creative writing level 2 ncea

English clarifications

AS 90052 - Produce creative writing

AS 90053 - Produce formal writing

AS 90852 - Explain significant connection(s) across texts using supporting evidence

AS 90853 - Use information literacy skills to form conclusion(s)

AS 90854 - Form personal responses to independently read text, supported by evidence

AS 90855 - Create a visual text

AS 90856 - Show understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence

AS 90857 - Construct and deliver an oral text

On this page

AS 91101 - Produce a selection of crafted and controlled writing

AS 91102 - Construct and deliver a crafted and controlled oral text

AS 91103 - Create a crafted and controlled visual and verbal text

AS 91104 - Analyse significant connections across texts, supported by evidence

AS 91105 - Use information literacy skills to form developed conclusion(s)

AS 91106 - Form developed personal responses to independently read texts, supported by evidence

AS 91107 - Analyse aspects of visual and/or oral texts(s) through close viewing and/or listening, supported by evidence

AS 91475 - Produce a selection of fluent and coherent writing which develops, sustains and structures ideas

AS 91476 - Construct and deliver a fluent and coherent oral text which develops, sustains, and structures ideas

AS 91477 - Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language

AS 91478 - Respond critically to significant connections across texts, supported by evidence

AS 91479 - Develop an informed understanding of literature and/or language using critical texts

AS 91480 - Respond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidence

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Tips and tricks to your Internals NCEA Level 2 English Syllabus

2 March 2022

6 minutes to read

• 01. AS91101 has you creating writing that is controlled and crafted
• 02. 91102 will have you speaking up!
• 03. Get creative and show your visual flair!
• 04. Its all about texts, texts, texts!
• 05. An inquiry on a piece of writing
• 06. Get your read on!
• 07. Its film time!
• 08. Needing some more help with navigating your Level 2 Year?

Your NCEA Level 2 English experience will be full of a variety of exercises and achievements standards. You’ll be tasked with honing and crafting your own writing in standards like formal writing and creative writing if you choose. You’ll then also have to put on your analytical hat and learn to unpack key themes, ideas and aspects within a book or a movie. Writing will be a key standpoint in all your assessments, so in time you will learn to master the fundamentals and reach for those high marks that you are so eagerly hungry for.

In this blog, the internals will be covered in detail, but if you want an overview of the whole year, including externals, check out this here. Maybe you're wanting some advice on how to craft those tricky essay questions ? Or get some assistance on working in tandem with those annotated exemplars. Struggling to make your way through English level 2, well we look at how it can guide you towards a successful future career.

AS91101 has you creating writing that is controlled and crafted

Here you will begin to arrange a portfolio of writing all surrounding the theme of New Zealand identity.  You have the option of selecting your own type of text that could be either formal or creative. Its also possible for you to venture out and do for example poetry, monologue or a feature article. You will need to submit at least 2 pieces of writing for this assessment. To unpack further, you will need to state the purpose or aim of your writing in a brief statement at the start. What are you wanting your writing to do? Entice? Challenge? Simply entertain? Either way, make sure you let your teacher know what it is you are trying achieve. This helps the teacher grasp what type of effect you are wanting to have on the reader. To gain inspiration prior to writing your samples, you will need to jump into a ‘gather’ phase, which will have you obtaining exerts and other articles to showcase a sense of research. You are able to look for pieces of writing outside of class but bear in mind you have to compose your own writing samples in person, in-class hours. During the year your teacher will help hone your craft at developing ideas, writing with a sense of control, the all-important editing as well as proofreading. Throughout your coursework, there will be an opportunity to gain feedback on your writing so that you can constantly be evolving and make it a refined piece of work. This polishing and feedback will be crucial to your overall mark. Throughout the year you will be learning about a range of current and historic New Zealand issues and texts. These will all show a sense of what it means to be a New Zealander and our identity. This could include anything from the issue of sustainability, race relations in New  Zealand, the importance of Maori culture or perhaps literature like short stories or poems relevant to our country. So get your write on and launch into a short story or poem. This will be an enriching assessment full of research, refining and delivered results.

91102 will have you speaking up!

In this assessment you will be constructing and delivering a crafted and controlled oral text. In short, you will be making a speech or seminar. You will pick the topic based on a novel, film or short text that you have studied. The only thing is, it must have an issue surrounding the text that’s significant. During your research and understanding, you will need to comprehend the text from a range of perspectives. This could be from specific groups or main characters studied in the text. These should shed some light on a wider large, societal issue. You will need to chat about the key issues within the text and hone in on the various perspectives. Then you will need to research that issue in-depth. Once that phase is done, its time to bring your speech to life! To do this think about all the language techniques that you can utilise to deliver your points with punch. That’s things like using your voice well, moderating the volume, changing the tempo for impact as well as body techniques like gesture and key facial expressions to build rapport. So burrow your head in that book, get your research on and then reel us in with your hold on the language features.

Get creative and show your visual flair!

In this assessment, you will create a crafted and controlled visual and verbal text. What’s required of this? You will need to think deeply about one text that you have studied during the year. You’ll then need to brainstorm key ideas surrounding the text. For example, if the movie you studied was The Day After Tomorrow, you might pick Global warming as one of your themes to tackle. The next phase for you in class is to research your two key ideas. Also once you have picked what type of visual image you are making (static image, cartoon, brochure etc), you will then look into what language features help to cultivate effectiveness in that form of media. Does one font look great on a static image but not so professional on a brochure? Work all these kinks out and then lock in how to best use language features for your final piece. Make sure you plan! Brainstorm some ideas for your design. When you are up to creating it refine, edit and redo it so that you are happy with it. Remember its all about bringing to life those key ideas mentioned earlier. Think about your audience and who you are aiming your image towards.

Its all about texts, texts, texts!

91104 will have you analysing significant connections across texts, supported by evidence. Here you will be unpacking the similarities and differences of texts that are from the same genre. Four texts you will cover and unpack each respectfully. The great thing about this achievement standard is that the texts can be a book, film or any other extended text. So you can have fun picking them! The findings of the comparison of texts will need to be presented in a written report. There will need to be two significant connections of the texts, supporting evidence and other sources need to be cited too.

An inquiry on a piece of writing

91105 will have you using information literacy skills to form developed conclusions. What does this mean? Well, this means that you will be completing an inquiry into the ideas expressed in a certain extended piece of opinion writing. The piece of writing will need to have an issue with two contrasting viewpoints, ready for you to analyse. The purpose of the inquiry is to show that you can demonstrate your information literacy skills. You will be coming up with your questions about the article independently and recording and evaluating the information after.

Get your read on!

91106 will have you forming developed personal responses to independently read texts, backed up by evidence. You will be compiling a reading list that is suitable for a year 12 book club. This will involve you selecting, reading and then recommending six texts.  You will not be allowed to pick any texts that you have studied throughout the year, so be on the lookout for new texts to jump into the world of. To nail this task you will need to form a personal response to each of the six texts. Remember evidence is your friend! Make sure you cite evidence as you discuss each text. You can pick from texts like novels, biographies, dramas, films, poems, short stories, blogs, song lyrics, newspaper columns etc. As you are reading remember to keep a log and record your impressions and the changes as you progress through the text. Once this is done you can then present your findings in either a written or oral format. Remember to explore a range of different genres and perspectives to keep your opinions fresh.

Its film time!

91107 will have you analysing aspects of a visual text through close reading that’s supported by evidence. This will involve you exploring ideas and text conventions in films. To do this you will need to be clued up on things like film terminology, which you will learn during class. Things like mis-en-scene, camera angles and lighting choices will all be covered. Brushing up on language features will be important here. You will then present your work in a visual, oral or written form.

Needing some more help with navigating your Level 2 Year?

Try Superprof. This online tutoring platform is super helpful in getting you to the next level of your English journey. There is an array of tutors on the website all there to help and assist you with extra resources, insights and support for successfully achieving your English assessments. The first lesson is free so there really is a strong incentive to give it a go and see if home tutoring is right for you. Try Superprof today!

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An experienced writer with a focus on the arts and humanities. My interests aren't just limited to these areas though. You'll be sure to find me playing soccer, having a swim at the beach or at a cafe enjoying a flat white.

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Achievement Criteria

Explanatory note 1.

Develop ideas in writing using stylistic and written conventions involves:

• developing ideas using stylistic conventions appropriate to audience and purpose
• using written conventions without intrusive error patterns that impede meaning.

Develop ideas in writing using stylistic and written conventions convincingly involves:

• developing connected ideas using stylistic conventions for effect, appropriate to audience and purpose
• using written conventions with accuracy, so that the writing only contains minor errors.

Develop ideas in writing using stylistic and written conventions effectively involves:

• integrating insightful ideas and stylistic conventions to command attention, appropriate to audience and purpose  
• using written conventions with control.

Explanatory Note 2

Writing can be either fiction or non-fiction and can take a variety of structures and forms, such as personal accounts, narratives, poems, scripts, reports, essays, or other appropriate text types.

Explanatory Note 3

Stylistic conventions include stylistic features, language features, and structural features.

Stylistic features are the ways in which language choices are arranged to create clarity and variety in a text.

Examples include:

• vocabulary selection

Language features are specific language techniques that create or support meaning in a text.

• figurative language (such as metaphor, simile, personification)
• sound devices (such as onomatopoeia, alliteration, assonance).

Structural features are ways that a text is shaped or organised.

• paragraphing
• sequence/transitions
• clear opening, middle, and end.

Explanatory Note 4

Written conventions are established rules that are used to make writing comprehensible.

• spelling, grammar, and punctuation
• using vocabulary, syntax, and stylistic features
• other text conventions which are appropriate to audience and purpose.

Explanatory Note 5

Audience is the specific group for which the writing is produced.

Purpose refers to the possible intentions of the writer, as prescribed by the context.

Shared Explanatory Note

Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.

This achievement standard is derived from the English Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.

[ File Resource ]

• Title: EN 1.3 EAS Draft for 2023 Pilot
• Description: English 91926 EAS Draft for 2023 Pilot
• File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-06/EN%201.3%20EAS%202023.pdf?VersionId=aoeu7d7b64VguBpI_5LtsQTKGEY5z0sX
• File Extension: pdf
• File Size: 258KB
• EN 1.3 EAS Draft for 2023 Pilot.pdf

EN 1.3 EAS Draft for 2023 Pilot

External assessment specifications, assessment format.

External Assessment Specifications for 2024 implementation will be provided in December 2023.

Useful Pages

Unpacking the Standard

Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Achievement Standard is closely linked to the five English Big Ideas and the Learning Area whakataukī: Ko te reo tuakiri, Ko te reo tōku ahurei, Ko te reo te ora.

Engaging in the writing process is active, and occurs when texts or experiences are interpreted, and then reproduced in written form. Engaging in writing processes may give ākonga a space to express their identity, or to communicate ideas that they are interested in or care about. When the writing process requires ākonga to engage with texts as a source of joy and nourishment, this can inspire ākonga and provide them with a model for their own writing. Kaiako are able to guide ākonga through the writing process, including modelling how different stylistic or written conventions can be applied.

The understanding that this Achievement Standard assesses is the ability to make deliberate choices in the crafting and editing of writing to communicate ideas. By engaging in the writing process, ākonga learn that, as text creators, they are participants in an ongoing conversation that spans past, present, and future.

This Achievement Standard aligns with the following items of Significant Learning:

• communicate developed ideas by selecting and using a range of language features accurately for a variety of effects
• show a developed understanding of how writers position their intended audience through using the language conventions and techniques, point of view, structure, contexts, and intended purpose that shape a range of texts.

Making reliable judgements

The guiding principles of this Achievement Standard are independence, authenticity, and an ability to write for purpose and audience. In the assessment, ākonga will produce writing that builds on their ideas with a clear purpose in mind. Making a choice to write about something they are passionate about or have experienced, can allow ākonga to express their personal voice, and explore their ideas more effectively. Ākonga will use the prompts provided by NZQA as a starting point for their own writing and will draw on their previous learning.

Ākonga will be able to use stylistic conventions, which includes stylistic, structural, and language features that are appropriate to audience and purpose, in order to develop their ideas.

Ākonga will need to be able to use written conventions without intrusive error patterns that impede meaning. In order to communicate their ideas in writing, ākonga will need to have a thorough understanding of how to plan, review, and rework their ideas. This understanding will help ākonga craft their writing accurately and appropriately for a chosen audience and purpose.

At higher levels of achievement, ākonga will demonstrate control over stylistic and written conventions in order to use a distinctive voice in writing. This means that ākonga are able to show discernment in their selection of vocabulary, use of syntax, inclusion of language features, and use of structural features in order to develop increasingly complex ideas.

Collecting evidence

Writing will be externally assessed. The piece for assessment will be completed under conditions set by NZQA so that ākonga can authentically demonstrate their ability to independently communicate their ideas in writing. Throughout the drafting and editing process, kaiako must be able to verify that the work submitted for assessment has been produced by the student.

In order to provide sufficient evidence, it is recommended that writing should be around 350-500 words. While poetry may not reach this minimum, a poem considered for assessment must be of sufficient length to demonstrate depth of ideas, control of language, and form. Where significantly shorter poetry or prose pieces are included in the selection, ākonga may need to submit two pieces inorder to provide sufficient evidence for the Achievement Standard. Shorter poetry or prose pieces may be connected by theme or subject matter to ensure that sufficient development of ideas is present.

Examples of written pieces include:

• descriptions
• personal accounts
• commentaries
• text reviews
• short fiction
• other appropriate text types.

The assessment prompts will be released by NZQA at the beginning of Term 3. The final submission for the writing is early in Term 4. The period of time between the release of the prompts and the final submission of writing signals a window in which the assessment may be undertaken, and allows for the planning, drafting, and editing of writing in response to a chosen prompt.

As this is a summative assessment, ākonga should not spend the entirety of this period engaged with the assessment. Kaiako may use this time as appropriate for their learners. For example, a teacher may plan for ākonga to spend two lessons at the beginning of Term 3 independently planning and drafting their piece of writing intensively, and then 'park' the writing in order to engage in other teaching and learning. Ākonga then return to their drafted writing to do further independent drafting and editing. This could be repeated ahead of the final submission of the writing. Alternatively, ākonga could be engaged in the process of planning, drafting, and editing writing once a week for a portion of the assessment window.

Refer to the External Assessment Specifications for further information.

Possible contexts

The writing process should be woven throughout the year's programme. As part of a teaching and learning programme, kaiako will give ākonga opportunities to engage with and become familiar with a range of writing types, covering a range of styles within non-fiction (formal) writing and fiction (creative) writing.

Experiences of engaging with different writing types is something that can be integrated throughout the year, as part of the study of literary and other texts. Writing opportunities should include the following stages: planning, drafting, revising, editing, and proof-reading. Kaiako are able to give formative feedback on writing that will not be used for assessment and this is something that should be utilised by ākonga to inform their learning. Kaiako are not able to give feedback on writing used for assessment.

Some opportunities for integrating writing exercises could be:

• within a language study and the learning that will be assessed with Achievement Standard 1.1. For example, using the language study as a model with a writing focus on the use of persuasive or other techniques
• within a text study. For example, writing from a different character's point of view, or writing a prologue or epilogue for a novel that has been studied that year
• within a classroom focus on personal response. For example, documenting and reflecting on texts that they have encountered, using texts to experiment with structure, language, etc.

Standard Exclusions

This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.

Click here for the exclusions list for the new NCEA Level 1 pilot Standards.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for literacy in 2024 and 2025. 

Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025 .

Supporting Material

• Title: EN1.3 Assessment Specification
• Description: English 1.3 Assessment Specification 2021 - Pilot use only
• File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/Assessment%20Specification%202021%20RAS%20Pilot%20Subjects%20%E2%80%93%20English%201.3%20%281%29.pdf?VersionId=vjHLdUknvjEqXiTbGHby8PPk6izIqVIA
• File Size: 239KB
• EN1.3 Assessment Specification.pdf

EN1.3 Assessment Specification

• Title: English 91926
• Description: Mini-pilot sample exemplar - Excellence
• File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/91926-exp-2021-excellence_0.pdf?VersionId=QbIMqhdTI99oQusji.2Z0XPCjUaCkYHy
• File Size: 213KB
• English 91926.pdf

English 91926

External assessments, assessment activities.

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Course: Creative Writing Courses Course: Creative Writing Course: Creative Writing

• by Darren Sudlow
• August 22, 2022

For those who love to write

This is a course for students who love to write, want to develop as a writer and pick up some NCEA credits as part of their writing journey. In the end this is all about stories. How we create them. Why? Exploration of narrative technique is an important aspect. Narrative in any form, whether novels or film.

Your work could become part of a L2 or 3 writing folio, or a whole folio if you complete both semesters

Full year or

Semester one or Semester two

Subject Area(s):

English, Media Studies, Creative Writing

This is a senior semester based or full year course available to year 12 and 13. 

Assessment:

91101: Produce a selection of crafted and controlled writing – 6 credits – internal

91103: Create a crafted and controlled visual and verbal text – 3 credits – internal

91475: Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas – 6 credits- internal

91478: Create a fluent and coherent visual text which develops, sustains and structures ideas using verbal and visual language – 3 credits – internal

About the Teacher:

https://netnz.org/enrolment/

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Darren Sudlow

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