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, 994 KB]

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 submitted two different texts, one describing a New Zealand festival and the other a letter encouraging a visit to New Zealand. Both texts convey information and opinions.

Language is used consistently to justify and compare the ideas and opinions expressed, e.g. 鈥渟eg煤n mi punto de vista/mi experiencia personal鈥�, and 鈥減or otro lado鈥�, 鈥渟in embargo鈥�, 鈥渁unque鈥�. 

There is evidence of language being used at the appropriate level, with reasonable control of past and future tenses, some correct attempts at imperative, e.g. 鈥淰enid鈥�, and some present subjunctive phrases, e.g. 鈥渢e recomiendo que vayas鈥�, 鈥渃uando venga鈥�, and 鈥渃uanto te vea鈥�.  In addition, linking phrases are employed successfully, e.g. 鈥淪in embargo鈥�, 鈥渁dem谩s鈥�, and 鈥淎 pesar de鈥�, showing development and a contrasting of ideas and opinions for both pieces.

There are grammatical inconsistencies throughout, in particular the use of 鈥渆so鈥� for 鈥渜ue鈥� in the first writing, and consistently ungainly constructions such as 鈥渢odo el mundo cuyo viven aqu铆鈥�. However, the intended meaning is reasonably clear and communication is achieved overall.

For Merit, there would be additional evidence of mastery of language expected at New Zealand Curriculum level 7. For example, more consistent verb/subject agreement and correct use of direct and indirect object pronouns in both pieces. 

There are no authenticity concerns with this writing.

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

Effective Spanish 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 two texts written here describe a festival and give advice for a visitor to New Zealand. They are well structured, in particular the text recommending activities, using 鈥減rimer, segundo, por 煤ltimo, en conclusi贸n鈥� to effect.

There is evidence of a range of developed and connected language at the appropriate level, e.g. 鈥淰oy a dar algunos consejos sobre qu茅 esperar鈥�, 鈥渆n comparaci贸n a Espa帽a el cual es normalmente alrededor de鈥�, 鈥渆ste festival de m煤sica fue fundado por tres鈥�se inspiraron鈥�su meta era crear una experiencia鈥� cambi贸 con el paso de los a帽os鈥�ha representado.鈥�  

Ideas are developed and justified with credible language, e.g. 鈥渃omestibles, y comida son muy caros, as铆 ahorra mucho dinero鈥� and 鈥淐reo que es una experiencia que recordar谩s para siempre.鈥� These statements are clearly formulated by the student.

Inconsistencies do not significantly hinder communication. 

For Excellence, there would be consistency across both texts, with the welcome text reaching the level of the festival text, which has better development of (for example) festival history and provides advice and opinions at the appropriate level. 

There would also be additional success with basic grammatical structures, e.g.  鈥渁ntes de llegado鈥�, 鈥渘unca ha estar鈥�, along with greater attention to verb/subject agreement and noun/adjective word order. Additionally, more sustained control of language would reduce awkward structures such as 鈥淒ebemos cabe destacar鈥� and 鈥減lanificacion ir a en cuanto puedo.鈥�

There are no authenticity concerns with this writing.

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

Effective Spanish 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 two different texts, a letter asking their teacher for advice for the future and a blog post giving advice for a trip to Barcelona. Language in both texts is controlled and capably selected to be fit for purpose. Both texts are effectively structured and developed.

A range of language and language features at the expected level are effectively employed, including past, perfect, future, conditional and subjunctive structures, alongside a variety of capably selected and appropriate vocabulary, e.g. 鈥淭e sugiero que viajes a Barcelona en mayo o junio鈥�siempre hab铆a querido ir a ver la Sagrada Familia y me impresion贸 mucho la belleza鈥� and 鈥淪oy una ciudadano de Australia, as铆 que educaci贸n ser谩 asequible para mi鈥�Si tuviera bastante dinero visitar铆a todos estos pa铆ses y m谩s...Por 煤ltimo mi ideal pareja es alguien que tenga 茅xito.鈥� The language is controlled and integrated. 

Information, ideas and opinions are well developed throughout, with clear evidence of justifying opinions and/or ideas, e.g. 鈥淪i yo fuera tu ir铆a en una visita guiada de arquitectura de la ciudad. Aunque sea caro, merece la pena porque aprender谩s much铆simo sobre arquitectos famosos y sus edificios. Si no te gusta la arquitectura, te recomiendo que visites los mercados.鈥� 

There are a number of minor errors, such as 鈥渦n ciudad鈥�, 鈥渓a barrio鈥� and 鈥渧iajo el mundo鈥�, largely comprised of noun-adjective agreement inconsistencies. Communication is in no way hindered by these minor errors.