Kāpiti College 2018 - NQF - Procedures for NCEA and other National Certificates
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Kāpiti College
NQF – Procedures for NCEA and
other National Certificates
Information for Students, Parents and
Caregivers
20182
The purpose of this handbook is to inform students and their parents/caregivers about the internal assessment
practices and rules at Kāpiti College, and hence help to achieve the most successful outcomes for students.
These internal assessment rules have been developed by Kāpiti College to ensure that all students are treated fairly
and consistently, and apply to all New Zealand Qualifications Framework assessments, including NCEA. It is essential
that students and parents make themselves familiar with the contents of this book. Keep it in a handy place, as you
may need to refer to it during the year. It can also be downloaded from the school website.
If you have any questions or concerns about assessment matters you should talk to the appropriate subject teacher,
the year level dean or the form teacher as soon as possible.
National Certificate of Educational Achievement (NCEA).
The National Certificates of Educational Achievement (NCEA) are the national secondary school qualification of New
Zealand, and are controlled by the New Zealand Qualifications Authority (NZQA). Kāpiti College offers courses at all
three levels of NCEA.
You will have achieved an NCEA qualification when you meet the following requirements:
Level 1: 80 credits required at any level (Level 1, 2 or 3), including 10 literacy credits (reading and
writing) and 10 numeracy credits - numeracy and literacy credits do not have to come from
English and Maths, but can come from a range of subjects.
Level 2: A minimum of 80 credits, of which a minimum of 60 credits are at level 2 or above, and you must
have the Level 1 Numeracy and Literacy requirements
Level 3: At least 80 credits, of which a minimum of 60 credits are at level 3 or above and a maximum of
20 at Level 2, and you must have the Level 1 Numeracy and Literacy requirements
Note that the credits required for each level can be gained over more than one year, and credits gained at one level
can be used for (or count towards) more than one Certificate.
Students achieve credits through internal assessment and external assessment. Internal assessments are done
throughout the school year and are written and assessed by subject teachers. External assessments are national
examinations sat in November. These are written and assessed by examiners and assessors provided by NZQA.
Because NCEA is based on accumulating credits through internal assessment over a period of time as well as external
assessment, you need to keep track of where you are towards achieving your qualification. This can be done
through the student and parent portal, or by asking your form teacher to show you your Record of Learning. Records
of Learning are published with your school reports.
University Entrance
The requirements for gaining University Entrance are:
NCEA Level 3, including 14 credits in each of 3 approved subjects (see page 4), AND
o Literacy – 10 credits at Level 2 or above, made up of 5 credits reading, 5 credits writing AND
o Numeracy – 10 credits at Level 1 or above, made up of either Achievement Standards OR the following
package of three Unit Standards: 26623, 26626, 26627 (all three required).
NB: This is the minimum standard required for entrance to a New Zealand university. Entrance to some university
courses is restricted, and entry to these courses requires a higher level of achievement at NCEA Level 3. Full details
are available from Ms Chaytor in the Careers Office.
Endorsed Certificates - Aim High!
Your NCEA certificate can be 'endorsed' if your overall results are at a high level. For example, you could gain "NCEA
Level 1 with Excellence".
If you gain 50 credits at Excellence, your NCEA certificate is endorsed with Excellence. Likewise, if you gain 50
credits at Merit (or a combination of 50 Merit and Excellence) your NCEA is endorsed with Merit.
You can earn credits counting towards endorsement over more than one year and more than one level. However,
they must be gained at the level of the certificate or above. For example, Level 2 credits will count towards
endorsement of a Level 1 NCEA, but Level 1 credits will not count towards endorsement of a Level 2 NCEA.
You can also gain a Course Endorsement if you gain 14 or more credits at Merit or Excellence in a single year in a
subject. At least three of these credits must come from externally assessed Standards and three from internally3
assessed standards, except Physical Education and Level 3 Visual Art. You do not have to pass the NCEA level to gain
a course endorsement.
NCEA Fees and Financial Assistance
NZQA charge a fee to administer the NCEA and Scholarship assessments. In 2018 the fee will be $76.70 per student
which covered entry in NCEA only. A separate fee of $30.00 per subject will be applied to entry into Scholarship
exams. Kāpiti College requires payment to be made by August 31 and an invoice will be mailed home early in Term 2.
Financial assistance, by way of a reduced fee, is available to qualifying families. Details about the criteria will be
advised in newsletters closer to Term 2.
Fees for international students are $383.30 in 2018, with an additional $102.20 being charged for each Scholarship
entry. No financial assistance is available to international students.
NZQA Student Login
Students can access their results through their Learner Login on the NZQA website. Students should register and use
their NZQA Learner Login on the NZQA website: http://www.nzqa.govt.nz/ This facility should be checked regularly
for the accuracy of their entries and results.
All students have a National Student Number (NSN). A card with this number is issued early in Term 2. The card also
gives instructions for logging onto NZQA. This card MUST be stored safely. It is used by the school and NZQA to
create the Record of Achievement. This is a transcript of results held by NZQA.
Any documents a student may need are ordered online in the Learner Login area. These include results, Record of
Achievement, School Results Summary, and any certificates they have been awarded.
Course Information
At the start of each course, your subject teacher will give you details of what is required for that subject. This will
contain the following information.
1. General course information and description
2. Course requirements
3. Course calendar
4. An Assessment Statement for the course, including
o the total number of credits available in the course
o the title, registration number, version and the number of credits of each standard offered in the
course.
o an identification of standards that contribute to literacy and numeracy
o an approximate Assessment Timetable
All of your subject teachers will give you an Assessment Statement by the end of Week 4. Fill in the table below to
check you have all your assessment statements. You will also receive electronic copies of these.
Subject Assessment Statement
(tick)
Enrolling for NCEA
This automatically happens when the first set of results from Kāpiti College are sent to NZQA.
Entering External Standards
By mid-August, you will be required to confirm the external standards you will be sitting at the end of the year. This
includes entry into any exams sat digitally. In 2018 this will be Levels 1, 2 and 3 English and Levels 1, 2 and 3 Media
Studies, and Levels 2 and 3 Classical Studies.4 After September 1, it is impossible to withdraw your entry from any external standard including scholarships. Special Assessment Conditions These are available to students who have special learning needs which meet the criteria set down by NZQA. This requires either an assessment by a Level C assessor or the collection of school-based evidence. These generally need to be completed by the end of Year 10. Approved SAC are available for internal and external standards. Contact the HOD Learning Support for more information. Resubmissions and Further Assessment Opportunities Provisions for re-submission and re-assessment will be available where practicable. This may include teachers collecting further evidence of achievement. A resubmission opportunity should only be offered where a teacher judges that a mistake made by the student, which the student should be capable of discovering and correcting themselves. This means resubmission is offered for minor errors and if the student work is at a grade boundary (M/E or NA/A). For example, the student may have handed in the assessment, but may not have made a particular calculation correctly. In such cases, the teacher may consider it appropriate to allow a student to resubmit a specific part of the assessment. Provisions for ONE resubmission opportunity for each assessment event will be available where practicable, and at the earliest possible opportunity. Teachers cannot give specific advice or re-teach concepts, skills and knowledge prior to resubmission. A further assessment opportunity occurs when a new, quality-assured assessment is provided for students after their first opportunity, and after additional teaching and learning has taken place. This could be a new test, a new writing topic or new research topic. For some tasks offering a further assessment opportunity will not be possible for manageability and practical reasons. Your subject teacher will tell you the conditions (e.g. time and place) for any re-assessment for each Standard. Missed or Late Assessments Assessments missed or handed in late will be considered under the following categories: (a) where this is for reasons beyond the student’s control (e.g. sickness or bereavement), teachers will do whatever is manageable to find evidence that the student has achieved the standard, for example granting extensions, providing for work to be handed in early, providing an assessment opportunity at a negotiated time, using existing evidence to award a grade; (b) where this is because of a school trip or activity (e.g. field trips, sports or cultural events), teachers will inform the student and his parents / caregivers what will be missed and the potential impact of not achieving those credits and of what can be handed in before or after the intended absence; (c) where this is because of “self-interest” (e.g. family holidays, appointments), teachers will inform the student and his parents / caregivers of what will be missed and the potential impact of not achieving those credits and of what can be handed in before or after the intended absence; (d) where this is because of “wilful absence” and/or a “refusal to hand in work for assessment”, if the student has been given adequate opportunity to achieve the standard, the student should NOT be withdrawn from the standard and a NOT ACHIEVED grade will be reported to NZQA. Breaches of Assessment Rules All work submitted for marking must be the student’s own work and must not be copied from other students or any other source. All sources of information including any downloading from the computer must be acknowledged. If it is proven that a student has used work other than his own in a section of an assessment, then that section will be disregarded for the purpose of achieving a grade. The procedures for investigating such a case are as follows: (a) the teacher must prepare a statement of possible breach of assessment rules and submit it in writing to the HOD or the Principals Nominee (Mrs Stewart); (b) the student must be shown the accusation and be given the opportunity to respond; the situation may be resolved at this level; if not . . .
5
(c) Mrs Stewart and the HOD will call a meeting of both parties to address the situation;
(d) it will be Mrs Stewart’s responsibility to come to a decision;
The above procedures will also be used for a student who has been found to give undue assistance to another
student or students and the same consequences may result.
Misconduct during an assessment may result in the student being removed from that assessment. If the student
wishes to appeal against this removal, the same procedures as listed above will apply.
Guidelines concerning authenticity
● Ideas obtained from written sources should be expressed in your own words.
● If material is quoted word-for-word it must be shown as a quote by using speech marks, and the source shown.
● All sources, including web addresses, must be listed in a bibliography set out as directed by your teacher. (see
below)
● Art folios, Music compositions, Technology projects etc must be all your own original work. You must not use
elements which have been designed, created, or produced by someone else unless specified by the teacher.
At the end of this booklet are the APA guidelines for referencing any resources you use.
Appeals
You have the right to appeal any assessment decision. These include, but are not limited to:
● your awarded grade,
● an allegation that you have made a Breach of the Rules
● a decision affecting your access to assessment.
In the first instance you should try to resolve the issue directly with your teacher. If this does not produce a
satisfactory outcome you should lodge a formal appeal by writing a letter to Mrs Stewart. You need to deliver this to
Mrs Stewart (office by the end of B15) within five days of being notified of the initial assessment decision.
You can still appeal, even if you have seen your grade and acknowledged you have been given the work back.
Derived Grades
If you are unable to sit an External Assessment (NZQA November examinations) for any reason you may wish to
apply for a derived grade for that standard. Valid reasons for applying for a derived grade include short term illness,
injury or other circumstances outside your control. During the year you will sit practice examinations, formative
assessments or practice tests for your externally assessed standards. The grade that you get as a result of
consideration of a derived grade will be based on the grades you have achieved in these practice examinations and
practice tests. It is therefore vital you do your best in these practice runs.
Privacy of Results, Retention of Work and Use of Work as Exemplars
When an assessment is returned to you after marking you will be able to study it and check it but you will not be
able to keep it. This is because a proportion of randomly selected papers will be checked by NZQA moderators to see
that our standards of assessing are in line with national standards.
All data about your achievement will be guarded from unauthorised parties, according to privacy legislation. This includes
using your work as examples for other students, for which your permission must be gained. Your grades and name should
not be publicly displayed (e.g. a list on a classroom wall) without your permission.6
APA Referencing System
Type: What you need: Examples:
Book 1. Author/s or Editor/s Smith, F.J. (1989) One Brain Cell Organisms, Sydney: Biol Pty. Ltd (One
name/s author)
2. Year of publication Jones, Frederick M.; and Smith, Frances J. (1996) Living Plants
3. Title of work Towoomba: Flora Press (Two authors)
4. Place of publication Mc. Mahon, G. (1996). Europe in the Nineteenth Century. (2nd ed.)
5. Publisher’s name Ocford: University Publications. (Book with more than one edition)
Pollution in Australia (1989) Sydney: Spinney (Unknown author)
Barry, P. (Ed) (1999) The Federation of Australia. Brisbane: Gregory
Terrace. (Booklet prepared by one of your teachers
Jones, Frederick M. (Ed) (1993) Flora of South East Queensland Ipswich:
Reigh-Barker Ltd. (A whole book)
Walker, E. (1999). “The culture of rugby union in Australian boys’
schools”, In M. Stower & B. McManus (Eds), The Teaching of Boys (pp.52-
67). Brisbane: Gregory Terrace (Article or chapter within a book)
Encyclopedia 1. Authors name Gargery, Henry. (1992) “Ancient Greece – Language The Book of
2. Year of publication Knowledge. Vol 1. pp 145-147 (Author unknown)
3. Name of the article New South Wales: (1992) The Universe Year Book p 534 (Author
4. Name of journal / unknown)
encyclopedia
5. Volume number
Newspaper 1. Year Smith, J.E. (1996) “Hero dog saves family in fire”. Brisbane: Courier Mail
2. Title of article November 15, p1 (Author unknown)
3. Name of source and “Earthquake hits: thousands die”. (1995) New York: New York Herald
where published September 23, p27 (Author unknown)
4. Month and day
5. Page number
Journals / 1. Author/s name Chapman, P. (1999). “Learning Mathematics : A new way of teaching”.
Magazines 2. Year Journal of Teacher Education 37, 76-78.
3. Title of article
4. Name of source
5. Volume number or
month, year if no
volume number
6. Page number/s
Graphs/Pictu 1. Details according to Fig 1. Sharks in Byron Bay
res the source from which Source: Cohen, William. (1994) Sharks on the East Coast Melbourne:
Photos/Adve material originates Heineford.
rtisement
Web Pages 1. Author’s last name, Burke, Laura P. (May, 1997) “A Hypertext history of the Renaissance”
first name / name of Renaissance History. Retrieved 23 September, 1999 from the World Wide
webmaster if no Web:
author is available http://www.caf.new.edu/home/lbs/renhist.html
2. Date of document Rosenbaum, J. (1990, November). Contentious or cozy?: Community and
creation / last update county radio in the Republic of Ireland. Paper presented to the Roy H.
of site if this is not Park School of Communications Faculty
available Colloquium, Ithaca College, Ithaca, NY. Retrieved March 17, 1997 from
3. “Title of work” the World Wide Web: http://www/ithaca.edu/johnrosenbaum
4. Title of complete
work7
5. Date of message or
visit
6. URL
Non Print Slides Montcrieff, Samuel M. (1989) Industralising Japan (Slide). Hobart:
Materials Video Friemann, Hobbs Pty Ltd. 24 slides, col.
Films The Story of the Olympics (1992) (Videorecording) Pickwick Video,
Audio/Tape Recording Melbour. 17 min. sd. col.
Dezuanni, M. (Director & Producer). (1999) The Winners (Film). Brisbane:
Pilms Pty. Ltd
Twomey, M. (Speaker). (1987). The Importance of School Librarians
(Cassette Recordin). Brisbane: Audio Tape Recording Pty. Ltd.
Other Article from an Online Jacobson, J. W., Mulick, J.A., & Schwartz, A.A. (1995). A history of
Electronic Journal facilitated communication: Science, pseudoscience, and antiscience:
Sources Article from an Online Science working group on facilitated communication, American
Newspaper Psychologist, 50, 750-765. Retrieved January 25, 1996 from the World
Wide Web: http://www/apa/journals/jacobsen.html
Sleek,S. (1996, January). Psychologists build a culture of peace. APA
Monitor, pp.1,33 (Newspaper, selected stories on line). Retrieved January
25, 1996 from the World Wide Web:
http://www/apa/org/monitor/peace/htmlYou can also read
