LAMB TO THE SLAUGHTER ANNOTATIONS REGISTRATION
LAMB TO THE SLAUGHTER ANNOTATIONS CODE

This student has independently selected and read the novel Twilight by Stephanie Myers as one of the six texts required. Further explanation of the student’s understanding of the significance of the difference between the two children (3) could also be provided. realise he is not to blame for his father’s death’ (2). To reach Excellence, the student could, for example, provide further insight and understanding of ‘ this event made the seat even more important’ (1) and the relationship with his sister which ‘ helped him. The student’s convincing irritation with Jess shows his engagement and understanding of the differences between the two characters (3). The student recognises the importance of Col’s relationship with Jess, demonstrating a good understanding of the significance of relationships in general (2). The student understands the link between ‘ the seat at the top of the cliff’ and Col’s coming to terms with his father’s death (1). The student forms a convincing personal response, supported by details from the text, by demonstrating a meaningful personal engagement with the main character’s growing understanding and maturity. This student has independently selected and read the short story The Badness Within Him by Susan Hill as one of the six texts required. This may also include responding to links between texts and self, and texts and world. This involves demonstrating personal understandings of, engagement with, and/or expressing viewpoints on texts which are generally meaningful. The student recognises that this learning can relate to ‘ many situations’ (6).įor a more secure Excellence, the student could, for example, provide examples and further reflect on ‘ the way the story is told through Hazel’s eyes it makes for a closer connection to her character’ (5), discuss the significance of the title ( Raymond’s Run), and expand on the ‘ many situations’ (6).įor Merit, the student needs to form convincing personal responses to independently read texts, supported by evidence. The understanding becomes more meaningful and perceptive after Hazel ‘ steps out of her own mind’ (3), causing the student to reflect on her own ‘ self absorbed’ nature when she too has learned to ‘ take a step out of my own head’ (4). The student shows convincing understanding of Hazel’s personal likes and dislikes (2). The student reflects, with some insight, on the impact and relevance of the story itself and the way it is has been told. The student forms a perceptive personal response to the character development of Hazel (1), the narrator in the story. This student has independently selected and read the short story Raymond’s Run by Toni Cade Bambara as one of the six texts required. This involves demonstrating personal understandings of, engagement with, and/or expressing viewpoints on texts which show some insight in thought or reflection. Recognition arrangements with other countriesĮnglish - annotated exemplars level 1 AS90854įorm personal responses to independently read texts, supported by evidence (1.10)ĭownload all these exemplars and commentary (PDF, 301KB)įor Excellence, the student needs to form perceptive personal responses to independently read texts, supported by evidence.Getting overseas qualifications recognised by NZQA.Taking New Zealand qualifications overseas.Offshore use of qualifications and programmes.

LAMB TO THE SLAUGHTER ANNOTATIONS CODE

Tertiary and International Learners Code of Practice.Submitting results and awarding qualifications and micro-credentials.

LAMB TO THE SLAUGHTER ANNOTATIONS REGISTRATION

Approval, accreditation and registration.NZQA's quality assurance system for tertiary education organisations.Te Hono o Te Kahurangi quality assurance.Mātauranga Māori qualifications and assessment standards.

Field Māori programme development support.

Field Māori Assessment Support Materials.

Developing qualifications at Levels 1-6 on the NZQF.

Lamb to the slaughter annotations