91福利

An annotated exemplar is a sample of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade.

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For Achieved, the student needs to write a variety of text types in French that communicate information and express and justify ideas and opinions.

Communication will be achieved overall, despite inconsistencies.

The student has written one text about future plans and one opinion piece around friendship. The texts are generally logically structured.

There is evidence of language at the appropriate level. For example, reasonably consistent mastery of the future tense, e.g. 鈥渘ous aurons une grande maison鈥� and 鈥渁ujourd鈥檋ui je parlerai d鈥檃miti茅s parmi les adolescents鈥�, and some simple use of the conditional, e.g. 鈥渏鈥檃imerais 茅tudier鈥� and 鈥渏e voudrais vivre.鈥�

There is some evidence of language to justify the information and opinions expressed, e.g. 鈥淛e voudrais voyager en Gr猫ce 脿 cause de l鈥檋istoire鈥�, although this is done with mixed success, e.g. 鈥淛e suis plut么t introvertie, alors je pr茅f茅r茅e ayant moins d鈥檃mis.鈥�

Although there are frequent grammatical inaccuracies and awkward constructions, the intended meaning is generally clear, and communication is achieved overall.

For Merit, there would be consistency in the level of language used across the two texts. In this submission, the future plans text is closer to Merit than the friendship text.

Additional evidence of mastery of language expected at this level is also needed. For example, fewer errors in lower-level language, e.g. 鈥渧ous peuvez鈥�, 鈥渆n Paris鈥�, 鈥渓es hommes ont鈥� (sont) and 鈥渜uand j鈥櫭﹖茅e dans l鈥檋么pital鈥�, and additional evidence of mastery of language to justify the ideas and opinions conveyed. In the friendship text, errors in verb forms, agreements and sentence structure occur more frequently and significantly hinder communication.

There are no authenticity concerns with this writing.

For Merit, the student needs to write a variety of text types in effective French that communicate information and express and justify ideas and opinions.

Effective French will be shown by development of the information, ideas and opinions which is generally credible and connected and selection and use of a range of language and language features that are fit for purpose and audience.

Communication will not be significantly hindered by inconsistencies.

The student has written a text about Technology and a text about the French 鈥楶ass Culture鈥� initiative.

There is evidence of language at the appropriate level and development and justification of ideas. For example, there are explanations and reasons to support opinions, e.g. 鈥渕algr茅 le fait que j鈥檃i d茅m茅nag茅 tr猫s loin, je parle avec mes amis et ma famille tous les jours鈥�, 鈥淛e crois que ce serait bien鈥� parce que sinon les gens trichent鈥� and 鈥淎pr猫s avoir r茅fl茅chi, j鈥檃imerais le pass culture en Nouvelle Z茅lande.鈥�

The student has used a wealth of language features to progress and organise her arguments, e.g. 鈥淭out d鈥檃bord鈥�, 鈥淧our la plupart鈥�, 鈥淧our commencer鈥�, 鈥淛e pense que sur le plan鈥︹�� and 鈥淚l va sans dire que鈥︹�� This somewhat formulaic language is supported with personal opinions, ideas and information clearly formulated by the student.

For Excellence, there would not be mother tongue interference through the use of English where there is a French word, e.g. 鈥渕ovies鈥� and 鈥渢hief.鈥� There would also be more sustained control of language, such as additional mastery of some of the more basic grammatical features. For example, elision 鈥� 鈥渏e utilise鈥� and article/noun agreement 鈥� 鈥渓a questions.鈥� These are evident throughout both texts.

Errors and inconsistencies do not significantly hinder communication, and the meaning is clear throughout.  

There are no authenticity concerns with this writing.

For Excellence, the student needs to write a variety of text types in effective French that communicate information and express and justify ideas and opinions.

Effective French will be shown by development of the information, ideas and opinions which is controlled and integrated and capable selection and successful use of a range of language and language features that are fit for purpose and audience.

Communication will not be hindered by inconsistencies.

The student has written an email to an exchange student before their arrival and an essay on the benefits of second language learning. In both texts, language features are flexibly and appropriately selected for different text types (informal email vs persuasive essay).

There is successful use of a range of language at the expected level, e.g. 鈥渆n jouant鈥︹��, 鈥減uisque je finirai鈥�, 鈥渁pr猫s avoir quitt茅鈥︹��, 鈥減lus pr茅cis茅ment鈥�, 鈥渢u pourrais penser鈥� and 鈥渏'y suis all茅e il y a quelque mois.鈥�

There is development and justification of ideas that are extended through reasons, explanations and evaluations rather than simple statements, e.g. 鈥渕ais n茅amoins, je crois que cette exp茅rience sera le meilleur moment dans ma vie鈥�, 鈥渏鈥檃imerais vraiment devenir professeur de biologie parce que je viens de finir un cours de biologie et il 茅tait mon cours pr茅f茅r茅!鈥� and 鈥淢ais quels sont les avantages les plus b茅n茅fiques? En gros, c鈥檈st une experience enrichissante, qui peut 茅largir ses horizons.鈥�

The language is controlled and integrated. There are a range of sentence starters and linking expressions that organise the paragraphs and integrate the supporting detail, e.g. 鈥淒鈥檃bord鈥�, 鈥淧remi猫rement鈥�, 鈥減lus pr茅cis茅ment鈥�, 鈥淐ertes鈥�, 鈥淓n outre鈥�, 鈥淓n ce qui me concerne鈥� and 鈥減ar exemple.鈥� These largely formulaic expressions are supported with language that presents personal thoughts, ideas and information.

There are a number of minor errors and some that suggest more English-to-French direct translation, e.g. 鈥渏鈥檃i eu envie de travailler o霉 mes parents viennent鈥�, 鈥渙n pourrait se rencontrer plusiers d鈥檃mis 茅trangers鈥� and 鈥淒is m鈥檈n quand tu es arriv茅 ici.鈥� However, these do not hinder communication, as meaning is discernible.