EDUCATIONAL QUALITY AND

ASSESSMENT PROGRAMME
[EQAP]

SOUTH PACIFIC FORM SEVEN

CERTIFICATE [SPFSC]

ENGLISH
SYLLABUS
 GENERAL INFORMATION

The Office of the Educational Quality and Assessment Programme (EQAP) is located at:

3 Luke Street, Nabua

Suva
Fiji

Tel: (679) 3315600

Email: [email protected]
Web: www.spc.int / www.eqap.org.fj

Any correspondence regarding this syllabus should be addressed to:

The Director EQAP

Pacific Community (SPC)
Private Mail Bag
Suva
Fiji

January 2004: 1st Edition

January 2011: 2nd Edition
April 2017: 3rd Edition
February 2019: 4th Edition
January 2020: 5th Edition

© Educational Quality and Assessment Programme, 2020

The Pacific Community (SPC)
All rights reserved. No part of this publication may be reproduced by any means without prior
permission of the EQAP Director.
1
 SOUTH PACIFIC FORM SEVEN CERTIFICATE

ENGLISH

Contents
Preamble and Rationale ........................................................................................................................4
Course Aim ..........................................................................................................................................4
Prerequisites .........................................................................................................................................5
General Objectives ...............................................................................................................................5
Content Components ............................................................................................................................6
Unpacking the Learning Outcomes ......................................................................................................6
Learning Outcomes ..............................................................................................................................7
STRAND 1: Exploring Language: Close Reading of Text ..............................................................7
Sub- Strand 1.1 Prose ................................................................................................................7
Sub- Strand 1.2 Poetry ...............................................................................................................9
STRAND 2: Response to Texts .....................................................................................................11
Sub- Strand 2.1 Shakespearean Drama...................................................................................11
Sub- Strand 2.2 Non-Shakespearean Drama ..........................................................................13
Sub- Strand 2.3 Poetry ............................................................................................................15
Sub- Strand 2.4 Novel ............................................................................................................17
Sub- Strand 2.5 Short Story ....................................................................................................18
Sub- Strand 2.6 Non-Fiction ....................................................................................................21
Sub- Strand 2.7 Film................................................................................................................22
STRAND 3: Exploring Language: Language Research ................................................................25
Sub-Strand 3.1 Literature Review ..........................................................................................25
Sub-Strand 3.2 Primary Research ...........................................................................................25
Sub-Strand 3.3 Produce a fluent and coherent writing ............................................................26
STRAND 4: Exploring Language: Oral Presentation ....................................................................27
Sub- Strand 4.1 Produce a Fluent and Coherent Speech ........................................................27
ASSESSMENT ..................................................................................................................................28
Suggested Teaching Time and Weightings ....................................................................................28
Assessment Blueprint .....................................................................................................................28
External Assessment ......................................................................................................................29
Section 1: Exploring Language: Close Reading of Text (30%) .................................................29
Section 2: Response to Texts (20% X 2 = 40%) ........................................................................29
Internal Assessment........................................................................................................................30
TASK ONE: Research Report....................................................................................................30
2
 TASK TWO: Oral Presentation .................................................................................................31
APPENDICES……………………………………………………………………………………33
Appendix 1: Sample Questions on Close Reading of Text ......................................................33
Appendix 2a: Sample Scoring Rubric - Literature Essays .......................................................39
Appendix 2b: Sample Literature Essays…………………………………………………..….39
Appendix 3a: Scoring Rubric – Research Report .....................................................................47
Appendix 3b: Research Proposal Template……..……………………………………………49
Appendix 3c: Research Report Layout/Format Template - Sample………………………….50
Appendix 4: Scoring Rubric - Oral Presentation ......................................................................51
Appendix 5a: Full IA Programme Template .............................................................................52
Appendix 5b: IA Summary Form..............................................................................................55
ADVISORY SECTION .....................................................................................................................56
1. Sample Teaching Programme .................................................................................................56
2. Literature: Recommended Texts ...........................................................................................60
3. Resources and Teacher Reference...........................................................................................62

3
 ENGLISH

Preamble and Rationale

This syllabus provides the specifications for assessment for the South Pacific Form Seven Certificate
[SPFSC] English Examination.

The review and subsequent revisions carried out in 2010, 2017 and 2019 are to encourage the
reporting of student achievement against learning outcomes and to provide more opportunity for
student learning and achievement in English to be more fully recognised. There is a shift to a 30%
internal assessment component. The oral presentation has been broadened to allow students to present
seminars on either language or literature. In this way, students could integrate work completed from
elsewhere in the English programme by presenting findings and examples from their language
research topic, or on topics developed from literature studies, for example by presenting on other
texts linked to the same theme. The Research Report constitutes 20% and the Oral Presentation 10%
of the IA Component.

Fewer aspects are included in the examination. This reflects extensive recent international research
into external assessment, which concluded that a maximum of three aspects should be examined in a
three-hour examination in order for students to have sufficient time to show skills and understandings
in externally assessed outcomes. Consequently, the literature component has been reduced from three
to two genres examined. The section on exploring language where students answered questions on a
selected language topic has also been removed, as this outcome is assessed more appropriately
through the language research project.

The revisions to the syllabus reflect major changes to curriculum and outcome based qualifications
that have occurred since 2003. A major change incorporated in this syllabus in 2017 is the inclusion
of the unpacked learning outcomes for each Strand and Sub-Strand. The rationale for this change is
to guide the classroom teachers as to what all their students need to learn and achieve by the end of
the school year. Based on the needs of the students to better prepare them for tertiary education, two
more Major Learning Outcomes have been included which will be assessed internally, and become
part of the research project the students write. The outcomes are now increased from four to six to
reflect current curriculum developments and the needs of the society and students, which altogether
provide a balance of literature and language based studies. The outcomes have also been reordered
into externally assessed and internally assessed groupings. The current revisions also open up
opportunities to move in future revisions to a fully standards based assessment model.

The syllabus includes support for teachers with indications of how teachers might approach each
syllabus outcome and plan a yearlong English programme. The syllabus is particularly designed for
students who may undertake further studies in a tertiary institution as well as for those students who
will complete their formal education at the end of Form 7 and enter the job market.

Course Aim

Students will be able to:

 understand, use and create oral and written texts from a range of contexts
 become increasingly skilled speakers and listeners, readers and writers, presenters and viewers
 appreciate and enjoy texts in many forms
 be equipped to make appropriate language choices and apply them in a range of contexts.

4
Prerequisites

Students will be expected to have successfully completed their National Year 12 Qualification or its
equivalent.

General Objectives

Students should be able to:

 build skills in the interconnected strands of language by making meaning of ideas or information
through listening, reading and viewing, speaking, writing and presenting
 use a set of underpinning processes and strategies to develop knowledge, skills and
understandings related to purposes and audiences, ideas, language features, structure and
organisation
 develop an understanding of and ability to use the conventions of spoken and written English
 develop an understanding and appreciation of how language varies according to the user,
audience, and purpose
 respond to and think critically about a range of texts, including literary texts
 use skills to identify information needs, and find, use, and communicate information effectively
 understand and appreciate the heritages and values of the Pacific through experiencing a broad
range of texts.

5
Content Components
The content of the SPFSC English course is organised under four strands and a number of sub-
strands under each strand. These are outlined below:
Sub-
Strand Strand
Number Strand Title number Sub-Strand Title
Exploring Language: 1.1 Prose
1.
Close Reading of Text 1.2 Poetry
2.1 Shakespearean drama
2.2 Non-Shakespearean drama
2.3 Poetry
2.4 Novel
2.5 Short Story
2. Response to Texts 2.6 Non-fiction
2.7 Film
2.8 21st Century Skills (critical thinking & reasoning)
2.9 Structuring Ideas
2.10 Expression and Style
2.11 Writing/ Language Conventions
3.1 Literature Review
Exploring Language: 3.2 Primary Research
3. Language Research 3.3 Producing a fluent and coherent writing
Exploring Language:
4.
Oral Presentation 4.1 Producing a fluent and coherent speech

Unpacking the Learning Outcomes

In this syllabus, Learning Outcomes are stated at three levels of generality: Major Learning
Outcomes (MLOs) are stated at the strand level, Key Learning Outcomes (KLOs) are stated at the
sub-strand level, and Specific Learning Outcomes (SLOs) are unpacked from the Key Learning
Outcomes. Each SLO is a combination of a cognitive skill and a specific content component. Each
SLO is given a skill level, level 1 – 4, and this skill level results from the categorisation of the
cognitive skill that is embedded in the SLO using the SOLO taxonomy1.

The SOLO taxonomy provides a simple, reliable and robust model for three levels of understanding
– surface deep and conceptual (Biggs and Collis 1982).

L0

L1 L2 L3 L4

1
Structure of Observed Learning Outcomes by Biggs and Collis (1982)
6
At the prestructural level (L0) of understanding, the task is inappropriately attacked, and the student
has missed the point or needs help to start. The next two levels, unistructural and multistructural are
associated with bringing in information (surface understanding). At the unistructural level (L1), one
aspect of the task is picked up, and student understanding is disconnected and limited. The jump to
the multistructural level is quantitative. At the multistuctural level (L2), several aspects of the task
are known but their relationships to each other and the whole are missed. The progression to relational
and extended abstract outcomes is qualitative. At the relational level (L3), the aspects are linked and
integrated, and contribute to a deeper and more coherent understanding of the whole. At the extended
abstract level (L4), the new understanding at the relational level is re-thought at another conceptual
level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or
creation of new understanding (adapted from Hook and Mills 2011). [http://pamhook.com/solo-
taxonomy/.. ]

The progression from Level 1 to Level 4 is exemplified in the progression from define describe
explaindiscuss with each succeeding level indicating a higher level of understanding, as
follows:

• define – to state a basic definition of a concept [Unistructural or L1]

• describe – to give the characteristics of, or give an account of, or provide annotated
diagrams. [Multistructural or L2]
• explain – to provide a reason for a relationship – an event and its impact, a cause and an
effect, as to how or why something occurs. [Relational or L3]
• discuss – this means linking ideas (descriptions, explanations) to make generalisations or
predictions or evaluations. It may involve relating, comparing, analysing, and justifying.

Learning Outcomes

STRAND 1: Exploring Language: Close Reading of Text

Major Learning Outcome 1
Respond critically to significant aspects of unfamiliar written texts through close reading,
supported by evidence.

Sub- Strand 1.1 Prose

Key Learning Outcome: Respond critically and perceptively to significant aspect(s) of prose,
supported by evidence.
SLO Skill SLO Code
No. Specific Learning Outcomes (SLO) Level
1 State the theme of a given prose. 1 Eng1.1.1.1
Describe a theme of a given prose and support it with an
2 example from the text. 2 Eng1.1.2.1
3 Explain how the events in the prose contribute to the theme. 3 Eng1.1.3.1

7
 Extend the ideas in the theme of the prose to other situations in
4 the real world context with justification. 4 Eng1.1.4.1
5 State a belief or attitude expressed or implied in a prose. 1 Eng1.1.1.2
Describe a belief or attitude, expressed or implied in a given
6 prose, and support it with an example from the text. 2 Eng1.1.2.2
Explain how the events in the prose contribute to the expressed
7 belief or attitude. 3 Eng1.1.3.2
Discuss/Evaluate the implications/relevance of the beliefs or
attitudes in the prose to other situations in the real world
8 context with justification. 4 Eng1.1.4.2
9 State a feeling or experience expressed or implied in a prose. 1 Eng1.1.1.3
Describe a feeling or experience, expressed or implied in a
10 given prose and support it with an example from the text. 2 Eng1.1.2.3
Explain how the events in the prose contribute to the expressed
11 feeling or experience. 3 Eng1.1.3.3
Discuss/Evaluate the implications/relevance of the expressed
feeling or experience in the prose to other situations in the real
12 world context with justification. 4 Eng1.1.4.3
13 State a meaning or insight expressed or implied in a prose. 1 Eng1.1.1.4
Describe the meanings or insights expressed or implied in a
14 given prose, supported by an example from the text. 2 Eng1.1.2.4
Explain how the events in the prose contribute to the expressed
15 meanings or insights. 3 Eng1.1.3.4
Discuss/Evaluate the implications/relevance of the expressed
meanings or insights in the prose to other situations in the real
16 world context with justification. 4 Eng1.1.4.4
17 State an opinion or thought expressed or implied in a prose. 1 Eng1.1.1.5
Describe an opinion or thought expressed or implied in a given
18 prose and support it with an example from the text. 2 Eng1.1.2.5
Explain how the events in the prose contribute to the expressed
19 opinion or thought. 3 Eng1.1.3.5
Discuss/Evaluate the implications/relevance of the expressed
opinion or thought in the prose to other situations in the real
20 world context with justification. 4 Eng1.1.4.5
State/Identify a word choice or syntax or sound device in a
21 prose. 1 Eng1.1.1.6
Describe the features of word choice or syntax or sound device
22 as used in a prose. 2 Eng1.1.2.6
Explain how the word choice or syntax or sound device in the
prose contribute to the messages (or some other key features) of
23 the prose. 3 Eng1.1.3.6
Discuss/Evaluate the impact of the use of the word choice or
syntax or sound device in the prose to other situations in the
real world context or to the quality of the prose itself or some
24 other similar prose, with justification. 4 Eng1.1.4.6
State a figurative language device or symbolism used in a
25 prose. 1 Eng1.1.1.7
Describe the features of the language device or symbolism as
26 used in a prose. 2 Eng1.1.2.7

8
 Explain how the language device or symbolism used in the
prose contribute to the messages (or some other key features) of
27 the prose. 3 Eng1.1.3.7
Discuss/Evaluate the impact of the use of the language device
or symbolism in the prose to other situations in the real world
context with justification, or to the quality of the prose itself or
28 some other similar prose. 4 Eng1.1.4.7
29 State/Identify the organisation of a prose. 1 Eng1.1.1.8
30 Describe the features of the organisation of a prose. 2 Eng1.1.2.8
Explain how the organisation of the prose contribute to the
31 messages (or some other key features) of the prose. 3 Eng1.1.3.8
32 State/Identify the narrative style of a prose. 1 Eng1.1.1.9
33 Describe the features of the narrative style of the prose. 2 Eng1.1.2.9
Explain how the narrative style of the prose contribute to the
34 messages (or some other key features) of the prose. 3 Eng1.1.3.9
Discuss/Evaluate the impact of the narrative style of the prose
to other situations in the real world context or to the quality of
35 the prose itself, or some other similar prose, with justification. 4 Eng1.1.4.8
State/Identify the author’s or a character’s point of view in a Eng1.1.1.1
36 prose. 1 0
Outline a point of view expressed in the prose and support it Eng1.1.2.1
37 with an example from the text. 2 0
Explain how the different points of views contribute to the Eng1.1.3.1
38 messages (or some other key features) of the prose. 3 0
Discuss/Evaluate the impact of the different points of view on
the overall quality of the prose itself or some other similar
39 prose. 4 Eng1.1.4.9

Sub- Strand 1.2 Poetry

Key Learning Outcome: Respond critically and perceptively to significant aspect(s) of poetry,
supported by evidence.

SLO Skill SLO

No. Specific Learning Outcomes (SLO) Level Code
1 State a theme of a given poem. 1 Eng1.2.1.1
Describe a theme of a given poem and support it with an
2 example from the text. 2 Eng1.2.2.1
3 Explain how the events in the poem contribute to the theme. 3 Eng1.2.3.1
Extend the ideas in the theme of the poem to other situations in
4 the real world context with justification. 4 Eng1.2.4.1
5 State a belief or attitude expressed or implied in a poem. 1 Eng1.2.1.2
Describe a belief or attitude, expressed or implied in a given
6 poem, and support it with an example from the text. 2 Eng1.2.2.2
Explain how the events in the poem contribute to the expressed
7 belief or attitude. 3 Eng1.2.3.2

9
 Discuss/Evaluate the implications/relevance of the beliefs or
attitudes in the poem to other situations in the real world
8 context with justification. 4 Eng1.2.4.2
9 State a feeling or experience expressed or implied in a poem. 1 Eng1.2.1.3
Describe the feeling or experience expressed or implied in a
10 given poem and support with an example from the text. 2 Eng1.2.2.3
Explain how the events in the poem contribute to the expressed
11 feeling or experience. 3 Eng1.2.3.3
Discuss/Evaluate the implications/relevance of the expressed
feeling or experience in the poem to other situations in the real
12 world context with justification. 4 Eng1.2.4.3
13 State a meaning or insight expressed or implied in a poem. 1 Eng1.2.1.4
Describe the meanings or insights expressed or implied in a
14 given poem, supported by an example from the text. 2 Eng1.2.2.4
Explain how the events in the poem contribute to the expressed
15 meanings or insights 3 Eng1.2.3.4
Discuss/Evaluate the implications/relevance of the expressed
meanings or insights in the poem to other situations in the real
16 world context, with justification. 4 Eng1.2.4.4
17 State an opinion or thought expressed or implied in a poem. 1 Eng1.2.1.5
Describe the opinion or thought expressed or implied in a given
18 poem and support with an example from the text. 2 Eng1.2.2.5
Explain how the events in the poem contribute to the expressed
19 opinion or thought. 3 Eng1.2.3.5
Discuss/Evaluate the implications/relevance of the expressed
opinion or thought in the poem to other situations in the real
20 world context, with justification. 4 Eng1.2.4.5
State/Identify a word choice or syntax or sound device in a
21 poem. 1 Eng1.2.1.6
Describe the features of word choice or syntax or sound device
22 as used in a poem. 2 Eng1.2.2.6
Explain how the word choice or syntax or sound device in the
poem contribute to the messages (or some other key features) of
23 the poem. 3 Eng1.2.3.6
Discuss/Evaluate the impact of the use of the word choice or
syntax or sound device in the poem to other situations in the
real world context or to the quality of the poem itself or some
24 other similar poem, with justification. 4 Eng1.2.4.6
State a figurative language device or symbolism used in the
25 poem. 1 Eng1.2.1.7
Describe the features of the language device or symbolism as
26 used in a poem. 2 Eng1.2.2.7
Explain how the language device or symbolism used in the
poem contribute to the messages (or some other key features) of
27 the poem. 3 Eng1.2.3.7
Discuss/Evaluate the impact of the use of the language device
or symbolism in the poem to other situations in the real world
context or to the quality of the poem itself or some other similar
28 poem, with justification 4 Eng1.2.4.7
29 State/Identify the organisation of the poem. 1 Eng1.2.1.8
10
 30 Describe the features of the organisation of the poem. 2 Eng1.2.2.8
Explain how the organisation of the poem contribute to the
31 messages (or some other key feature) of the poem. 3 Eng1.2.3.8
32 State/Identify the narrative style of the poem 1 Eng1.2.1.9
33 Describe the features of the narrative style of the poem. 2 Eng1.2.2.9
Explain how the narrative style of the poem contribute to the
34 messages (or some other key features) of the poem. 3 Eng1.2.3.9
Discuss/Evaluate the impact of the narrative style of the poem
to other situations in the real world context or to the quality of
35 the poem itself or some other similar poem, with justification. 4 Eng1.2.4.9
State/Identify the author’s or a character’s point of view in Eng1.2.1.1
36 the poem 1 0
Outline a point of view expressed in the poem and support it Eng1.2.2.1
37 with an example from the text. 2 0
Explain how the different points of views contribute to the Eng1.2.3.1
38 messages (or some other key feature) of the poem. 3 0
Discuss/Evaluate the impact of the different points of view
expressed in the poem on the overall quality of the poem itself
or some other similar poem using accurate and relevant Eng1.2.4.1
39 evidence. 4 0

Explanatory notes:
1 Significant aspects will be selected from:
a) ideas (e.g. (themes), (attitudes, beliefs),(experiences, feelings,)(insights,
meanings),(opinions, thoughts), and understandings within the text)
b) language features (e.g. (word choice, syntax, sound devices), (figurative language
devices, symbolism)
c) structure (e.g. organisation of text [including beginnings and endings, part or whole text],
narrative style, point of view) as used for particular audiences and purposes, in terms of
meanings and effects created, supported by accurate and relevant evidence

2 One text must be a Pacific text. A Pacific text refers to a text with a significant connection to
the Pacific such as through author, subject, setting, character.

STRAND 2: Response to Texts

Major Learning Outcome B

Respond critically to specified aspect(s) of studied written text(s), supported by evidence.

Sub- Strand 2.1 Shakespearean Drama

Key Learning Outcome: Students are able to develop ideas when discussing specified aspects of
Shakespearean drama using critical thinking and logical reasoning, structure ideas appropriately,
use expression and style appropriately to express ideas, and use writing conventions appropriately.
11
No. Specific Learning Outcomes (SLO) SLO Skill SLO Code
Students are able to: Score
1 State the theme of a Shakespearean drama. 1 Eng2.1.1.1

2 State the title of the Shakespearean drama. 1 Eng2.1.1.2

3 State the setting of the Shakespearean drama. 1 Eng2.1.1.3

4 State a key event in the Shakespearean drama. 1 Eng2.1.1.4

5 State the type (genre) of the Shakespearean drama. 1 Eng2.1.1.5

6 State the playwright/dramatist of a Shakespearean drama. 1 Eng2.1.1.6

7 Describe an aspect (themes/ mood/ atmosphere/ characterisation/ 2 Eng2.1.2.1

setting/ attitudes/ beliefs/ experiences/ feelings/ insights/
meanings/ opinions/ thoughts/ understandings) of the
Shakespearean drama.
8 Explain how an aspect or aspects (themes/ mood/ atmosphere/ 3 Eng2.1.3.1
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings)
contribute to the main message or purpose of the Shakespearean
drama.
9 Discuss/Evaluate how a specified aspect(s) or a number of 4 Eng2.1.4.1
aspects of a Shakespearean drama (e.g. themes/ mood/
atmosphere/ characterisation/ setting/ attitudes/ beliefs/
experiences/ feelings/ insights/ meanings/ opinions/ thoughts/
understandings) work together to contribute to the message or
purpose using well selected examples from the real world
context, with justification.
10 Describe an aspect of the language features (word choice/ 2 Eng2.1.2.2
syntax/ sound devices/ figurative language devices/ symbolism)
used in the Shakespearean drama.
11 Explain how an aspect or aspects of language features (word 3 Eng2.1.3.2
choice/ syntax/ sound devices/ figurative language devices/
symbolism) contribute to the main message or theme or purpose
of the Shakespearean drama.
12 Discuss how the language features of a Shakespearean drama 4 Eng2.1.4.2
(e.g. word choice/ syntax/ sound devices/ figurative language
devices/ symbolism) work together to produce a powerful aspect
(e.g. message, mood, feelings, atmosphere) for the readers, using
well selected examples from the real world context, with
justification.
13 Describe an aspect of the structure (organisation i.e. beginning, 2 Eng2.1.2.3
middle & ending of text/ narrative style/ point of view) of the
Shakespearean drama.
14 Explain how the narrative style and/or point of view is used by 3 Eng2.1.3.3
the playwright/dramatist to convey the message in the
Shakespearean drama.
15 Explain how the organisation i.e. beginning, middle & ending of 3 Eng2.1.3.4
text is used by the playwright/dramatist to convey the message in
the Shakespearean drama.
12
 16 Discuss how the structure of a Shakespearean drama (e.g. 4 Eng2.1.4.3
organisation of text (including beginnings and endings, part or
whole text), narrative style, point of view) work together to
produce a powerful cohesive message for the readers, using
accurate and relevant evidence.
17 Reflect critically and use logical reasoning in composing a piece 4 Eng2.1.4.4
of response to a specified aspect(s) of a Shakespearean drama, and
is supported by well selected quotes/examples from the text and
real world context, with justification.
18 Use conventions of essay writing that is, introduction, body and 2 Eng2.1.2.4
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.
19 Use paragraphs that follow the conventions of paragraph writing 3 Eng2.1.3.5
such as one idea per paragraph, topic sentence, argument, example
to support argument and summarizing ideas, and use linking
devices for coherence and flow, in a selected genre.
20 Produce a fluent piece of writing which effectively communicates 3 Eng2.1.3.6
ideas across in a selected genre.
21 Produce a formal expository tone in the essay addressing a 3 Eng2.1.3.7
selected genre by making appropriate use of formal vocabulary,
expression and style.

22 Use appropriate conventions of the English Language such as 2 Eng2.1.2.5

spelling, grammar, punctuation, tense, prepositions, etc. in writing
an essay addressing a given topic based on a selected genre.

23 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.1.3.8

Sub- Strand 2.2 Non-Shakespearean Drama

Key Learning Outcome: Students are able to develop ideas when discussing specified aspects of
Non-Shakespearean drama, using critical thinking and logical reasoning, structure ideas
appropriately, use expression and style appropriately to express ideas, and use writing conventions
appropriately.

No. Specific Learning Outcomes (SLO) SLO Skill SLO Code

Students are able to: Score
1 State the theme of a non-Shakespearean drama. 1 Eng2.2.1.1
2 State the title of the non-Shakespearean drama. 1 Eng2.2.1.2
3 State the setting of the non-Shakespearean drama. 1 Eng2.2.1.3
4 State a key event in the non-Shakespearean drama. 1 Eng2.2.1.4
5 State the type (genre) of the non-Shakespearean drama. 1 Eng2.2.1.5

13
6 State the playwright/dramatist of the Non-Shakespearean drama. 1 Eng2.2.1.6

7 Describe an aspect (themes/ mood/ atmosphere/ characterisation/ 2 Eng2.2.2.1

setting/ attitudes/ beliefs/ experiences/ feelings/ insights/
meanings/ opinions/ thoughts/ understandings) of a non-
Shakespearean drama.
8 Explain how an aspect or aspects (e.g. themes/ mood/ 3 Eng2.2.3.1
atmosphere/ characterisation/ setting/ attitudes/ beliefs/
experiences/ feelings/ insights/ meanings/ opinions/ thoughts/
understandings) contribute to the main message or purpose of the
non-Shakespearean drama.
9 Discuss/Evaluate how a specified aspect(s) or a number of 4 Eng2.2.4.1
aspects of a Non-Shakespearean drama (e.g. themes/ mood/
atmosphere/ characterisation/ setting/ attitudes/ beliefs/
experiences/ feelings/ insights/ meanings/ opinions/ thoughts/
understandings) work together to contribute to the message or
purpose using well selected examples from the real world
context with justification.
10 Describe an aspect of the language features (word choice/ 2 Eng2.2.2.2
syntax/ sound devices/ figurative language devices/ symbolism)
of the non-Shakespearean drama.
11 Explain how an aspect or aspects of language features (word 3 Eng2.2.3.2
choice/ syntax/ sound devices/ figurative language devices/
symbolism) contribute to the main message or mood or
atmosphere or feeling of the non-Shakespearean drama.
12 Discuss how the language features of a non-Shakespearean 4 Eng2.2.4.2
drama (e.g. word choice/ syntax/ sound devices/ figurative
language devices/ symbolism) work together to produce a
powerful message or feelings or mood for the readers, using well
selected examples from the real world context, with justification.
13 Describe an aspect of the structure (beginning, middle & ending 2 Eng2.2.2.3
of text/ narrative style/ point of view) of the non-Shakespearean
drama.
14 Explain how the narrative style and/or point of view is used by 3 Eng2.2.3.3
the playwright/dramatist to impart the message in the non-
Shakespearean drama.
15 Explain how the organisation i.e. beginning, middle & ending of 3 Eng2.2.3.4
the non-Shakespearean drama is used by the playwright/dramatist
to make a cohesive, powerful message in the non-Shakespearean
drama.
16 Discuss how the structure of a non-Shakespearean drama (e.g. 4 Eng2.2.4.3
organisation of text (including beginnings and endings, part or
whole text), narrative style, point of view) work together to
produce a powerful cohesive message for the readers, using
accurate and relevant evidence.
17 Reflect critically and use logical reasoning in composing a 4 Eng2.2.4.4
piece of response to a specified aspect(s) of a non-Shakespearean
drama, and is supported by well selected quotes/examples from
the text and real world context, with justification.

14
 18 Use conventions of essay writing that is, introduction, body and 2 Eng2.2.2.4
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.
19 Use paragraphs that follow the conventions of paragraph writing 3 Eng2.2.3.5
such as one idea per paragraph, topic sentence, argument,
example to support argument and summarizing ideas, and use
linking devices for coherence and flow, in a selected genre.
20 Produce a fluent piece of writing which effectively 3 Eng2.2.3.6
communicates ideas across in a selected genre.
21 Produce a formal expository tone in the essay addressing a 3 Eng2.2.3.7
selected genre by making appropriate use of formal vocabulary,
expression and style.
22 Use appropriate conventions of the English language such as 2 Eng2.2.2.5
spelling, grammar, punctuation, tense, prepositions, etc. in
writing an essay addressing a given topic based on a selected
genre.
23 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.2.3.8

Sub- Strand 2.3 Poetry

Key Learning Outcome: Students are able to develop ideas when discussing specified aspects of a
poem using critical thinking and logical reasoning, structure ideas appropriately, use expression and
style appropriately to express ideas, and use writing conventions appropriately.

No. Specific Learning Outcomes (SLO) SLO Skill SLO Code

Students are able to: Score
1 State the theme of a poem. 1 Eng2.3.1.1
2 State the title of the poem. 1 Eng2.3.1.2
3 State the setting of the poem. 1 Eng2.3.1.3
4 State a key event in the poem. 1 Eng2.3.1.4
5 State the type (genre) of the poem. 1 Eng2.3.1.5
6 State the poet of the poem. 1 Eng2.3.1.6
7 Describe an aspect (themes/ mood/ atmosphere/ characterisation/ 2 Eng2.3.2.1
setting/ attitudes/ beliefs/ experiences/ feelings/ insights/
meanings/ opinions/ thoughts/ understandings) of the poem.
8 Explain how an aspect or aspects (themes/ mood/ atmosphere/ 3 Eng2.3.3.1
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings)
contribute to the main message or purpose of the poem.

15
9 Discuss/Evaluate how a specified aspect(s) or a number of 4 Eng2.3.4.1
aspects of a poem (e.g. themes/ mood/ atmosphere/
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings) work
together to contribute to the message or purpose using well
selected examples from the real world context, with justification.
10 Describe an aspect of the language features (word choice/ 2 Eng2.3.2.2
syntax/ sound devices/ figurative language devices/ symbolism)
of the poem.
11 Explain how an aspect or aspects of language features (word 3 Eng2.3.3.2
choice/ syntax/ sound devices/ figurative language devices/
symbolism) contribute to the main message or mood, or feelings
of the poem.
12 Discuss how the language features of a poem (e.g. word choice/ 4 Eng2.3.4.2
syntax/ sound devices/ figurative language devices/ symbolism)
work together to produce a powerful message or mood or
feelings for the readers, using well selected examples from the
real world context, with justification.
13 Describe an aspect of the structure (beginning, middle & ending 2 Eng2.3.2.3
of text/ narrative style/ point of view) of the poem.
14 Explain how the narrative style and/or point of view is used by 3 Eng2.3.3.3
the poet to inform readers about the message in the poem.
15 Explain how the organisation i.e. beginning, middle & ending of 3 Eng2.3.3.4
the poem is used by the poet to inform readers about the message
in the poem.
16 Discuss how the structure of a poem (e.g. organisation of text 4 Eng2.3.4.3
(including beginnings and endings, part or whole text), narrative
style, point of view) work together to produce a powerful
cohesive message for the readers, using accurate and relevant
evidence.
17 Reflect critically and use logical reasoning in composing a 4 Eng2.3.4.4
piece of response to a specified aspect(s) of a poem, and is
supported by well selected quotes/examples from the text and
real world context, with justification.
18 Use conventions of essay writing that is, introduction, body and 2 Eng2.3.2.4
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.
19 Use paragraphs that follow the conventions of paragraph 3 Eng2.3.3.5
writing such as one idea per paragraph, topic sentence,
argument, example to support argument and summing up ideas,
and use linking devices for coherence and flow, in a selected
genre.
20 Produce a fluent piece of writing which effectively 3 Eng2.3.3.6
communicates ideas across in a selected genre.
21 Produce a formal expository tone in the essay addressing a 3 Eng2.3.3.7
selected genre by making appropriate use of formal vocabulary,
expression and style.

16
 22 Use appropriate conventions of the English Language such as 2 Eng2.3.2.5
spelling, grammar, punctuation, tense, prepositions, etc. in
writing an essay addressing a given topic based on a selected
genre.
23 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.3.3.8

Sub- Strand 2.4 Novel

Key Learning Outcome: Students are able to develop ideas when discussing specified aspects of a
novel using critical thinking and logical reasoning, structure ideas appropriately, use expression and
style appropriately to express ideas, and use writing conventions appropriately.

No. Specific Learning Outcomes (SLO) SLO Skill SLO Code

Students are able to: Score
1 State the theme of the novel. 1 Eng2.4.1.1
2 State the title of the novel. 1 Eng2.4.1.6
3 State the setting of the novel. 1 Eng2.4.1.2
4 State a key event in the novel. 1 Eng2.4.1.3
5 State the type (genre) of the novel. 1 Eng2.4.1.4
6 State the author of the novel. 1 Eng2.4.1.5
7 Describe an aspect (themes/ mood/ atmosphere/ characterisation/ 2 Eng2.4.2.1
setting/ attitudes/ beliefs/ experiences/ feelings/ insights/
meanings/ opinions/ thoughts/ understandings) of the novel.
8 Explain how an aspect or aspects (themes/ mood/ atmosphere/ 3 Eng2.4.3.1
characterisation/ setting/ attitudes/beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings)
contribute to the main message or theme or purpose of the novel.
9 Discuss/Evaluate how a specified aspect(s) or a number of 4 Eng2.4.4.1
aspects of a Novel (e.g. themes/ mood/ atmosphere/
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings) work
together to contribute to the message or purpose using well
selected examples from the real world context, with justification.
10 Describe an aspect of the language features (word choice/ 2 Eng2.4.2.2
syntax/ sound devices/ figurative language devices/ symbolism)
of the novel.
11 Explain how an aspect or aspects of language features (word 3 Eng2.4.3.2
choice/ syntax/ sound devices/ figurative language devices/
symbolism) contribute to the main message or mood or feelings
in the novel.
12 Discuss how the language features of a novel (e.g. word choice/ 4 Eng2.4.4.2
syntax/ sound devices/ figurative language devices/ symbolism)
work together to produce a powerful message for the readers,
using well selected examples from the real world context with
justification.

17
 13 Describe an aspect of the structure (beginning, middle & ending 2 Eng2.4.2.3
of text/ narrative style/ point of view) of the novel.
14 Explain how the narrative style and/or point of view is used by 3 Eng2.4.3.3
the author to convey the message in the novel
15 Explain how the organisation i.e. beginning, middle & ending of 3 Eng2.4.3.4
the novel is used by the author to convey a powerful message in
the novel.
16 Discuss how the structure of a novel (e.g. organisation of text 4 Eng2.4.4.3
(including beginnings and endings, part or whole text), narrative
style, point of view) work together to produce a powerful
cohesive message for the readers, using accurate and relevant
evidence.
17 Reflect critically and use logical reasoning in composing a 4 Eng2.4.4.4
piece of response to a specified aspect(s) of a novel, and is
supported by well selected quotes/examples from the text and
real world context, with justification.
18 Use conventions of essay writing that is, introduction, body and 2 Eng2.4.2.4
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.
19 Use paragraphs that follow the conventions of paragraph writing 3 Eng2.4.3.5
such as one idea per paragraph, topic sentence, argument,
example to support argument and summing up ideas, and use
linking devices for coherence and flow, in a selected genre.
20 Produce a fluent piece of writing which effectively 3 Eng2.4.3.6
communicates ideas across in a selected genre.
21 Produce a formal expository tone in the essay addressing a 3 Eng2.4.3.7
selected genre by making appropriate use of formal vocabulary,
expression and style.
22 Use appropriate conventions of the English Language such as 2 Eng2.4.2.5
spelling, grammar, punctuation, tense, prepositions, etc. in
writing an essay addressing a given topic based on a selected
genre.
23 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.4.3.8

Sub- Strand 2.5 Short Story

Key Learning Outcome: Students are able to develop ideas when discussing or evaluating
specified aspects of a short story using critical thinking and logical reasoning, structure ideas
appropriately, use expression and style appropriately to express ideas, and use writing conventions
appropriately.

No. Specific Learning Outcomes (SLO) SLO Skill SLO Code

Students are able to: Score
1 State the theme of the short story. 1 Eng2.5.1.1
2 State the title of the short story. 1 Eng2.5.1.2
3 State the setting of the short story. 1 Eng2.5.1.3

18
4 State a key event in the short story. 1 Eng2.5.1.4
5 State the type (genre) of the short story. 1 Eng2.5.1.5
6 State the author of the short story. 1 Eng2.5.1.6
7 Describe an aspect (themes/ mood/ atmosphere/ characterisation/ 2 Eng2.5.2.1
setting/ attitudes/ beliefs/ experiences/ feelings/ insights/
meanings/ opinions/ thoughts/ understandings) of the short story.
8 Explain how an aspect or aspects (themes/ mood/ atmosphere/ 3 Eng2.5.3.1
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings)
contribute to the main message or theme or purpose of the short
story.
9 Discuss/Evaluate how a specified aspect(s) or a number of 4 Eng2.5.4.1
aspects of a short story (e.g. themes/ mood/ atmosphere/
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings) work
together to contribute to the message or purpose using well
selected examples from the real world context, with justification.
10 Describe an aspect of the language features (word choice/ 2 Eng2.5.2.2
syntax/ sound devices/ figurative language devices/ symbolism)
of the short story.
11 Explain how an aspect or aspects of language features (word 3 Eng2.5.3.2
choice/ syntax/ sound devices/ figurative language devices/
symbolism) contribute to the main message or theme or purpose
of the short story.
12 Discuss how the language features of a short story (e.g. word 4 Eng2.5.4.2
choice/ syntax/ sound devices/ figurative language devices/
symbolism) work together to produce a powerful message for the
readers, using well selected examples from the real world context
with justification.
13 Describe an aspect of the structure (beginning, middle & ending 2 Eng2.5.2.3
of text/ narrative style/ point of view) of the short story.
14 Explain how the narrative style and/or point of view is used by 3 Eng2.5.3.3
the author to impart the message in the short story.
15 Explain how organisation i.e. beginning, middle & ending of the 3 Eng2.5.3.4
short story is used by the author to impart the message in the
short story.
16 Discuss how the structure of a short story (e.g. organisation of 4 Eng2.5.4.3
text (including beginnings and endings, part or whole text),
narrative style, point of view) work together to produce a
powerful cohesive message for the readers, using accurate and
relevant evidence.
17 Reflect critically and use logical reasoning in composing a 4 Eng2.5.4.4
piece of response to a specified aspect(s) of a short story, and is
supported by well selected quotes/examples from the text and
real world context, with justification.
18 Use conventions of essay writing that is, introduction, body and 2 Eng2.5.2.4
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.

19
19 Use paragraphs that follow the conventions of paragraph writing 3 Eng2.5.3.5
such as one idea per paragraph, topic sentence, argument,
example to support argument and summing up ideas, and use
linking devices for coherence and flow, in a selected genre.
20 Produce a fluent piece of writing which effectively 3 Eng2.5.3.6
communicates ideas across in a selected genre.
21 Produce a formal expository tone in the essay addressing a 3 Eng2.5.3.7
selected genre by making appropriate use of formal vocabulary,
expression and style.
22 Use appropriate conventions of the English Language such as 2 Eng2.5.2.5
spelling, grammar, punctuation, tense, prepositions, etc. in
writing an essay addressing a given topic based on a selected
genre.
23 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.5.3.8

20
Sub- Strand 2.6 Non-Fiction

Key Learning Outcome: Students are able to develop ideas when discussing or evaluating
specified aspects of a non-fiction using critical thinking and logical reasoning, structure ideas
appropriately, use expression and style appropriately to express ideas, and use writing conventions
appropriately.

No. Specific Learning Outcomes (SLO) SLO SLO Code

Students are able to: Skill
Score
1 State the purpose/intention of the non-fiction. 1 Eng2.6.1.1
2 State the title of the non-fiction. 1 Eng2.6.1.2
3 State the setting of the non-fiction. 1 Eng2.6.1.3
4 State a key event in the non-fiction. 1 Eng2.6.1.4
5 State the type (genre) of the non-fiction. 1 Eng2.6.1.5
6 State the author of the non-fiction. 1 Eng2.6.1.6
7 Outline/Describe the characterisations in the non-fiction. 2 Eng2.6.2.1
8 Outline/Describe the insights offered in the non-fiction account. 2 Eng2.6.2.2
9 Relate an aspect of the non-fiction (themes/ mood/ atmosphere/ 3 Eng2.6.3.1
characterisation/ setting/ attitudes/ beliefs/ experiences/ feelings/
insights/ meanings/ opinions/ thoughts/ understandings) to its
overall purpose of the non-fiction.
10 Discuss how a number of aspect(s) of a non-fiction (e.g. themes/ 4 Eng2.6.4.1
mood/ atmosphere/ characterisation/ setting/ attitudes/ beliefs/
experiences/ feelings/ insights/ meanings/ opinions/ thoughts/
understandings) work together to contribute to the message using
well selected examples from the real world context with
justification.
11 Describe an aspect of the language features (e.g. word choice/ 2 Eng2.6.2.3
syntax/ sound devices/ figurative language devices/ symbolism) as
used in the non-fiction prose.
12 Relate an aspect of the language features (e.g. word choice/ 3 Eng2.6.3.2
syntax/ sound devices/ figurative language devices/ symbolism) to
the purpose or feelings or mood or key message in the non-fiction
prose.
13 Describe an aspect of organisation (beginning, middle & ending of 2 Eng2.6.2.4
text) of the non-fiction prose.
14 Describe an aspect of the narrative style and/or point of view of 2 Eng2.6.2.5
the non-fiction prose.
15 Explain how the narrative style and/or point of view is used by the 3 Eng2.6.3.4
author to convey the message in the non-fiction prose.
16 Explain how the organisation i.e. beginning, middle & ending of 3 Eng2.6.3.5
the story is used by the author to convey the message in the non-
fiction prose.

21
 17 Discuss how a number of language features of a non-fiction (e.g. 4 Eng2.6.4.2
word choice/ syntax/ sound devices/ figurative language devices/
symbolism) work together to support the message or feelings or
mood using selected examples.
18 Discuss how the structure (e.g. beginning, middle & ending of 4 Eng2.6.4.3
text/ narrative style/ point of view) of a non-fiction are used to
suit particular audiences and purposes, in terms of meanings and
effects created, supported by accurate and relevant evidence.
19 Reflect critically and use logical reasoning in composing a piece 4 Eng2.6.4.4
of response to a specified aspect(s) of a non-fiction, and is
supported by well selected quotes/examples from the text and real
world context, with justification.
20 Use conventions of essay writing that is, introduction, body and 2 Eng2.6.2.6
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.
21 Use paragraphs that follow the conventions of paragraph writing 3 Eng2.6.3.6
such as one idea per paragraph, topic sentence, argument, example
to support argument and summing up ideas, and use linking
devices for coherence and flow, in a selected genre.
22 Produce a fluent piece of writing which effectively communicates 3 Eng2.6.3.7
ideas across in a selected genre.
23 Produce a formal expository tone in the essay addressing a 3 Eng2.6.3.8
selected genre by making appropriate use of formal vocabulary,
expression and style.
24 Use appropriate conventions of the English Language such as 2 Eng2.6.2.7
spelling, grammar, punctuation, tense, prepositions, etc. in writing
an essay addressing a given topic based on a selected genre.
25 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.6.3.9

Sub- Strand 2.7 Film

Key Learning Outcome: Students are able to develop ideas when discussing or evaluating
specified aspects of a film using critical thinking and logical reasoning, structure ideas
appropriately, use expression and style appropriately to express ideas, and use writing conventions
appropriately.

No. Specific Learning Outcomes (SLO) SLO Skill SLO Code

Students are able to: Score
1 State the theme of the film. 1 Eng2.7.1.1
2 State the title of the film. 1 Eng2.7.1.2
3 State the setting of the film. 1 Eng2.7.1.3
4 State a key event in the film. 1 Eng2.7.1.4
5 State the type (genre) of the film. 1 Eng2.7.1.5
6 State the producer/director of the film. 1 Eng2.7.1.6

22
7 Describe the key features of an aspect of a film (e.g. themes/ 2 Eng2.7.2.1
mood/ atmosphere/ characterisation/ setting/ attitudes/ beliefs/
experiences/ feelings/ insights/ meanings/ opinions/ thoughts/
understandings) using examples.
8 Explain how an aspect or various aspects of the film 3 Eng2.7.3.1
(characterisation, settings, beliefs, events) contribute to the theme
in the film.
9 Evaluate/Discuss ways in which two or three aspects aspect(s) of 4 Eng2.7.4.1
a film (e.g. themes/ mood/ atmosphere/ characterisation/ setting/
attitudes/ beliefs/ experiences/ feelings/ insights/ meanings/
opinions/ thoughts/ understandings) interrelate to provide a
positive or negative effect on the audience, using well selected
examples from the real world context, with justification.
10 Describe a key feature of a film in terms of cinematography, 2 Eng2.7.2.2
mise-en-scène, lighting, editing, production design, background
music & sound, performance, rhetorical devices, using examples.
11 Explain how an aspect or various aspects of the film 3 Eng2.7.3.2
(cinematography, mise-en-scène, lighting, editing, production
design, background music & sound, performance, rhetorical
devices) contribute to the mood or feelings or theme in the film.
12 Evaluate/Discuss the ways in which two or three aspect(s) of a 4 Eng2.7.4.2
film (e.g. cinematography, mise-en-scène, lighting, editing,
production design, background music & sound, performance,
rhetorical devices) interrelate to provide a positive or negative
effect on the audience, using well selected examples from the real
world context with justification.
13 Reflect critically and use logical reasoning in composing a 4 Eng2.7.4.3
piece of response to a specified aspect(s) of a film, and is
supported by well selected quotes/examples from the text and
real world context, with justification.
14 Use conventions of essay writing that is, introduction, body and 2 Eng2.7.2.3
conclusion and use a variety of sentence structure to effectively
convey meanings such as simple, compound, complex, and
compound complex sentence structures, in writing an essay in a
selected genre.
15 Use paragraphs that follow the conventions of paragraph writing 3 Eng2.7.3.3
such as one idea per paragraph, topic sentence, argument,
example to support argument and summing up ideas, and use
linking devices for coherence and flow, in a selected genre.
16 Produce a fluent piece of writing which effectively 3 Eng2.7.3.4
communicates ideas across in a selected genre.
17 Produce a formal expository tone in the essay addressing a 3 Eng2.7.3.5
selected genre by making appropriate use of formal vocabulary,
expression and style.
18 Use appropriate conventions of the English Language such as 2 Eng2.7.2.4
spelling, grammar, punctuation, tense, prepositions, etc. in
writing an essay addressing a given topic based on a selected
genre.
19 Proof-read and edit work/ self-correct errors in writing. 3 Eng2.7.3.6

23
Explanatory Notes
1. This MLO is derived from the NCEA Level 3 standard and related achievement objectives
in the English Learning Area of The New Zealand Curriculum, Learning Media and
Ministry of Education.
2 Responding critically involves developing the focus and scope of an argument when
discussing specified aspect(s) of the text(s), and integrating a range of relevant points. The
argument is communicated clearly and coherently, in a structured written answer that
follows the conventions of an essay format.
3. Responding critically and convincingly involves making a discerning and informed
argument relating to the specified aspect(s) of the text(s).
4. Responding critically and perceptively involves making a sophisticated and insightful and/or
original argument relating to the specified aspect(s) of the text(s).
5. Critical thinking and problem solving skills can only be displayed in students’ work if they
are taught to use literature to better understand their society and people. Hence critically
analysing their society through the literature. This whole exercise provides students with
more maturity in dealing with human nature.
6. Problems solving skills can be enhanced when the students are provided problems from the
studied literature or new situations to come to a sound conclusion.
7. Reasoning skills can be taught very well if students are given practice to always provide
valid reasons for all their thoughts, using causes and consequences. In addition, students
need to be involved in metacognition to help them develop sound reasoning skills.
8. Specified aspect(s) of written text(s) are selected from:
a) purposes and audiences
b) ideas (e.g. character, theme, setting)
c) language features (e.g. figurative language, syntax, style, symbolism, diction,
vocabulary, sound devices)
d) structures (e.g. narrative sequence, beginnings and endings).
9. Studied refers to a considered exploration of the specified aspects of text(s).
10. Written text(s) may include part or whole texts from the Pacific and world texts. Reference
may be made to one or more texts within the chosen text types or a combination of those
listed below (inter textual studies):
a) Shakespearean drama
b) Non-Shakespearean drama
c) Poetry
d) Short story
e) Novel
f) Non-fiction
g) Film
11. Supported by evidence refers to the use of specific and relevant details to support an
argument. This may include examples, quotations, and/or references to the studied text(s)
and/or other sources/ student’s own society or global society.

24
STRAND 3: Exploring Language: Language Research
Major Learning Outcome:
Students are able to complete independent research into an aspect of language use or a language
issue in either the Pacific or global context and present conclusions in writing.

Sub-Strand 3.1 Literature Review

Key Learning outcome: Students are able to produce a Research Report that is based on a
completed research process that is inclusive of a critical review of literature to gain better
understanding of the topic, building of conclusions on information and evidence gathered in the
inquiry, presenting a structured report, and using of appropriate writing conventions.

No. Specific Learning Outcomes (SLO) SLO Skill SLO

Students are able to: Score Code
1 State a hypothesis about an aspect of language use or a language
issue in the Pacific or global context. 1 Eng3.1.1.1
2 Formulate a research question/s to help direct the literature review
into an aspect of language use or a language issue in the Pacific or
global context. 2 Eng3.1.2.1
3 Critically review a literature on either language use or language
issue in the Pacific or global context, of which two should be from
actual research (journals, books, educational/scholarly websites)
conducted by people in the similar field. 3 Eng3.1.3.1
4 Present a critical analysis of the reviewed literature in an academic
voice. 3 Eng3.1.3.2
5 Use a variety of in-text referencing to achieve different purposes. 2 Eng3.1.2.2
6 Write proper bibliography using any approved style such as APA
6th edition, MLA, Harvard, etc. 2 Eng3.1.2.3

Sub-Strand 3.2 Primary Research

Key Learning outcome: Students are able to carry out the research process that is guided by a
research proposal/plan.

No. Specific Learning Outcomes (SLO) SLO Skill SLO Code

Students are able to: Score
1 List the research activities to carry out the investigation. 2 Eng3.2.2.1
Formulate a research proposal to help carry out an inquiry or
investigation into an aspect of language use or a language issue in
2 the Pacific or global context. 3 Eng3.2.3.1
Use a variety of qualitative and quantitative data sources to
3 achieve validity and reliability of the findings. 2 Eng3.2.2.2
List sources using proper bibliography style such as APA 6th
4 edition, MLA, Harvard, etc. 2 Eng3.2.2.3
Document the different aspects of an independent research into an
aspect of language use or a language issue in the Pacific or global
5 context. 3 Eng3.2.3.2

25
 6 Outline the methodology followed in the research process. 2 Eng3.2.2.4
Tabulate data collected through primary research using
appropriate data charts (e.g. bar graphs, pie charts, ring charts,
tables, line graph, stacked area charts, scatter plots, bubble charts,
7 etc.) 2 Eng3.2.2.5
Analyse data collected through primary research and present using
appropriate data charts (e.g. bar graphs, pie charts, ring charts,
tables, line graph, stacked area charts, scatter plots, bubble charts,
8 etc.). 3 Eng3.2.3.3

Sub-Strand 3.3 Produce a fluent and coherent writing

Key Learning outcome: Students are able to demonstrate understanding of skills in research and
produce a complete research report that meets the purpose and academic expectations of the
research process.

Specific Learning Outcomes (SLO) SLO Skill

No. Students are able to: Level SLO Code
Present a critical analysis of the reviewed literature in an
1 academic voice. 2 Eng3.3.2.1
2 Use a variety of in-text referencing to achieve different purposes. 2 Eng3.3.2.2
Write proper bibliography using any approved style such as APA
3 6th edition, MLA, Harvard, etc. 2 Eng3.3.2.3
Report on the methodology used to gather data/information
4 during the research process. 3 Eng3.3.3.1
5 Present the research findings in an appropriate format. 2 Eng3.3.2.4
Explain the reasons for the findings of the research in a formal
language using examples, facts or statistics and correct in-text
referencing and make recommendations for future use of the
6 same. 3 Eng3.3.3.2
7 Use appropriate language conventions. 2 Eng3.3.2.5
8 Use appropriate structure for the layout and format for the report. 2 Eng3.3.2.6
Discuss findings in relation to the hypothesis and the actual
9 findings of the research. 4 Eng3.3.4.1
Provide appropriate conclusions and recommendations based on
the findings of the primary and secondary research and the need
10 to make a positive social change. 4 Eng3.3.4.2

Explanatory Notes:
1. Carrying out the research process involves proposing research questions that expand
understandings of the topic and selecting relevant information from a range of referenced
sources.
2. Literature Review refers to making an informed and perceptive understanding of the topic to
be researched using other sources related to the research project. Literature review helps one to
further refine one’s research question by comparing and contrasting the findings of other
researchers in the same field or topic. It also helps validate one’s topic and research question
as it is the first indication whether the research question chosen is worth investigating.
3. Primary Research involves field visit & observation, questionnaires, interviews, pre-test and
post-test analysis, etc. which is the researcher’s own findings.

26
4. Building conclusions requires expressing an opinion or judgement, reaching a decision, or
suggesting a solution based on information gathered in the inquiry.
5. Presenting a structured report involves including an introduction, a body of accurate
information set out in sections and a bibliography.
6. The report will be presented in English, but the selected information may be in the vernacular.
7. Students are encouraged to use technology. Therefore, the research projects may be word
formatted and use data presentation tools such as charts, graphs, and tables.

STRAND 4: Exploring Language: Oral Presentation

Major Learning Outcome:
Students are able to construct and deliver an effective Oral Presentation on a language or literature
topic.

Sub- Strand 4.1 Produce a Fluent and Coherent Speech

Key Learning Outcome: Students are able to develop and support ideas, use appropriate
presentation techniques, engage and communicate with an audience.

No. Specific Learning Outcomes (SLO) SLO Skill SLO

Students are able to: Score Code
Use anecdotes, headlines, facts or statistics, etc. to make a
1 captivating introduction. 1 Eng4.1.1.1
2 Provide a purpose for the speech. 1 Eng4.1.1.2
Make relevant points on a language or a literature topic supported
3 by appropriate examples. 3 Eng4.1.3.1
4 Make sound conclusion of all the points discussed. 3 Eng4.1.3.2
5 Use appropriate language conventions. 2 Eng4.1.2.1
6 Use appropriate body language such as eye contact, gestures. 2 Eng4.1.2.2
7 Use voice intonation to express a point or for emphasis. 2 Eng4.1.2.3
Use features of language of public speaking such as personal
pronouns, repetitions, alliterations, repeated sentence structure,
8 rhetorical questions, variety of sentence structure, etc. 2 Eng4.1.2.4
Engage the audience throughout so that they enjoy and appreciate
9 the presentation. 3 Eng4.1.3.3

Explanatory Notes:
1 Develop and support ideas means to build on ideas by adding comments, explanations, details
or examples, and to make connections between ideas.
2 Presentation techniques include the use of verbal language techniques (selection of language,
rhetorical devices) body language (including stance, gesture, facial expression) voice (including
tone, volume, pace, stress) props, costume, and ICT or demonstration materials or items.
3 Engage and communicate means to command the audience’s attention through establishing an
effective rapport.
4 Audience implies a number of people such as a class or a group of peers. The delivery situation
should be formal.

27
ASSESSMENT

Assessment in this English course is in two parts - External Assessment and Internal Assessment.
The respective weightings are;

1. External Assessment (EA) : 70%

2. Internal Assessment (IA) : 30%

The Principal, or his/her nominee, will certify that the Syllabus requirements have been fulfilled.

Suggested Teaching Time and Weightings

MLO External / Suggested Overall
internal Time weighting
1 Respond critically to unfamiliar written texts External 5 weeks 30%
through close reading, using supporting evidence.
2 Develop a critical response to specified aspect(s) of External 12 weeks 40%
a text using supporting evidence.
3 Complete independent research into an aspect of Internal 6 weeks 20%
language use or a language issue or other suggested
themes in either a Pacific or a global context and
present conclusions in writing.
4 Construct and deliver an effective Oral Internal 2 weeks 10%
Presentation on a Language or Literature topic.

Assessment Blueprint
Content SOLO Skill Levels
Area/ Level 1 Level 2 Level 3 Level 4 Weighting
Strand (Uni (Multi (Relational) (Extended (%)
Structural) Structural) SS = 3 Abstract)
SS = 1 SS = 2 SS = 4
Strand 1: EA
30
Strand 2: EA
40
Strand 3: IA 0 3 2 2 20
Strand 4: IA 2 1 2 0 10
TOTAL # of
20 15 10 5 50
Items
TOTAL
Skill 20 30 30 20 100%
Scores

28
External Assessment
Students will be assessed by a three-hour written Examination (70% or worth 70 total scores).

The written Examination will assess students’ appreciation and understanding of language and
students’ responses to texts and use of written language.

The weightings given to each Strand in the written Examination will be as follows:

Strand 1: Response to unfamiliar text 30%

Strand 2: Response to studied text 40%

Strand 1: Exploring Language: Close Reading of Text (30%)

Students will write answers to Open-Ended questions exploring significant aspects of TWO
unfamiliar texts. One text will be a Poetry text, the other, Prose. One will be a Pacific text.

Questions will be set on each text and there may also be a question involving the comparison of the
two texts.

Refer to the SLOs for Strand 1.1 and Strand 1.2 with skill levels aligned to suggest the possible
scores that can be gained for different types of items at each skill level.
.
Strand 2: Response to Texts (20% X 2 = 40%)

Students will be required to write TWO essays on topics chosen from TWO of the following genres.

Each essay will be worth 20%.

Refer to scoring rubric in Appendix 2a.

A choice of two questions will be offered for each Genre:

(i) Shakespearean Drama

(ii) Non-Shakespearean Drama
(iii) Poetry
(iv) Short story
(v) Novel
(vi) Non-Fiction
(vii) Film

Candidates who select short texts (e.g. Poetry, Short Story) must refer to at least two texts. The
texts selected should be linked in a significant way, for example by theme or subject matter. Short
texts could be by the same or different writers.

Teachers should refer to the ‘Recommended Texts’ lists when selecting texts for study.

In the selection of texts for study in relation to the literature topics, teachers should ensure that there
is a balance between the reading and study of local literature, including texts with significant
29
connections to the Pacific such as through author, subject, setting, and character, as well as the wider
heritage of English Literature and World Literature in English.

In the selection of Visual texts for the Film section, teachers should note that students are required to
write about aspects of feature length films, whether they are primarily for cinema, television or video.
Questions will enable students to consider film as text, and consider production techniques.

Students may answer on the same work in different Genres: for example, a film version of a Novel
under section (vii) Film; and the same Novel under section (v) Novel. However, students should
make sure that they focus specifically on each text as a separate and different entity and do not
confuse the two.

Each essay should be at least 400 words long.

Internal Assessment
As part of the course, students are required to complete TWO tasks, which are assessed by teachers
in schools based on an Oral Presentation and a Research Activity.

1. Research Report - 20 %
2. Oral Presentation - 10%

TASK ONE: Research Report

Students will complete an independent research into an aspect of language use or a language issue
OR any one of the suggested themes in either a Pacific or a global context, and present their findings
in a written report of at least 1500 words. Students need to show evidence of undertaking their own
personal research processes. Refer to Scoring Rubric in Appendix 3a.

Although the Report will be presented in English, the subject, process, sources, quotes and examples
may be in the vernacular, as appropriate.

Students can choose their research from the following themes, from which they are to produce a
topic, which is local and very specific: (Refer to Research Proposal Template in Appendix 3b).

A) Themes on Language Use/Issues:

The research could focus on exploring language issues or the uses of language such as the
following:
i. Changes in language over time
ii. Language barrier as a hindrance to academic excellence for non-English speaking
students
iii. The impact of technology on language
iv. The influence of migration or immigration on language
v. Using language to persuade or manipulate opinion: for example, through advertising
vi. The impact of media or tourism on language
vii. Exploring regional differences in language
30
 viii. Exploring language use in traditional occasions
ix. Exploring different hierarchical variations in a language
x. Exploring ways to develop literacy skills in the Pacific countries
xi. Exploring ways to develop literacy skills for English Language Learners (ELLs)
xii. Exploring how speakers use language to promote a cause or to speak in a particular
context: for example, how newly elected Presidents or Prime Ministers describe their
plans and visions in their inaugural speeches, to raising public awareness about a
regional or global issue.

OR

B) Social Issues Themes:

The research could focus on exploring the following issues that are current and relevant to
Pacific societies:

i. Climate Change
ii. Health Awareness and Advocacy
iii. Sports Development in the Pacific
iv. Violence against Women and Girls
v. Drug Trafficking in the Pacific
vi. Youth Problems in the Pacific

Note: The learning outcomes that guide this research are listed under Strand 3 in the
Learning Outcomes section.

TASK TWO: Oral Presentation

Students will construct and deliver an Oral Presentation of about 3-5 minutes, about an aspect or
aspects of literature or from their Research Report using a range of appropriate presentation
techniques. Refer to Scoring Rubric in Appendix 4.

In their Oral Presentation, students could present findings and examples from their research topic.
They could also choose to present on topics developed from literature studies completed in class, for
example by presenting on other texts linked to the same theme. If a literature topic is selected, it is
expected that the ideas presented would be largely original and not repeat materials taught in class.

Although other languages may be included in the presentation as appropriate (e.g. as an introduction
or greeting) the presentation must be mainly in English and demonstrate command of spoken English.

The presentation should be primarily oral, but employ oral and visual communication techniques to
enhance the presentation.

Note: The learning outcomes that guide this Oral Presentation are listed under Strand 4 in
the Learning Outcomes section.

31
Weighting: With the 30% weighting of the total grade allocated for the internal assessment tasks,
teachers have the responsibility of deciding how much time should be spent on each task in relation
to their teaching programme.

Weighting of total IA Suggested % of the Suggested

Task teaching equivalent class
programme time
1. Research Report 20 % Approx 20% 6 weeks

2. Oral Presentation 10 % Approx 10% 2 weeks*

* This time allocation is less than the research component as students are likely to have already
developed much of the content for their presentations as part of either language research or literature
studies.

General: Course work requirements, the assessment tasks and weightings given to each task should
be clearly explained to students at the beginning of the year’s course. Results must be clearly recorded
and maintained by teachers so that accurate information on each student’s progress is readily
available.

At the beginning of each year, each school presenting candidates for the Regional Form 7 English
assessment must complete a Full Internal Assessment Programme, which includes an Internal
Assessment Summary Form (ENG-IA), and forward to EQAP by the date set down by the Director.
(Refer to Appendices 5a and 5b.)

At the start of the year, students should be given a copy of the assessment statement to be used. The
assessment statement and copies of all assessment tasks and assessment schedules used, as well as a
sample of candidate responses to all internal assessment work undertaken, must be available for
verification on request until 30 November of the year of the Examination.

The quality assurance of Internal Assessment will be done in accordance with EQAP’s policy as
specified from time to time.

32
APPENDICES

Appendix 1: Sample Questions on Close Reading of Text

STRAND 1: EXPLORING LANGUAGE: CLOSE READING OF TEXT

[Spend about 77 minutes on this Strand.]

Question 1 Passage A Prose

THE PURSUIT OF LOVE

I have loved her for thirteen months and 5 days; it’s just that she doesn’t know
about it.

She works at the corner bakery where they sell those awesome cupcakes or so I
am told, but I can’t be sure of that even though I have purchased hundreds of
5
them. The mere sight of her sends all my senses on a strike leaving me with a
thunderous pounding of the heart that resonates loudly in my eardrums. I am sure
we have a past connection but the thought that she will never know gnaws at my
heart making me ill at ease.

But today, I feel that something important is going to happen and all these thoughts
10 buzzing around in my head is making me dizzy.

But that could also be because I hadn’t had anything to eat or drink – Or maybe
because I haven’t slept in the last forty eight hours. It has been raining heavily
since then and the torment of the falling drops on the window pane is like a whip
15 lashing for me as I sit by the window, delirious, hoping to catch a glimpse of her.
It has been forty eight hours since the rain started, it’s the heaviest in ten years I
heard the chap say on the weather channel and it’s likely to continue.

And these hours have been the toughest – not being able to see my love –

But wait – what is this that I see? A light – a faint one inside the bakery – It must
20 be her; it has to be her…

I stumble down the staircase, run through the alley, crossing the road; all wet by
the rain but kept warm by the love burning inside me. I know what you are thinking
– that it’s such a cliché. But for some clichés are the closest to truth.

25 I reach the door of the bakery; I can hardly see anything inside through the glass.
I hesitate not sure what is it that I can do, the rain is soaking me through though I
know my love cannot be washed away and she will know, yes she will know.

And then the doors open and there she is – my love – she looks at me– then smiles
and says in that melodious voice of hers, “sorry, we are closed”.
30

33
 I wait for the words to come from her mouth, even mine, but there’s none – I smile
in return, hiding my anguish, and I walk away slowly back in the rain.

At the steps of the building, I pause – self ridicule makes me halt for a mere
second, and I turn to look back in the direction of my love and watch her walk
35
away, the umbrella barely doing a good job, her white dress now sticking to her
legs and her hair clings around her waist instead of my hands, and she half walks
and half skips to a waiting car. The door opens as she approaches it and a man
gets out, runs towards her, hugs her and then kisses her. I hear her laugh, a playful
laugh and that laugh urges me to run towards her and scream out loud,

“Not him, me. I who have loved you secretly for months… not him, it’s me”

But I remain rooted to the spot and with an ever burdening heart watch her drive
away and I return to my room to bide my time till another day.
[Adapted from: [http://yourstoryclub.com/short-stories-love/love-short-story-pursuit-of-love/]

After carefully reading the whole of Passage A, answer the following questions in the spaces
provided.
Assessor’s use only

1.1 What is the main idea expressed in the passage above?

Unistructural
1
0
NR

1.2 What is happening to the narrator or ‘I’ in the story when he says that his
‘senses are on strike’? [line 4]
Unistructural
1
0
NR

1.3 Describe the narrator’s feeling toward the woman he pursues. Quote a
word or phrase from the passage to support your answer.

Multistructural

2
1
0
NR

34
 Assessor’s use only
1.4 Identify the figurative language used in line 11, ‘…like a whip lashing…’
Unistructural
1
0
NR

1.5 State the method of narration used by the writer.

Unistructural
1
0
NR

1.6 What was keeping the narrator or I warm in the rain?

Unistructural
1
0
NR

1.7 What is the complication or the problem faced by the main character?
Unistructural
1
0
NR

1.8 Identify a language feature used in this passage that enhances the
meaning conveyed.
Unistructural
1
0
NR

35
1.9 Describe the symbolism of the rain [line 22] to the whole passage.

Multistructura
l
2
1
0
NR

1.10 State one lesson the author wants you to learn from this story. Use your
own words to answer this question.

Unistructural
1
0
NR

36
Appendix 2a: Sample Scoring Rubric - Literature Essays

Provided below is a generic scoring rubric for scoring essays. Teachers are encouraged to use this
rubric for scoring student essays within the year, as well as provide copies to students for their own
reference.

Literature Essay Scoring Rubric

(Provided below is a generic scoring rubric for scoring essays.)
Skill Level 4
Skill Level 1 Skill Level 2 Skill Level 3
Dimensions/KLO Extended
Unistructural Multistructural Relational
Abstract
Title[s] Correct title[s] given

Describe Relevant Essay only provides Essay provides

Ideas basic idea. Weak two-three ideas.
support. No example Well supported by
to substantiate idea. examples. Very
good use of
quotations or
scenes/incidents
to support the
ideas. Quality of
ideas is present.

Language Essay is difficult to Student is able to

Convention understand. communicate
effectively using
Several types of writing. Use of LC
grammatical errors is mostly free of
found and repeated errors.
throughout the
essay.

Format of the The essay does not Use conventions

Essay have introduction of essay writing
and conclusion not that is,
(Intro., Body, clearly stated. introduction,
Conclusion) Sentence structure body and
lacks variety and is conclusion and
monotonous. use a variety of
sentence
structure to
effectively convey
meanings such as
simple,
compound,
complex, and
compound
complex sentence
structures, in
writing an essay.

37
Explain/ Develop Essay provides only Essay provides Essay provides
basic knowledge of sufficient detailed
Convincing the topic. knowledge of the knowledge of the
Argument topic. topic.
Essay is merely
notes rewritten Shows own Provides examples
without own interpretation of and quotations
interpretation of it. the question. from the texts to
support
Fails to provide Fails to provide arguments.
examples or examples or
quotation from the quotation from
text to support the text to
arguments. support
arguments.

Expression and Essay has a mixture Essay has a Essay maintains a

Style of formal and formal tone and formal tone and
informal tone and style with minor style throughout
style. Very little use errors. the essay by
of formal vocabulary making
and expression. Some minor appropriate use of
evidence of formal formal vocabulary
vocabulary and and style.
expression.

Conventions of Essay has few Essay has several Essay has several
paragraph writing paragraphs. More paragraphs. Use paragraphs, is well
than one idea is paragraphs that organized,
congested in a follow the coherent, and has
paragraph. Linking conventions of a smooth flow of
devices used paragraph writing ideas. Follows the
occasionally. No such as one idea conventions of
variety in sentence per paragraph, paragraph writing
structure. topic sentence, i.e. one idea one
argument, paragraph, topic
example to sentence,
support argument argument,
and rounding off example to
ideas, and use support argument
linking devices for and rounding off
coherence and ideas.
flow. Some variety
in sentence Apt use of linking
structure. device. Variety of
sentence structure
is used to
effectively convey
the message.

Critical thinking & Essay does not Essay includes one Essay includes Essay shows
Reasoning include any of the following; two of the evidence of
evidence of critical evidence of critical
following; critical
thinking or thinking, or thinking,
reasoning or Evidence of reasoning and
reasoning or
problem solving Critical Thinking, problem solving
problem solving
skills. or reasoning or skills.
skills.
problem solving
skills

38
Appendix 2b: Sample Literature Essays
Examples of Literature Plans and Essays

GENRE : POETRY
TITLES : The Woman & My Neighbour
POET : Konai Helu Thaman

SAMPLE 1:
 Literature Question

‘Gender equality is still a ‘work in progress’ in the Pacific.’

With reference to two poems you have studied this year on the theme ‘Gender’,
comment on the statement above and explain its connection to real life situation.

 PLAN - Note that PLANNING is not examinable but can be used

during class activities

Introduction - Importance of Gender Equality in the Pacific – brings

Peace & unity

Content

Guideline The Woman My Neighbour

Gender  Perception of people  A good neighbour
parity/equality towards Gender equality but a bad spouse
– work in must change in the  ‘Beats his wife’
progress Pacific especially men  The need to
 Slow progress – ‘turtle understand gender
blind faith’ equality.

Real Life  Happening in Fiji & the  Yes – situation is

Situation Pacific – Women’s issues similar to people in
are becoming recognized the Pacific. Man
but the traditional still need to change
mindset of people needs perception about
to change. women.
 Women – hold top  Beating or violence
positions in various against women is
Governments but common.
number is still less
compared to men.

Conclusion - Gender parity – is present but at a slow progress.

39
 SAMPLE ESSAY
Gender parity or Gender equality is a good theme for students as it informs
them that the Pacific or other regions have taken the bold steps in addressing
this issue. As the Pacific region is traditional by nature, it will take a bit longer
for islanders’ perception to gender equality to change. Hence, this essay will
argue that gender parity will take a longer time for it to be accepted by Pacific
people. The reasons for the slow progress will be discussed using Konai Helu
Thaman’s poems, ‘The Woman’ and ‘My Neighbour’, followed by its relation to
real situations.
To begin with, in the Pacific, gender equality is progressing but at a rather slow
pace. In the poem, ‘The Woman’, it symbolizes the type of issues related to
gender differences and more particularly gender discrimination and the
unequal statuses of men and women, which society has consolidated
[combined] and which both men and women find difficult to undo. Thaman, in
the first stanza flags a woman who has done something 'wrong' or sinful as
religious groups may see it. However, the sea, endless, forgiving and expansive
[generous], is seen as helping the woman to get clean again or being acceptable
to society.

‘she buries her treasures in her soul

the pastor wants them saved
the man, he’ll sleep until dawn
such turtle blind faith’

In the above quotation, reference to the turtle is to focus attention on the slow
pace of change towards equality and the fact that men continue to be in charge
and will change things when and if they decide.

Thaman also alludes or refers to Religion, an institution that perpetuates this

unequal treatment of the two genders… ‘the pastor he would curse her now’.
One would ask why is the pastor cursing as he is the man of God? Thaman
shows readers that Religion does play a part in the discrimination of the two
genders. It is not able to preach about the negative impacts of unequal
treatment of women and girls in the society.

In connection to real life situation, the issue in the above poem is relevant to
the Pacific situation. At a deeper level, this is about most women, who face
discrimination and unequal treatment every day. As a traditional society, Pacific
communities still treat women as submissive to men. The solution lies in
women or females themselves; to resist and to seek knowledge so that they can
do something about their situation. If they continue to wait for men to do
something, then they will be waiting forever. Hence, in order to see a change in
equality issues in the Pacific, there should be a change in the perception or
mindset of our men towards these issues. In the poem, ‘the man, he’ll sleep until
dawn’, shows how the issue of equality will certainly take a long while to be
accepted in the society.

In the second poem, ‘My Neighbour’, Thaman also raises the issue of gender
equality or rather gender inequality. She gives readers a picture of a good man,
40
a ‘gentle’, compassionate man, who cares for other people, yet the persona
cannot understand why he frequently beats his wife.

‘My Neighbour’

He is a very generous man

He pays school fees for needy children

Every year’…

The above shows the positive attributes or characteristics of the neighbour in

the poem. He is indeed a great neighbour as he shows generosity toward others.
Being generous in paying needy students’ fees, providing feast for the church
every year and supporting women’s rights makes the persona speaks highly of
him.

However, in the home situation, the same neighbour, who is a husband to a

poor, submissive woman, is a two-faced person. He frequently ‘beats his wife’,
which the persona cannot really fathom or understand. This shows that he is
cruel in his action and tarnishes his good deeds earned outside his house. He
turns out to be unreal as real man do not hit woman. His two-faced nature
portrays that he is pretentious of his good qualities, especially supporting
women’s rights, when he sets a bad example to his neighbours and the outside
world.

The above depicts the ‘ugly’ reality in most Pacific Island societies. Women and
girls are often exposed to circumstances as such because societal norms,
attitudes and behaviour often dictate it. Some males are like the ‘neighbour’,
showing their good deeds and nature to those outside the home but reality
actually ‘kicks in’ when they are in their homes. Here, the male demonstrates
his ‘toughness’ by degrading or lowering the dignity of the female by abusing
her or in this poem, ‘beats his wife’.

Women of the Pacific are often silent and sometimes, their voices are not heard.
While a few Women’s groups have been established in the Pacific, in cultural
ceremonies or gatherings, women are still subjected to biasness and inequality.
It is time for women to come out of their ‘shells’ and voice their opinions;
otherwise, the journey towards a just society, especially in the treatment of
women will take a longer time.

It is clear then that while the journey towards equality for girls and women in
the Pacific will take a longer time to materialize, Thaman is imparting that at
least with the study of her poems, people will realize the magnitude of the
problem and work towards finding a solution. Gender parity will take some time
to ‘sink in’ for our Pacific people but they are beginning to realize how important
it is for a just society to emerge.

41
SAMPLE 2:
 LITERATURE QUESTION

‘Poetic devices are often employed by poets because of the important

messages they portray.’

With reference to two poems from either the theme ‘Gender’ or ‘Globalisation’,
comment on the statement above by including two poetic devices from each poem
and relating them to the themes.

 PLAN

Introduction - Importance of poetic devices in bringing out the

important messages
Content

Guideline The Woman My Neighbour

1. Symbolism – comparison 1. Sarcastic & Ironic
2 Poetic using ‘as; or ‘like’ Tone –
Devices per e.g. “such turtle blind faith” e.g.“…and is a
poem supporter
2. Personification of Women’s rights”
e.g. “the waves caress her
bosom” 2. Simple Vocabulary –
e.g. “He pays school
fees for needy
children…”
Important  Discrimination of gender Respect your opposite
message must not be allowed in any gender
society Practise what you
preach.
Love starts within the
house first.

Conclusion - Poetic devices are crucial as they bring out the important
lessons the poets wish to convey.

42
 SAMPLE ESSAY

Literary devices are used by poets to reflect on the messages that are embedded
in the poem. This is true in the two poems, ‘The Woman’ and ‘My Neighbour’
both written by Konai Helu Thaman. This essay will comment on how those
stylistic features convey the themes clearly to the readers.

To begin with, one of the features used by Thaman in ‘The Woman’ is the use
of Symbolism. This is the use of symbols to represent ideas or qualities. For
example, in the poem, the line, ‘such turtle blind faith’ uses a symbol. “Turtle”
is a rather slow creature hence, symbolizes how slow the progress of gender
equality is in the Pacific or traditional societies. The reference to the turtle
focuses attention on the slow pace of change towards equality and the fact that
men continue to be in charge and will change things when and if they decide.
Women are still being treated inequitably by men. They are forced into a world
of silence and are expected to be submissive at all times.

In addition to the style above, Thaman uses Personification. It is a figure of

speech in which an object, idea or an animal is given human attributes. The
non-human objects are portrayed in such a way that we feel they have the
ability to act like human beings.

‘the waves caress her bosom’

The waves are non-humans, but in the above line, they have been given the
human characteristic of ‘caressing’. The waves become the woman’s safe haven
or hideout as it gives her a feeling of being ‘cuddled’ or ‘loved’. The waves are
more patient and tolerant than the man himself in the poem. The
personification gives the readers a hope that despite the man’s lack of respect
for the woman in the poem, at least there is still hope that women’s gender
issues are being slowly undertaken in the Pacific.

The two styles or poetic devices above unearth or expose a major theme that
discrimination of gender in the Pacific must never be allowed. While the
norm or standard of behaviour in the Pacific favours males or men in every
aspect of daily living. Thaman is trying to convey that Pacific people need to
change their attitude and perception [view] on gender issue. Everyone should
be treated equal in order to have a healthy society. Women’s voices should be
allowed to be heard and not be suppressed at all times.

In the second poem, ‘My Neighbour’, Thaman uses Sarcastic and Ironic Tone
as a poetic device. The line ‘…and is a supporter of Women’s rights’ clearly
sets the sarcastic or mocking/ironic tone in motion. He is a ‘very generous
man’ as he is even supporting the Women’s Movement. The irony comes in the
last line when he ‘beats his wife’. Of all his good attributes mentioned in the
earlier stanza, his reputation is tarnished when he uses violence to get his way
through in the final line, ‘Beats his wife’. The sarcastic tone will definitely
inflame or provoke readers, especially females and those who genuinely support
them in the society, to continue to fight for gender equality.

43
 In addition, Thaman uses Simple Vocabulary to make the readers understand
the poem clearly without having to recourse to other means like the Dictionary
to unearth the meaning. For Themes such as Gender Equality, which is quite a
complex or rather complicated issue in the Pacific, it is quite practical to use
simple language to drive the message across clearly. For example, “He pays
school fees of needy children…”

The language used above is quite easy to understand and straightforward. Any
reader would be able to fathom or understand what Thaman in conveying here.
She is painting a picture of a ‘very generous man’, who is, ironically, two-faced.
In fact, the language used in the whole stanza of the poem is quite
uncomplicated. Hence, the use of Simple Language is apt or fitting as it brings
this complicated/difficult issue of Gender easy to comprehend.

The main message that Thaman is trying to impart to readers in the above
poem, ‘My Neighbour’, is, Gender must be respected. In order for a fair and
just society to be achieved, Gender equality must be promoted. It is obvious
from the poem that the ‘very generous man’ does not respect his wife as he
frequently beats her. All his good attributes shown outside his home, is being
tarnished by his act of violence within the home. It is sad that in the Pacific,
women are still subjected to harsh treatment like this. Sadly as well, is the
silent stance taken by the church on the issue of non-violence. They are not
practising what they preach by having a silent voice on women’s issues. Hence,
it is important that love starts within the house before showing it to others.

It is clear then that stylistic devices are important as they are used by the poet[s]
to convey crucial messages of Gender to the readers. The use of Symbolism,
Personification, Sarcastic/Ironic Tone and Simple Vocabulary makes the
message convincing. Thaman is hoping that the poetic devices above will allow
readers to advocate for gender equality, not only on local level
[homes/villages/Fiji] but regional [Pacific] as well.

SAMPLE 3

GENRE : SHORT STORY

TITLES : THE GIRL WHO HAD EVERYTHING & Harry
AUTHORS: ELLEN CONFORD & ROSEMARY TIMPERLEY
 LITERATURE QUESTION

‘Stylistic devices are often created by writers to generate interest in their

stories and at the same time, critical issues are often conveyed by their
usage’.

With reference to two short stories you have studied in class this year, comment
on the statement above, referring closely to two stylistic features used in each story.

 PLAN

Introduction - Stylistic features depict relevant themes that create

interest.
44
Content

Guideline THE GIRL WHO HAD Harry

EVERYTHING
Stylistic 1. Simile – comparison using 1. Simile – e.g. ‘The sun
Features ‘as or ‘like’ struck me like a hot
e.g. ‘Her skin was like the blade’
weather forecast for heaven’
2. Personification – e.g.
2. Hyperbole – exaggeration for ‘Then the roses danced
effect. ‘Her skin was like the before my eyes and
weather, forecast for heaven: turned red.’
eternally fair and clear.’

Critical Issues  Love is the core of all  Love defies all odds &
[Themes] relationships breaks all barriers

Conclusion - When there is love, there is life.

 SAMPLE ESSAY

Authors often use stylistic devices to create interest in readers and at the same
critical lessons are often imparted to the readers. This essay will argue that in
life, there is always a choice that individuals can make in order to generate
interest. This essay will be based on the two Short Stories ‘THE GIRL WHO HAD
EVERYTHING’ [TGWHE] written by Ellen Conford and “Harry” by Rosemary
Timperley. It will unfold in two parts. Firstly, the stylistic features will be
discussed followed by the critical issues generated by the use of those features.
To begin with, a stylistic feature used by Conford in ‘TGWHE’, is the use of
Simile; a comparison using ‘as’ and ‘like’. For instance,
‘Her skin was like the weather forecast for heaven: eternally fair and
clear.”
The above example is a clear comparison between Diane and the weather. Her
beauty has been exaggerated as like the weather, which conveys to the readers
that she is very beautiful; made for heaven; a clean, pure and peaceful place
reserved for the holy. Diane was likened to such condition.
Another stylistic feature used by Conford is the use of Hyperbole; a form of irony
in which exaggeration is used for emphasis or effect.
“Her skin was like the weather, forecast for heaven: eternally fair and clear.”
The above is a clear example of exaggeration for effect. How can a skin be
eternally fair and clear? In one time of a person’s life, age will ‘catch up’,
meaning that wrinkles will start to emerge due to old age, hence spoiling the
once pristine clear skin. The use of the word ‘eternally’ conveys to us that
Diane’s skin will be ‘heavenly’ forever [eternally]. That is quite hard to believe
hence, exaggeration is thus employed by the author, Ellen Conford, for a
dramatic effect.
In the short story ‘Harry’, Timperley also uses Simile.
‘The sun struck me like a hot blade’
45
Here, Timperley is comparing the sun to a weapon cutting into Mrs. James
[Christine’s adopted mother] and is described to be her enemy. That indicates
that something is definitely wrong. It also highlights Mrs. James’ isolation and
need for help.

Another stylistic device Timperley uses in ‘Harry’ is Personification; a figure of

speech in which an object, idea or an animal is given human attributes. The
non-human objects are portrayed in such a way that we feel they have the
ability to act like human beings.

For example:

“Then the roses danced before my eyes and turned red. The world turned
red. Blood red. Wet red. I fell through redness to blackness to
nothingness – to almost death.”

This example of personification portrays a vivid picture of the roses to

emphasize their importance in the story and as they turn red, this sends out a
sense of danger and fear to the reader. Mrs. James fears what is happening to
her Christine and she begins to loathe or dislike the roses as she feels the
danger associated with it.

The use of Stylistic features normally brings out critical issues that readers
need to make their choices upon.

In ‘TGWHE’, Conford teaches us that love is the essence or core of all

relationships. If one builds his/her relationship on LOVE, nothing or no one
will separate a couple as it is built on a strong foundation. Without love,
relationship will not blossom or develop. Diane was popular due to her beauty
and material possession but she lacked love. She was taking advantage of how
people adored and ‘idolized’ her [class mates/parents/friends]. She did not
return the love showered upon her by her boyfriends; lasting 3-6 weeks only.
For Diane, her world revolved around her beauty, material possessions and
Paul. Paul did not love Diane, hence their relationship was baseless or without
foundation.
‘Harry teaches readers that with love, it can defy all odds. In a relationship,
when one has love for another, all barriers or walls which exist that will try to
deny his/her expressions of love, will be futile or useless. Love conquers all
barriers. Christine and her mysterious brother, Harry, share a close bond that
no one can separate. Their sibling love is intact or unbroken; even death or Mrs.
James could not separate them. Christine defies all odds to be with Harry and
that is what happens at the end of the story.
It is clear then that the features used by Conford and Timperley do bring out
the critical issues pertaining to love. The styles of Simile, Hyperbole and
Personification used by the authors show how skillful the writers are in
highlighting those critical concerns. Hence, to conclude, the great Mahatma
Gandhi once stated that ‘where there is love, there is life’. Christine defies all
odds to be with Harry, and Diane is taught a lesson at the end of the story.

46
Appendix 3a: Scoring Rubric – Research Report
Total Skill Score = 20

Task item Skill Skill Level 1 Skill Level 2 Skill Level 3 Skill Level 4
and SLO Lev Uni Structural Multi Structural Relational Extended
code el Abstract
Research The student’s The student’s
Questions research question research question
2
(Eng3.1.2.1) is stated but not is/are fully correct
fully correct
Literature The student has The student has The student has .
Review presented a presented a critical presented a
(Eng3.1.3.2) critical analysis of analysis of the critical analysis of
the reviewed reviewed literature. the reviewed
literature. Has Has reviewed at literature in an
reviewed at least least 2 different academic voice.
3
one literature in literature in the Has reviewed at
the same field. same field, of least 3different
which one is a literature in the
primary research. same field, of
which one is a
primary research.
Research Methodology is Methodology is a Methodology is
Methodology basic with some list of steps used complete and tone
(Eng3.3.3.1) 3 missing but not in reported of reporting is
information tone correct

Research The student’s The student’s work The student’s The student’s
Findings work shows shows discussion work shows work shows
(Eng3.3.4.1) discussion on the on the findings of discussion on the discussion on
findings of the the primary findings of the the findings of
primary research. research in a primary research the primary
Does not support formal language. in a formal research in a
findings with Makes some use of language using formal
examples, data, examples, data, examples, data, language using
facts, and facts or statistics facts or statistics examples,
4 statistics or in- and in-text and in-text data, facts or
text referencing. referencing. referencing. statistics.
The student does The student does The student The student
not compare and not compare and compares and compares and
contrast findings contrast findings of contrasts some contrasts the
of the primary the primary findings of the major findings
research with the research with the primary research of the primary
reviewed reviewed literature. with the reviewed research with
literature. literature. the reviewed
literature.
Conclusion Makes some Makes conclusions Makes sound Makes sound
(Eng3.3.4.2) conclusions based based on the conclusions based conclusions
on the hypothesis hypothesis and the on the hypothesis based on the
4
and the actual actual findings of and the actual hypothesis and
findings of the the research. The findings of the the actual
research. The student is able to research. The findings of the
47
 student is able to provide some student is able to research. The
provide little judgement based provide good student is able
judgement based on the hypothesis, judgement based to provide
on the hypothesis, the research on the hypothesis, good
the research questions, the the research judgement
questions, the findings from the questions, the based on the
findings from the literature review findings from the hypothesis, the
literature review and the actual literature review research
and the actual research that was and the actual questions, the
research that was conducted. Does research that was findings from
conducted. Does not provide conducted. Does the literature
not provide appropriate action not provide review and the
appropriate action steps for the group appropriate action actual research
steps for the of people steps for the that was
group of people concerned. group of people conducted.
concerned. concerned. Provides
appropriate
action steps for
the group of
people
concerned.
Presentation The student’s The student’s
(Eng3.3.2.6) report is not well report uses
organised and appropriate
2
structured. Has structure: that is
errors in layout layout and format
and format. for the report.
In text The student’s The student’s work
Referencing( work has one has a variety of
Eng3.3.2.2) correct use of in correct in-text
2 text referencing. referencing to
achieve different
purposes.
Free of errors.
Bibliography The student’s The student has
(Eng3.3.2.3) work has one proper
correct use of bibliography using
bibliography. an approved style
2
such as APA 6th
edition, MLA,
Harvard, etc.
Free of errors.

Note:
 It is expected that teachers provide these scoring rubrics to students, and continuously guide
them to achieve these learning outcomes.

48
Appendix 3b: Research Proposal Template

Guideline Timeframe
1. Theme
2. Specific Topic 1 week
3. Thesis Statement
4. Research Questions (at least two)
5. Methodology – tools
i. Primary Research:
- Interview (At least two interviewees) 2 days
- Questionnaire (At least ten respondents) 4 days
ii. Secondary Research:
- Journal
- Reference Books, Newspapers, Magazines, 1 week
Diaries, Historical records, letters
- Educational Websites
(Any two of the above)
6. Literary Review – Secondary Research, Analysis, Discussion, In- 1 week
text Referencing
7. Primary Research - Collation and Tabulation of Data 1 week
8. Data Analysis, Discussion, In-text Referencing, Bibliography, 1 week
Recommendations
9. Presentation of final report 1 week

 Suggested Themes:

i. Climate Change
ii. Health Awareness and Advocacy
iii. Sports Development in the Pacific
iv. Violence against Women and Girls
v. Exploring ways to develop literacy skills in the Pacific countries
vi. Exploring ways to develop literacy skills for English Language
Learners (ELLs)

 Specific Topic: Has to be localized

For example,
General Theme – Climate Change
Topic – The effects of a rise in sea level in Togoru Village,
Navua, Fiji Islands.

49
Appendix 3c: Research Report Layout/Format Template - Sample

Guideline Page
Cover Page: i
Student‘s Name
Teacher’s Name
School
SPIN
Title ii
Acknowledgement iii
Declaration of Originality iv
Table of Content v
Introduction 1
(Purpose, research questions, background on area of study)
Literature review 2-5
Results 6-8
Data analysis 9-12
Conclusion 13
Recommendations 14
Glossary (optional) 8
Bibliography 9
Appendix 10

50
Appendix 4: Scoring Rubric - Oral Presentation
Total Skill Score = 10

Task items Skill Skill Level 1 Skill Level 2 Skill Level 3 Skill Level 4
and SLO level Uni Structural Multi Structural Relational Extended
codes Abstract
1 Presentation is
Introduction appropriately
(Eng4.1.1.1) introduced.
Purpose 1 Purpose is stated.
(Eng4.1.1.2)
Language 2 Presentation is Student is able to
Conventions difficult to communicate
(Eng4.1.2.1) understand. effectively using
Major errors in appropriate speech
grammar. techniques.
Free of errors.
Make related 3 One point is made More than one More than one
points with relevant details. point is made with point made and
(Eng4.1.3.1) details. linkages
between points
are explicitly
stated.
Make sound 3 One simple point is More than one More than one
conclusions made as the relevant points are related and
(Eng4.1.3.2) conclusion. made as the relevant points
conclusion but not are made as
tied up well. conclusion, and
well related to
topic.
Audience 3 Audience found the Audience found the Audience found .
Response information presentation easy to the presentation
(Eng4.1.3.3) confusing, non- understand and very
realistic, and not engaging. informative,
engaging. Some people interesting,
Not appreciated. appreciated the realistic,
work. relevant, and
easy to
understand.
Audience appear
to be highly
appreciative of
the presentation.

Medium of Presentation: Visual Aids, Power-point Presentation

Presentation Time: 3-5 minutes

51
Appendix 5a: Full IA Programme Template

FULL IA PROGRAM
_______________________________________________________________________________________________________________________________________

Page 1: COVER PAGE

For example:

MOTUFOUA SEC SCHOOL

SPFSC 2020
BIOLOGY: FULL IA PROGRAM

Name:

Page 2: INSERT IA SUMMARY FORM HERE

(To be completed, signed/school stamped/scan/insert)

Pages 3-12:

1. Task title: Task 1:_________________________

The title should be brief and include a reference to the particular syllabus topic
or skill which is being assessed by the task.
Example: “Research Topic – Investigation of a Social Issue.”

2. Learning Outcomes: List the Specific Learning Outcomes (SLOs) to be assessed

by the task
These are found in the syllabus and need to be identified before the tasks are
constructed.
Example: Describe a feature of ….
(Copy and paste the relevant IA SLOs directly from the Syllabus: show strand,
sub strand and SLOs)

52
3. Assessment/Task:
Describe the task as a form of assessment to measure student achievements
of the above learning outcomes at different stages of the lesson/task
implementation.
(Think of what are the best types of assessment for the above LOs so that your students can demonstrate they
have achieved the learning outcomes. Also include how you will pre-assess their knowledge at the beginning of
the lesson and how you will continuously assess them throughout the strand/topic to monitor their learning
progress. The summative assessments are the final IA tasks.)

e.g. Diagnostic: (can be oral questions/short tests/ surveys/questionnaires to find out what students already know
before the lesson)

Formative: 1. This is the formative use of the summative assessment such as the drafts submitted, self-
assessment, peer assessment, teacher assessment of the drafts and specific feedback provided to improve the
task. 2. For CATs – this can be similar items prepared by teachers using the SLOs and given to students for
practice. After scoring, the feedback needs to be given to improve learning. If majority students are not doing
well then re-teach using another strategy, assess and monitor learning.

Summative: (these are the final IA tasks or the CATs to measure how much the students have learnt/achieved
after the learning period)

4. Resources: List materials required for completing the task (for learning &
demonstrating the achievement of the SLOs.
This must specify any material items such as books, documents, maps, stimulus
material, equipment required by the task, including use of technology and
chemicals.

5. Guidelines for the teacher on advance preparation requirements

a) time required by the student for task completion (monitoring progress)
b) recommended dates/date range for task completion
c) organization of room/lab and hardware to facilitate task completion.
(After the task has been completed and scored, teachers will need an IA score
capture sheet to record the performance of all students in the class.)

6. Guidelines for the teacher on task completion and task control

This must specify:
 the role of the teacher during the period of task completion
 instructions that are to be given by the teacher to the students
 actions that are required of the teacher during task completion

53
7. Preparation by the students beforehand
If students are required to prepare in advance of the task date, preparatory
notes must indicate the requirements. For example, students may need to
collect support materials for a task that is supervised in a classroom.
8. Task outline for the student
This outline is a brief description of the task that the student is to complete. It is
a general description without specific detail.
Example: Your task is to focus on an important social issue. After investigating
that issue, you need to process information collected and suggest possible
courses of action that authorities could take.
9. Task detail for the student
This must provide a detailed description of the task in the sequence that the
student would be expected to follow during task completion. This must clearly
state:
• what the student is expected to do
• what the student is expected to record and present for assessment.
(NB: Task details can be extracted from the syllabus)
10. Feedback & Support
Using calendar days, allocate time for:
i. Student’s self-assessment and correction
ii. Peer assessment, feedback, and time for improvement
iii. Teacher assessment, feedback, and time for time improvement

(NB: Provide week/dates, and state how the above will be carried out)
11. Final submission & scoring
State when the final task is due and how it will be assessed. State how the
school (HOD/SPFSC Coordinator) will monitor the scoring of the tasks.
12. Assessment Schedule/ Scoring Rubric
Copy and paste directly from the aligned Syllabus the relevant scoring rubrics
13. Assessment score capture sheet for the task
Provided by EQAP when the task is due.

(Repeat 1-13 for other tasks)

54
Appendix 5b: IA Summary Form
SOUTH PACIFIC FORM SEVEN CERTIFICATE
Internal Assessment Summary Form: ENGLISH
Country: ____________________ School: ______________________________________

Start End
Task Task Description/Focus Weighting
Date Date
1. Research Report
20%

10%
2. Oral Presentation
(seminar)

Total 30%

List of topics for research report

1.

2.

3.

4.

5.

6.

7.

8.

Note:
1. Be specific about dates, not just Week 3 Term 1, etc.
2. Suggested scoring rubrics for the tasks are provided in the syllabus. Teachers must use these.
3. IA Score Capture Sheets will be provided to schools by EQAP.

Teacher’s Name and Signature: __________________________________ Date:

Principal’s name and signature: __________________________________ Date:

A full IA program is to be submitted together with this IA Summary Form.

55
 ADVISORY SECTION

1. Sample Teaching Programme

Time Scale Topic Skills Resources Assessment

TERM ONE
Week 1 Introduction Listening Handouts: Syllabus
to Course Writing Course outline
Questioning Internal Assessment
Speaking
Reading
Weeks 2 - 4 Section A: Close reading Past paper questions Class/group/individual
Close Developing focusing on questions analysis of texts and
Reading of responses to exploring significant short answer
Text significant aspects aspects of texts. Annotated questions.
exemplars developed from Common Test (Week
of texts. Refer to
work from previous years 4)
Appendix 1 Sample [could be available from
Questions on Close Refer to Appendix 1
EQAP].
Reading of Text. Sample Questions on
Appendix 1 Sample
Close Reading of Text
Questions on Close
Reading of Text
Weeks 5 -10 Section B: Reading or viewing Selected text Class/group/individual
Response Thinking critically Past papers analysis. Practice
to Texts Writing Appendix 2a: Sample essays
Lit. 1 Writing responses Scoring Rubric. Common Test (Week
focusing on Annotated exemplars 10)
developing ideas, developed from student Refer to Appendix 2a:
structure, essays from previous Sample Scoring Rubric
expression and years [could be available and Appendix 2b
style, and writing from EQAP], or from the Sample Literature
conventions. Refer English externals Essay.
to Appendix 2a exemplars on the English
Sample Scoring resources page at
Rubric - Literature www.nzqa.govt.nz.
Essays and [refer to the url in the
Appendix 2b resources section].
Sample Literature
Essay.
End of Term 1 [4 term year]

56
Weeks 11 - Section B: Reading or viewing Selected text Class/group/individual
14 Response Thinking critically Past papers analysis.
to Texts Writing Appendix Scoring Rubric. Practice essays
Lit. 2 Writing responses Annotated exemplars Common Test (Week
focusing on developed from student 10) revision;
developing ideas, essays from previous years Refer to Appendix 2a
structure, [could be available from Scoring Rubric and
expression and EQAP], or from the Appendix 2b
style, and writing English externals Literature essay.
conventions. Refer exemplars on the English
to Appendix 2a: resources page at
Scoring Rubric for www.nzqa.govt.nz. [refer
Literature essay and to the url in the resources
Appendix 2b section].
sample Literature
essay.
End of Term 1 [3 term year]

Weeks 15 - Section B: As above As above As above

16 Lit. 2

Week 17 -18 Revision of Mid Year Exams: Section B: Lit. 1, 2 Scoring based on
Scoring Guidelines
Section A: Close reading Past paper questions Class/group/individual
Close Developing focusing on questions analysis of texts and
Reading of responses to exploring significant short answer
Text significant aspects aspects of texts. Annotated questions.
exemplars developed from Common Test (Week
of texts. Refer to
work from previous years 4)
Appendix 1 [could be available from
Refer to Appendix 1
EQAP].
Appendix 1
Weeks 19 - MID YEAR EXAMS - Section A: Close Reading of Text Scoring based on
20 - Section B: Lit. 1, Lit 2 Scoring Guidelines
End of Term 2 [4 term year]

Week 21 Review of Mid Year Exams: Section A, Section B: Lit. 1 Scoring based on
Scoring Guidelines
Section A: Close reading Past paper questions Class/group/individual
Close Developing focusing on questions analysis of texts and
Reading of responses to exploring significant short answer
Text significant aspects aspects of texts. Annotated questions.
of texts. Refer to exemplars developed from Common Test (Week
Appendix 1 work from previous years 4)
[could be available from
Refer to Appendix 1
EQAP].
Appendix 1
57
Weeks 22 - Section C: Planning and Annotated exemplars Collected information
27 Research formulating developed from student and research report.
questions reports from previous years Refer to Appendix 3a,
Collecting and [could be available from 3b and 3c.
processing data EQAP], or from the NCEA
Level 3 English research
Drawing
activities at
conclusions www.tki.org.nz. [refer to
Report writing the url in the resources
Class work section]
modelling and
practising the
research process,
then individual
research supported
by the teacher.
Refer to Appendix
3a, 3b and 3c.
End of Term 2 [3 term year]

Weeks 28 - Section D: Developing Annotated exemplars Class/group/individual

30 Oral content of developed from oral preparation and
Presentation presentation which presentations from previous rehearsal.
could be based on years [could be available Oral presentation in
language research from EQAP], or a NCEA class.
or on a topic Level 3 oral presentation
Refer to Appendix 4:
developed from exemplars,
DVD is available from the Scoring Rubric.
literature studies.
Developing NZ MOE at
presentation skills. www.thechair.minedu.govt.nz
Learning to [refer to the url].
communicate with Appendix 4: Scoring Rubric.
an audience.
End of Term 3 [4 term year]
Week 31 Section A: Close reading Past paper questions focusing Class/group/individual
Close Developing on questions exploring analysis of texts and
Reading of responses significant aspects of texts. short answer
Text to significant Annotated exemplars questions.
aspects developed from work from Common Test (Week
of texts. Refer to previous years [could be 4)
Appendix 1. available from EQAP]. Refer to Appendix 1.
Appendix 1.
Week 32 Revision for end of year exams: Section B: Lit. 1, 2 Scoring based on
Scoring Guidelines
Week 33 - END OF YEAR EXAMS -Section A: Close Reading of Text Scoring based on
34 - Section B: Lit. 1, Lit 2 Scoring Guidelines
Week 35 Revision if needed
Perhaps essay writing/time management seminars / exam
techniques
58
Week 36 Study Week
Week 37 - END OF YEAR EXAMS
38
Week 39 End of year programme

59
 2. Literature: Recommended Texts

Non-Fiction Fiction Poetry

Black Boy, by Richard Wright. The Great Gatsby – F.S. Fitzgerald Gifts (Anthology). Harvey McQueen (ed)
I Know Why the Caged Bird Sings, by Maya Pouliuli – Albert Wendt
Angelou. The Outsider – Albert Camus Touched with Fire, Jack Hydes CUP
The River Between – James Ngugi
A Bend In The River – V.S. Naipaul Target 7
To the Island, by Janet Frame. The Handmaid’s Tale – Margaret Atwood
Voices of Gallipoli, by Maurice Shadbolt. Creates a The Heart of the Matter – Graham Greene Langakali/Hingano, KonaiHeluThaman
strong personal response, structurally interesting, Faces in the Water – Janet Frame
humorous, Pride & Prejudice – Jane Austen Nuanua – Albert Wendt (ed.)
Wild Swans by Jung Chang
Great Expectations – Charles Dickens My Island Home-No More – V. Monua
Angela’s Ashes –by Frank McCourt Snow Falling on Cedars – David Guterson
The Bone People – Keri Hulme Violent Obligation – V. Monua
Short Story
Frank Sargeson Selected Patricia Grace Selected poems by Albert Wendt, Konai Helu
Owen Marshall Katherine Mansfield Thaman, ‘Epeli Hau’ofa, Wilfred Owen, Robert
E. A. Poe Albert Wendt Frost, Shakespeare’s Sonnets, William
‘EpeliHau’ofa Wordsworth,
T.S. Eliot, Yeats, Hone Tuwhare, James K.
Baxter, and Karl Samuel.

60
Non Shakespearean Drama Shakespeare Film
King Lear As You Like It All Quiet on the Western Front Delbert Mann
Othello Much Ado About Nothing Bladerunner (dir Ridley Scott)
Twelfth Night Merchant of Venice Excellent resource for film noir genre study,
Death of a Salesman – Arthur Miller The Colour Purple Stephen Spielberg dir.
Richard II Midsummer Nights Dream
The Crucible – Arthur Miller Richard III The Tempest Heavenly Creatures, Peter Jackson.
Hamlet Measure for Measure Thought provoking. Sensitive Excellent use of
A Man For All Seasons- Robert Holt
techniques.
Pygmalion – George Bernard Shaw Sense and SensibilityAng Lee
The Importance of Being Earnest – Oscar Wilde Cannot Use To the Island Jane Campion
Macbeth Romeo & Juliet Julius Caesar The Power of One John G.
A Streetcar Named Desire – Tennessee Williams
Avildsen
Invictus Clint Eastwood
Wonder Stephen Chbosky.

The above texts are approved for use. Teachers are encouraged to use other texts, but will need to seek
approval from EQAP. Once a text is approved, EQAP will add the title to the approved list and inform
all schools of the addition.

61
3. Resources and Teacher Reference

EQAP:
Past exam papers and scoring rubrics: www.spc.int / www.eqap.org.fj
Information pack sent to schools annually.

NZQA subject resources for English. Includes previous NCEA exam papers, student exemplars
as well as links to resources available on tki and English Online.
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-
subjectresources/english

Teacher resources:
From English Online: http://englishonline.tki.org.nz/English-Online/What-do-you-need-
toknow-and-do/Teacher-Resource-Exchanges Also
http://englishonline.tki.org.nz/English-Online/What-do-you-need-to-know-and-do/Units-
andsequences/Archived-English-Online-units/ From TeKeteIpurangi [tki]:
[http://www.tki.org.nz/e/search/results.php?1%3Aelem=DC.Subject.Classification&1%3Aval=
NCEA%3BEnglish&1%3Avalop=AND&1%3Asearchtype=term&xsl_lang=en&xsl_path=/sear
ch/results_e.php]
http://www.tki.org.nz/e/community/ncea/english.php

Text suggestions: From

English Online:
http://literacy-english-esol.wikispaces.com/Text+Suggestions From
TVNZ:
http://tvnz.co.nz/dvd/educational-titles-3383460
From Ministry of Education:
http://www.thechair.minedu.govt.nz/servlet/Srv.Ecos_Process_HTML_File?P1=/graphics/moe/s
ignon.htm
The NCEA Level 3 oral presentation exemplars DVD is available to order: item 31667.
From Read Pacific:
http://www.readpacific.co.nz

62