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.

Download all exemplars and commentary [PDF, 219 KB]

For Achieved, the student needs to write a variety of text types, in clear French, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

The student has written two different text types, an informative text about tourism in New Zealand and a reflective review about the film Les Intouchables. In each text there is presentation of a perspective, e.g. 鈥淒鈥檜n c么t茅, quand les 茅trangers nous visitent, il aide l鈥櫭ヽonomie, cr茅e des emplois et aide 脿 conserver des sites naturels鈥� and 鈥淟es Intouchables est un film tr茅s important parce que il montre le public que, avec un peu de tol茅rance des autres, les differences personne 脿 personne n鈥檈st pas grande.鈥�

There is an attempt to challenge the ideas of others, 鈥淏ien que j鈥檃dore le film il y a des gens qui ne l鈥檃ime pas, mais 脿 mon avis tout le monde devrait voir鈥︹�� 

The text contains numerous errors in spelling, verb conjugations and agreements. However, the text is comprehensible throughout (with the exception of 鈥渋l inspire auto-ameloirent鈥�) and therefore communication is achieved overall.

For Merit, there would be evidence of mastery of a range of language, for example successful use of the more basic structures and evidence of some success with more complex sentence structures. Merit also requires fuller development of ideas and perspectives, including justification of opinions.

For Merit, the student needs to write a variety of text types, in clear convincing French, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and the use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

Within the contexts of an exchange visit and a discussion on why students should learn French, the student has evaluated the benefits of each, giving reasons and explanations. For example, 鈥淯ne chose est que tu es entour茅 par la langue que tu apprends鈥�, 鈥溍嘺 m鈥檃 aussi aide d鈥櫭猼re tr猫s fort en fran莽ais鈥� and 鈥淒鈥櫭猼re capable de parler anglais et fran莽ais鈥�ton CV.鈥�

Opinions are clearly expressed and justified throughout, with phrases such as 鈥渏e pense que鈥�, 鈥溍� mon avis鈥� and 鈥渏e trouve que.鈥�

Other perspectives are given through the disadvantages outlined, e.g. 鈥淯ne mauvaise chose 脿 propos de rester avec une famille鈥�n鈥檈st pas la m锚me que la tienne鈥� and 鈥渟i les mers de Nouvelle-Z茅lande avaient des eaux plus chaudes ce serait tr猫s mauvaises pour les cr茅atures marines.鈥�

There is a range of language, including a variety of vocabulary and language structures. For example, comparisons such as 鈥渏e n鈥檃i pas eu froid aussi vite qu鈥檌ci o霉 j鈥檃i froid rapidement鈥� and different verb tenses (past, imperfect, future and conditional), e.g. 鈥渃ela me rendrait frustr茅.鈥� There is evidence of use of structures at level 8 of the New Zealand Curriculum (NZC), e.g. 鈥淏ien qu鈥檌l soit difficile, il faut essayer de parler fran莽ais tout le temps.鈥�

Ideas are generally well connected across both texts, with logical progression supported by linking phrases such as donc, mais, bien qu and si, contributing to overall coherence at Merit level.

There are a number of errors and inconsistencies, for example in grammar, spelling and gender. In general, these are minor in nature and do not significantly affect communication. Occasional incorrect word choice means the reader needs to use context in places, e.g. 鈥渏e suis un d茅butant visuel鈥� is probably intended to mean 鈥渓earner鈥�.

The language appears authentic, with the student making a genuine attempt to apply recently learned language to the task rather than relying on copied external material. 

For Excellence, there would be additional evidence of successful use of language, including additional evidence of mastery of NZC level 8 language.

For Excellence, the student needs to write a variety of text types, in clear effective French, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is controlled and integrated, and capable selection and successful use of a range of language and language features.

Communication will not be hindered by inconsistencies.

The first text explores and evaluates ideas and perspectives around career choices, e.g. 鈥淒'un c么t茅, je voudrais travailler comme p芒tissi猫re鈥� and 鈥淒e l'autre c么t茅, 莽a m'int茅resserait de travailler avec des enfants, par exemple comme au pair.鈥� The career prospects are developed, for example through evaluation of various advantages and disadvantages, 鈥淨uelques avantages du m茅tier de p芒tisserie est qu'il offre鈥︹�� and 鈥淚ls ont de longues heures de travail et peuvent exiger beaucoup de travail physique.鈥� The student provides the perspectives of their parents on these choices, e.g. 鈥淨uant 脿 mon avenir, mes parents ont leur propre opinion.鈥� The student successfully challenges the opinions of others.

The second text discusses the issue of microplastics in the ocean. The problem is evaluated by outlining the issue and suggesting possible solutions, e.g. 鈥淥n pourrait 茅viter les plastiques jetables, parce qu'ils contribuent aux plastiques dans l'environnement en general鈥�, and the student continues on to outline other environmentally friendly practices.

The ideas are integrated logically into the central theme of the writing, with different ideas/opinions/information developed in each paragraph. Both texts are well organised, with developed and well sequenced paragraphs. The development of the ideas, rather than simply listing them, puts this in the Excellence category.
 
There is evidence of successful use of language at level 8 of the New Zealand Curriculum in both texts. There is a wide range of specialist context vocabulary and a range of language structures, such as si clauses, conditional and some use of the subjunctive.

There are inconsistencies in both texts, for example in word choice and/or order, 鈥渕eme se mobiliser petit au quotidien est utile鈥�, and some incorrect verb usage, 鈥渃e qui 锚tre fatigant鈥�, 鈥渋l appelait Trade Aid鈥� and 鈥渋l est essentiel que nous le r茅solvons鈥�. However, these inconsistencies do not hinder communication.

One or two sentences, e.g. 鈥渃omme faire grandir de jeunes esprits鈥� and 鈥渋l est 茅galement probable qu鈥檌l y a toujours du travail dans le domaine de la garde d鈥檈nfants鈥�, may reflect phrasing drawn directly from external material. However, other than these two possible examples, the texts appear to be constructed as a result of learning done in class around the two topics.

These texts are much longer than the expected word count for this standard. This length is not an expectation of Excellence. At all times quality is more important than quantity.