. Teachers make deliberate choices with regard to students’ interests and needs and the relevance of what
is to be studied and how best to support students in their learning response.
It is expected that teachers will use their professional judgement about the use of phrases in Te Reo Māori or any other language. The use of Te Reo Māori or other languages is
appropriate in written, oral and visual language where it is used to ‘create meaning and effect’ or to reflect a specific context or for a specific audience. In these contexts, Te Reo
Māori or other languages may be used to open in oratory contexts, or in written or visual responses to demonstrate characterisation, context and setting or for other effects. In
these situations it is expected that the majority of the student response is in English.