NCEA Internal Assessment Task 2024 PDF

**NCEA Internal Assessment Task** **2024** *Assessment Title*: Decisions, Decisions ======================================== +-----------------------------------+-----------------------------------+ | | There is no further assessment | |...

**NCEA Internal Assessment Task** **2024** *Assessment Title*: Decisions, Decisions ======================================== +-----------------------------------+-----------------------------------+ | | There is no further assessment | | | opportunity for this standard. | +===================================+===================================+ | | This commentary must be entirely | | | the student's own work. | | | | | | Use of AI is not permitted and | | | stands as plagiarism Plagiarism | | | of any kind will result in a Not | | | Achieved grade being awarded. | | | | | | Students must sign an | | | Authenticity Form. | | | | | | Students should ensure that all | | | checkpoints are met for teacher | | | feedback. | +-----------------------------------+-----------------------------------+ **Appeals** Refer to your NCEA Assessment Handbook. **Due date and time** Thursday 24^th^ October 2024 Checkpoint \#1 -- Step one (decisions) Tuesday 10^th^ September 2024 Checkpoint \#2 -- Step two (theme) Tuesday 17^th^ September 2024 Checkpoint \#3 -- Step three (character) or four (conflict) Tuesday 24^th^ September 2024 +-----------------------+-----------------------+-----------------------+ | **Achievement** | **Achievement with | **Achievement with | | | Merit** | Excellence** | +=======================+=======================+=======================+ | Demonstrate | Demonstrate | Demonstrate | | understanding of | convincing | perceptive | | specific aspects of | understanding of | understanding of | | studied | specific aspects of | specific aspects of | | | studied text | studied text | | text | | | +-----------------------+-----------------------+-----------------------+ Student instructions -------------------- ### Introduction You are going to develop your ideas in a response to self-selected studied text(s) in which a character makes a difficult decision and present it as an oral text. Your response should develop ideas in response to a character and what you thought about a decision that they made. You will: · identify a difficult decision made by a character · describe what you thought about the character and their difficult decision · describe and explain how specific aspects worked together to create that response · You may present your understanding as either: - a written report (students should aim to write approximately 750-800 words) - a verbal and visual presentation (discussion can be voice recordings or writing) or an oral presentation of approximately 3-4 minutes Getting started --------------- To help you develop your ideas about a decision a character makes in a text(s), you can consider your response to the following points: · what ideas or themes are highlighted as a consequence of the decision · how the place or time that the text is set in influences the outcome of the decision **What will I be assessed on?** **For Achieved:** Demonstrate understanding of specific aspects of studied text This involves: - describing specific aspects of a text - describing how specific aspects create engagement with, or viewpoints on, a text - supporting descriptions with specific examples. **For Merit:** Demonstrate convincing understanding of specific aspects of studied text This involves: - explaining how specific aspects work to create engagement with, or viewpoints on a text **For Excellence:** Demonstrate perceptive understanding of specific aspects of studied text This involves: - discussing the relationship between specific aspects of a text, and author's purpose and wider context. ### Step 1: What text will you choose and why? You will need to look in the assignment backpack to access one of the text available. Complete the table below for CHECKPOINT ONE: What is the title of the text? ------------------------------------------------------------------------------------- -- Who is the author/director of the text? What is the text type? What is the purpose and the intended audience of the text? What are the social, cultural and historical factors at play? What are the other relevant---economics, politics, environmental---factors at play? Identify a difficult decision that is made by a character. ### Note: [Context research (this is exactly what you did for 1.1)] Brainstorm, research and make notes on the background information and circumstances of your text. Consider the broader context, but also the specifics: - Purpose and intended audience of the text - Social, cultural and historical factors at play - Other relevant factors (economics, politics, environmental etc) #### Step 2: What is the thematic idea? #### Focusing on your self-selected text, fill in the table below to help you plan to write a paragraph. Submit this section in the document completed for Checkpoint 2. +-----------------------------------+-----------------------------------+ | #### What ideas or themes are hig | #### {#section-2} | | hlighted as a consequence of the | | | decision? | | +===================================+===================================+ | **How has this theme(s) been | #### {#section} | | crafted by the author/director?** | | +-----------------------------------+-----------------------------------+ | #### What specific details --quot | #### {#section-1} | | es and/or language features---sup | | | port the crafting of this theme? | | +-----------------------------------+-----------------------------------+ #### +-----------------------------------+-----------------------------------+ | #### Why is this significant? How | #### {#section-6} | | does it help us to understand th | | | e author/director's purpose? | | +===================================+===================================+ | #### Include any beyond the text | #### {#section-4} | | research from the context that yo | | | u included in step one to support | | | your understanding of the author | | | /director's perspective. | | +-----------------------------------+-----------------------------------+ | #### Give quotes to support the p | #### {#section-5} | | oints you are making about the au | | | thor/director's purpose. | | +-----------------------------------+-----------------------------------+ Select a paragraph style on writer's toolbox -- Lawyer, Scientist, Slam Dunk, Hammer. Use the planning in the table to write two paragraphs. The first on how a theme(s) was highlighted as a consequence of the decision made by the character. And the second paragraph on what is the author's purpose. Copy and paste your paragraph from Writer's Toolbox into the box below and submit to Checkpoint 2 -- Theme. #### Step Three -- Due to the decision, how has the character changed and why? Focusing on your self-selected text, choose two of the following questions to respond to in full. Submit this step three or step four in the document completed for Checkpoint 3. +-----------------------------------+-----------------------------------+ | #### What are your thoughts about | #### {#section-13} | | how the character made their dec | | | ision, the factors they took into | | | account, and whether or not they | | | made a good decision in the circ | | | umstances? | | +===================================+===================================+ | #### What similarities, differenc | #### {#section-7} | | es, and parallels between you and | | | the character, and how you might | | | have acted if faced with a simil | | | ar situation | | +-----------------------------------+-----------------------------------+ | #### How have your thoughts or fe | #### {#section-8} | | elings towards the character deve | | | loped or changed because of their | | | decision? | | +-----------------------------------+-----------------------------------+ | #### To what extent does the char | #### {#section-9} | | acter's decision-making align wit | | | h your personal and/or cultural v | | | alues? | | +-----------------------------------+-----------------------------------+ | #### In response to the questions | #### {#section-10} | | you wrote on above, answer the f | | | ollowing two questions. | | +-----------------------------------+-----------------------------------+ | **How has this theme(s) been | #### {#section-11} | | crafted by the author/director?** | | +-----------------------------------+-----------------------------------+ | #### What specific details --quot | #### {#section-12} | | es and/or language features---sup | | | port the crafting of this theme? | | +-----------------------------------+-----------------------------------+ #### +-----------------------------------+-----------------------------------+ | #### Why is this significant? How | #### {#section-17} | | does it help us to understand th | | | e author/director's purpose? | | +===================================+===================================+ | #### Include any beyond the text | #### {#section-15} | | research from the context that yo | | | u included in step one to support | | | your understanding of the author | | | /director's perspective. | | +-----------------------------------+-----------------------------------+ | #### Give quotes to support the p | #### {#section-16} | | oints you are making about the au | | | thor/director's purpose. | | +-----------------------------------+-----------------------------------+ Select a paragraph style on writer's toolbox -- Lawyer, Scientist, Slam Dunk, Hammer. Use the planning in the table to write two paragraphs. The first on response to the character and the decision they made. And the second paragraph on what is the author's purpose. Copy and paste your paragraph from Writer's Toolbox into the box below and submit to Checkpoint 3 -- Character. #### #### Step Four -- What is the impact of the conflict? #### Focusing on your self-selected text, fill in the table below to help you plan to write a paragraph. Submit this step three or step four in the document completed for Checkpoint 3. +-----------------------------------+-----------------------------------+ | #### Why was the decision was dif | #### {#section-21} | | ficult (what was at stake, possib | | | le consequences of different choi | | | ces)? | | | | | | **Extension -- To what extent do | | | the character's decision-making | | | align with your personal and/or | | | cultural values?** | | +===================================+===================================+ | **How has this theme(s) been | #### {#section-19} | | crafted by the author/director?** | | +-----------------------------------+-----------------------------------+ | #### What specific details --quot | #### {#section-20} | | es and/or language features---sup | | | port the crafting of this theme? | | +-----------------------------------+-----------------------------------+ #### +-----------------------------------+-----------------------------------+ | #### Why is this significant? How | #### {#section-25} | | does it help us to understand th | | | e author/director's purpose? | | +===================================+===================================+ | #### Include any beyond the text | #### {#section-23} | | research from the context that yo | | | u included in step one to support | | | your understanding of the author | | | /director's perspective. | | +-----------------------------------+-----------------------------------+ | #### Give quotes to support the p | #### {#section-24} | | oints you are making about the au | | | thor/director's purpose. | | +-----------------------------------+-----------------------------------+ Select a paragraph style on writer's toolbox -- Lawyer, Scientist, Slam Dunk, Hammer. Use the planning in the table to write two paragraphs. The first on response to the character and the decision they made. And the second paragraph on what is the author's purpose. Copy and paste your paragraph from Writer's Toolbox into the box below and submit to Checkpoint 4 -- Conflict. ### Step Five -- Presenting your understanding Using the portfolio of paragraphs you have written over the course of the Assignment of your self-selected piece, present your understanding as either: - a written report (students should aim to write approximately 750-800 words) o Refer to Appendix B for a possible report structure - a verbal and visual presentation (discussion can be voice recordings or writing) or an oral presentation of approximately 3-4 minutes Whatever method you choose, use the mark scheme and grade breakdown on pg. 3 to ensure you've covered what is required by the assessment. +-----------------------+-----------------------+-----------------------+ | **Evidence/Judgements | **Evidence/Judgements | **Excellence** | | for Achievement** | for Achievement with | | | | Merit** | | +=======================+=======================+=======================+ | The student | The student | The student | | demonstrates | demonstrates | demonstrates | | understanding of | convincing | perceptive | | specific aspects of | | understanding of | | studied text | understanding of | specific aspects of | | | specific aspects of | studied text | | The student will: | studied text | | | | | The student will: | | - describe specific | The student will: | | | aspects of a | | - discuss the | | text. | - explain how | relationship | | | specific aspects | between specific | | - describe how | work together to | aspects of a | | specific aspects | create engagement | text, and | | create engagement | with, or | author's purpose | | with, or | viewpoints on, a | or wider context | | viewpoints on, a | text | | | text. | | - support | | | - support | discussion with | | - support | explanations with | examples from | | descriptions with | examples from the | | | examples from the | text. | The student has: | | text. | | | | | The student has: | - discussed the | | The student has: | | relationship | | | - explained how | between specific | | - described | specific aspects | aspects of a | | specific aspects | work together to | text, and | | of a text. | create engagement | author's purpose | | | with, or | or wider context. | | - described how | viewpoints on, a | For example, | | specific aspects | text, using | | | create engagement | examples from the | | | with, or | text. For | | | viewpoints on, a | | - supported | | text. For | | discussion with | | example, | | examples from the | | describing | - supported | text. For | | aspects | explanations with | example, | | | examples from the | providing | | | text. For | | | | example, | | | - supported | providing | | | descriptions with | details, | | | examples. For | descriptions, or | | | example, | quotations from | | | providing | the text(s). | | | details, | | | | descriptions, or | | | | quotations from | | | | the text(s). | | | +-----------------------+-----------------------+-----------------------+ **Assessment schedule: English 91924 Demonstrate understanding of how context shapes verbal language use.**  Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard. ### Authenticity Declaration **This form is to be signed for every Internal Assessment and handed to the teacher along with the final submission.** Student Name: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------- Student Campus: Teacher: NCEA Level and Subject: Level 1 English Standard Number and Title: I acknowledge that I have read the excerpt below from the OSGNZ NCEA Assessment Handbook which outlines the NZQA policies and procedures around Plagiarism and Authenticity for OSGNZ and attest that: All work I submit for this assessment is my own work, completed without the unauthorised help of others or AI programmes. ✓ I did not allow other students to copy my assessment work. ✓ I understand that if I hand in work that is found to be not my own, I will receive 'Not Achieved' ✓ Your electronic signature: Date: **Excerpt from the OSGNZ NCEA Assessment Handbook:** - The work students hand in for assessment must be their own. - Students may not submit; words, ideas, images or data of another person or AI programme as their own in any assignment or assessment. This is called plagiarism. - Students should be prepared, if required, to submit working drafts. - If students knowingly allow other student(s) to copy their work and submit it for assessment, the work will be given a Not Achieved grade. Students might not be given a further assessment opportunity in that standard. - If your teacher or anyone else involved in the marking of an assessment considers there is a possible breach of the authenticity policy, an investigation will be carried out which may result in a Not Achieved grade being awarded and reported to NZQA. **Talk to your teacher about the OSGNZ Referencing Style Guide** **Appendix A: Close reading template** **Title:** **Author:** **Text type:** **The Big Picture** Summarise the important information about the text as a whole. **Subject**: What is the piece about? --------------------------------------------------------------------------------------------------------------------- -- **Tone**: What is the feeling or mood of the piece? Does it stay the same or does it change? **Purpose**: Why has this piece been written? To inform? Entertain? Persuade? Or something else? **Intended audience**: Who was this made for? What group(s) of people are being targeted? **Context**: What is the "setting" or background for this piece? What social factors are involved? **Idea:** What is the overall idea of the text? Why was it written/created? What is the moral/message of the story? **Text Aspects** **Draw conclusions about the relationship between your example and the context** -- -- ------ -- ---------------------------------------------------------------------------------- mary  #### Possible Report Structure +-----------------------+-----------------------+-----------------------+ | **Structure** | **Things to include** | **WTE elements you | | | | could use** | +=======================+=======================+=======================+ | **Introduction** | - Introduce the | | | | text you\'ve | | | *1 paragraph* | studied (title, | | | | text type, | | | | author, subject | | | | and audience) and | | | | its significance | | | | within its | | | | context. | | | | | | | | - The name of the | | | | character and a | | | | brief explanation | | | | of the difficult | | | | decision that was | | | | made | | | | | | | | - identify the | | | | aspects from the | | | | text(s) that you | | | | are going to | | | | engage with to | | | | develop your | | | | response in | | | | relation to the | | | | difficult | | | | decision made by | | | | a character | | +-----------------------+-----------------------+-----------------------+ | **Character | - Explain how the | | | overview** | character is | | | | developed through | | | *1 paragraph* | the text and | | | | their | | | | significance to | | | | the text as a | | | | whole | | | | | | | | - Describe the | | | | decision that was | | | | made | | | | | | | | - Explain why the | | | | decision was | | | | difficult -- what | | | | was at stake, | | | | possible | | | | consequences. | | +-----------------------+-----------------------+-----------------------+ | **Analysis of | - Describe what you | - - - - - - | | decision** | thought of the | - - - | | | character and the | | | *You will need more | difficult | | | than one paragraph | decision and why | | | for this section.* | you thought that. | | | | | | | *You should refer to | - Explain your | | | multiple | thoughts about | | | quotes/evidence to | why the character | | | show an in-depth | made that | | | understanding.* | decision, the | | | | factors they took | | | | into account and | | | | whether you think | | | | it was a good | | | | decision. | | | | | | | | - similarities, | | | | differences, and | | | | parallels between | | | | you and the | | | | character, and | | | | how you might | | | | have acted if | | | | faced with a | | | | similar situation | | | | | | | | - Describe why the | | | | author may have | | | | created this | | | | difficult | | | | decision and what | | | | the purpose of | | | | the text was as a | | | | whole | | | | | | | | - Discuss the | | | | relationship | | | | between the | | | | character, the | | | | decision and the | | | | overall purpose | | | | of the text. | | | | | | | | - Describe the | | | | audience's | | | | reaction to the | | | | decision and how | | | | this might | | | | change, | | | | | | | | - depending on the | | | | experiences of | | | | the audience. | | | | | | | | - how your thoughts | | | | or feelings | | | | towards the | | | | character | | | | developed or | | | | changed because | | | | of their decision | | | | | | | | - the extent to | | | | which the | | | | character's | | | | decision- | | +-----------------------+-----------------------+-----------------------+ +-----------------+-----------------+-----------------+-----------------+ | | | - - - | | +=================+=================+=================+=================+ | | | Summarize the | | | | | key findings | | | | | and insights | | | | | drawn from your | | | | | analysis. | | | | | | | | | | Draw | | | | | conclusions | | | | | about how the | | | | | charatcer's | | | | | decision | | | | | ultimately | | | | | impact the text | | | | | overall and | | | | | work towards a | | | | | deeper | | | | | understanding. | | +-----------------+-----------------+-----------------+-----------------+ **\*References:** - List all the sources used for your analysis, including the primary text and any secondary sources. - This is not a marked part of the assessment, so you are welcome to choose the style of referencing (APA or footnotes)