Draft suggested text list

Year 7 and 8

Text requirements

Text forms and numbers Text complexity Range of texts

Across the phase, students must engage Texts should be of varying lengths, have an appropriate level Students must experience historical and
meaningfully with: of complexity, and include: contemporary fiction and non-fiction texts that
are widely regarded as high quality.4 These
› at least two works of extended › a level of sophistication that supports intended practices
texts must include:
written text3 and aligns with the increasing depth required for
› at least one collection of poetry student progress › seminal texts, which are important writings,
› words and phrases with multiple meanings that require such as books, stories, or poems, that have
› at least one film
students to know and use effective word-solving played a significant role in helping people
› at least one drama text appreciate and understand texts; these texts
strategies to retain their focus on meaning
› a range of other text forms, including are valued because they introduce key ideas
› non-continuous text structures and mixed text types
short stories, non-fiction texts, and and ways of thinking
visual, spoken, multimodal, and › sentences that vary in length, including long, complex
› texts by Aotearoa New Zealand authors
digital texts. sentences that contain a lot of information
› texts from around the world
› visual features that contain main ideas, including, for
example, illustrations, photographs, text boxes, diagrams, › texts from popular and youth cultures
maps, charts, or graphs › texts students have chosen for personal
› language features that contribute to a text’s richness, interest and enjoyment.
including, for example, metaphor, similes, and Non-fiction texts include:
onomatopoeia
› reports
› ideas and contexts that are relevant to students’ lives
› explanations
– for example, ageappropriate characters overcoming
challenges › arguments

› elements that require interpretation, such as complex › discussions

plots, developed themes, and abstract ideas › articles
› complex layers of meaning and/or information that › biographies
require students to infer meaning or make judgments. › news from reliable sources.

3 A comprehensive piece of fiction or non-fiction (e.g., a novel or memoir) that develops a subject in depth and often involves multiple sections or chapters,
allowing for detailed arguments and complex ideas
4 High-quality texts are well crafted, engaging works of fiction or non-fiction that exhibit literary excellence, address meaningful themes, and offer significant
educational value and challenge.

This resource is a supplement to the draft year 7-13 English learning area. This draft resource provides a short list of example
suggested texts that align to and exemplify the range, form and complexity outlined above. A fuller list of suggested texts
that align to and exemplify the text requirements will be available with the final English learning area in Term 4 2025. We will
continue to develop this list using feedback from you including additional teaching resources to support these texts.
EN T

Extended Poetry Drama texts: Films: A range of other

T
PM IS
EL XT D

written text: Collections: › School Journal › Wonder directed by text forms: including
O L
EV TE N

Level 4 Stephen Chbosky short stories, non‑fiction

› Charlie Tangaroa and › Selected poems
D R SA

texts, and visual,

the Creature from by Hone Tuwhare, › War Horse by › Spirited Away spoken, multimodal,
the Sea by Tania including Rain Michael Morpurgo directed by Hayao
ER LA E

and digital texts:

Roxborogh (stage adaptation by Miyazaki
D P C

› Annual by Kate de
› School Journal
N M R

› Holes by Louis Sachar Goldi and Susan Paris National Theatre)

› Bridge to Terabithia Level 4
U E OU

› The Breadwinner by › The Red Wheelbarrow › Anne Frank: The Diary directed by Gábor
of a Young Girl by Csupó › Malala Yousafzai’s
Debroah Ellis and other poems
EX ES

Anne Frank (adapted United Nations

by William Carlos
for stage) Speech (2013)
Williams
R

› I am Eleven directed
by Genevieve Bailey

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Draft suggested text list
Year 9 and 10

Text requirements

Text forms and numbers Text complexity Range of texts

This list is designed to ensure students Texts should be of varying lengths, have appropriate Students must experience historical and
encounter at least one of each of these complexity, and include: contemporary texts that are widely regarded
text types across this phase. In planning as high quality. These texts must include:
› a level of sophistication that supports intended
a comprehensive teaching and learning
practices and aligns with the increasing depth › fiction texts
programme, teachers should ensure that
required for student progress › non-fiction texts
students engage meaningfully with more than
the minimum number of texts listed here. › multiple perspectives, which may be expressed › seminal world texts from different places
across a number of texts and times that have shaped literature and
Across the phase, students must engage
› language features, including euphemism, ideas around the world
meaningfully with:
juxtaposition, and hyperbole, that may require › texts by Aotearoa New Zealand authors
› at least two works of extended written text, students to use strong inferencing skills to know
› texts from around the world
at least one of which must be a novel the intended meaning
› texts from popular and youth cultures
› at least one collection of poetry › ideas that are complex, but that students
can relate to › texts students have chosen for personal
› at least one film
interest and enjoyment.
› at least one drama text › themes that may challenge assumptions and
deepen understanding
› at least one short story
› characters, settings, and events that work
› at least one non-fiction text
together to support the audience’s understanding
› a range of other text forms, including visual, of the author’s purpose
spoken, multimodal, and digital texts.
› challenging perceptions and world views.

This resource is a supplement to the draft year 7-13 English learning area. This draft resource provides a short list of example
suggested texts that align to and exemplify the range, form and complexity outlined above. A fuller list of suggested texts
that align to and exemplify the text requirements will be available with the final English learning area in Term 4 2025. We will
continue to develop this list using feedback from you including additional teaching resources to support these texts.

Extended Poetry Drama texts: Films: A range of other

written text: Collections: › Macbeth by William › Fantastic Mr Fox by text forms: including
Shakespeare Wes Anderson short stories, non‑fiction
› Tomorrow, When the › Poetry of WWI Poets
EN T

texts, and visual,

T

War Began by John

PM IS

› Maui and Sina by › Two Cars, One Night

EL XT D

› Still I Rise and other spoken, multimodal,

Marsden Helen Tauau Filisi by Taika Waititi
O L
EV TE N

poems by Maya and digital texts:

D R SA

› The Pōrangi Boy Angelou › Rēwena by Whiti › Whale Rider by › I Have a Dream by
by Shilo Kino Hereaka Niki Caro
› The Shape of Words Martin Luther King
ER LA E

› The Knife of Never and other poems by

› The Dream Sleepers
D P C

Letting Go by Glenn Colquhoun

and other stories by
N M R

Patrick Ness
Patricia Grace
U E OU

› Pounamu, Pounamu
EX ES

by Witi Ihimaera
R

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Draft suggested text list
Year 11

Text requirements

Text forms and numbers Text complexity Range of texts

In each year across phase 5, students must During year 11 Students must experience historical and
engage meaningfully with: contemporary texts that are widely regarded
Texts must be of varying lengths, have appropriate
as high quality. These texts must include:
› a range of text forms, which will include complexity, and include:
short stories, drama texts, non-fiction › fiction texts
› a level of sophistication that supports intended
texts, and visual, spoken, multimodal, and › non-fiction texts
practices and aligns with the increasing depth
digital texts
required for student progress › seminal world texts from different places
› at least one extended written text, which is and times that have shaped literature and
› increasingly complex language strategies and
a comprehensive piece of fiction or non- ideas around the world
techniques, including features such as sound
fiction (e.g., a novel or memoir)6
devices, symbolism, personification, and extended › texts by Aotearoa New Zealand authors
› at least one collection of poetry metaphors, sometimes woven through the text › texts from around the world
› at least one film › traditional structures that may be subverted › texts from popular and youth cultures
› at least one drama text. for effect
› texts students have chosen for personal
When planning a comprehensive teaching and › ideas explored across a number of texts, interest and enjoyment.
learning programme, teachers should ensure enhancing audiences’ understanding
that students engage meaningfully with more › characters with complex relationships, requiring
than the minimum number of texts listed here. the reader to use inference and critical
interpretation
› contexts that require the reader to seek out
additional information in order to understand the
text’s central themes.

6 An extended written text develops a subject in depth and often involves multiple sections or chapters, allowing for detailed arguments and complex ideas.

This resource is a supplement to the draft year 7-13 English learning area. This draft resource provides a short list of example
suggested texts that align to and exemplify the range, form and complexity outlined above. A fuller list of suggested texts
that align to and exemplify the text requirements will be available with the final English learning area in Term 4 2025. We will
continue to develop this list using feedback from you including additional teaching resources to support these texts.

Extended Poetry Drama texts: Films: A range of other

written text: Collections: › Romeo and Juliet by › The Hate U Give by text forms: including
EN T

William Shakespeare George Tillman Jr. short stories, non‑fiction

T

› Lord of the Flies by › Ozymandias and

PM IS

texts, and visual,

EL XT D

William Golding others by Percy › The Crucible by › Romeo and Juliet by

O L

spoken, multimodal,
EV TE N

Bysshe Shelley Arthur Miller Baz Luhrmann

› T.H.U.G. by Angie and digital texts:
D R SA

Thomas › Small holes in the › Krisnan’s Dairy by › Little Women by › All who live on
silence: collected Jacob Rajan Greta Gerwig
ER LA E

› Bugs by Whiti islands by Rose Lu

poems by Hone
D P C

Hereaka
Tuwhare › Pūrākau by Witi
N M R

Ihimaera and
U E OU

› Unity and collected

Whiti Hereaka
poems by Selina
EX ES

Tusitala Marsh › How False News

Can Spread by
R

Noah Tavlin

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Draft suggested text list
Year 12

Text requirements

Text forms and numbers Text complexity Range of texts

In each year across phase 5, students must During years 12 and 13 Students must experience historical and
engage meaningfully with: contemporary texts that are widely regarded
Texts must be of varying lengths, have appropriate
as high quality. These texts must include:
› a range of text forms, which will include complexity, and include:
short stories, drama texts, non-fiction › fiction texts
› a level of sophistication that supports intended
texts, and visual, spoken, multimodal, and practices and aligns with the increasing depth › non-fiction texts
digital texts required for student progress › seminal world texts from different places
› at least one extended written text, which is › increasingly mature themes relating to human and times that have shaped literature and
a comprehensive piece of fiction or non- nature and society ideas around the world
fiction (e.g., a novel or memoir)6
› complex ideas that can be explored across a › texts by Aotearoa New Zealand authors
› at least one collection of poetry range of text forms and genres › texts from around the world
› at least one film
› historical, political, psychological, or › texts from popular and youth cultures
› at least one drama text. philosophical contexts that require additional › texts students have chosen for personal
When planning a comprehensive teaching and conceptual understandings interest and enjoyment.
learning programme, teachers should ensure › a work by Shakespeare and a text from the
that students engage meaningfully with more 19th century.
than the minimum number of texts listed here.

6 An extended written text develops a subject in depth and often involves multiple sections or chapters, allowing for detailed arguments and complex ideas.

This resource is a supplement to the draft year 7-13 English learning area. This draft resource provides a short list of example
suggested texts that align to and exemplify the range, form and complexity outlined above. A fuller list of suggested texts
that align to and exemplify the text requirements will be available with the final English learning area in Term 4 2025. We will
continue to develop this list using feedback from you including additional teaching resources to support these texts.

Extended Poetry Drama texts: Films: A range of other

written text: Collections: › Hamlet by William › Testament of Youth text forms: including
Shakespeare directed by James short stories, non‑fiction
› 1984 by George › Shakesperean
Kent texts, and visual,
Orwell Sonnets › A Streetcar Named spoken, multimodal,
› The Handmaid’s Tale › Edgar Allen Poe – Desire by Tenessee › Waru Collection by and digital texts:
by Margaret Atwood The Raven and others Williams Briar Grace-Smith,
EN T

› The Collected Stories

T

Casey Kaa, Ainsley

PM IS

› Dawn Raids by
EL XT D

› Leaves of the Banyan › The World’s Wife by Gardiner, Katie Wolfe, of Katherine Mansfield
O L

Oscar Kightley
EV TE N

Tree by Albert Wendt Carol Ann Duffy Renae Maihi, Chelsea › The Yellow Wallpaper
D R SA

Cohen, Paula Whetu by Charlotte Perkins

Jones, Awanui Simich- Gilman
ER LA E

Pene
D P C

› World War 2
› The Truman Show by
N M R

Speeches of Churchill
Peter Weir
U E OU
EX ES
R

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Draft suggested text list
Year 13

Text requirements

Text forms and numbers Text complexity Range of texts

In each year across phase 5, students must During years 12 and 13 Students must experience historical and
engage meaningfully with: contemporary texts that are widely regarded
Texts must be of varying lengths, have appropriate
as high quality. These texts must include:
› a range of text forms, which will include complexity, and include:
short stories, drama texts, non-fiction › fiction texts
› a level of sophistication that supports intended
texts, and visual, spoken, multimodal, and practices and aligns with the increasing depth › non-fiction texts
digital texts required for student progress › seminal world texts from different places
› at least one extended written text, which is › increasingly mature themes relating to human and times that have shaped literature and
a comprehensive piece of fiction or non- nature and society ideas around the world
fiction (e.g., a novel or memoir)6
› complex ideas that can be explored across a › texts by Aotearoa New Zealand authors
› at least one collection of poetry range of text forms and genres › texts from around the world
› at least one film
› historical, political, psychological, or › texts from popular and youth cultures
› at least one drama text. philosophical contexts that require additional › texts students have chosen for personal
When planning a comprehensive teaching and conceptual understandings interest and enjoyment.
learning programme, teachers should ensure › a work by Shakespeare and a text from the
that students engage meaningfully with more 19th century.
than the minimum number of texts listed here.

6 An extended written text develops a subject in depth and often involves multiple sections or chapters, allowing for detailed arguments and complex ideas.

This resource is a supplement to the draft year 7-13 English learning area. This draft resource provides a short list of example
suggested texts that align to and exemplify the range, form and complexity outlined above. A fuller list of suggested texts
that align to and exemplify the text requirements will be available with the final English learning area in Term 4 2025. We will
continue to develop this list using feedback from you including additional teaching resources to support these texts.

Extended Poetry Drama texts: Films: A range of other

written text: Collections: › Othello by William › Pan’s Labyrinth by text forms: including
Shakespeare Guillermo del Toro short stories, non‑fiction
› Pride And Prejudice › The Waste Land
texts, and visual,
by Jane Austen by T.S Eliot › A Doll’s House by › Black Swan by Darren spoken, multimodal,
› Auē by Becky › Home and Henrik Ibsen Aronofsky and digital texts:
Manawatu other poems by
EN T

› Shuriken by Vincent › Cousins by Briar › Dubliners by

T
PM IS

Warsan Shire O’Sullivan Grace-Smith and

EL XT D

› Purple Hibiscus James Joyce

O L

Ainsley Gardiner
EV TE N

by Chimamanda › Ariel by Sylvia Plath

› Planet Earth by
D R SA

Ngozi Adichie
BBC and David
Attenborough
ER LA E
D P C

› The Danger of a
N M R

Single Story by
U E OU

Chimamanda
Ngozi Adichie
EX ES
R

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