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, 236 KB]

For Achieved, the student needs to write a variety of text types, in clear Spanish, 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.

In each text, some evidence is provided to support their perspectives, e.g. 鈥淪i tenemos mas festivales como Espa帽a, beneficiaria neozeland茅s. Es un actividad genial que conduciria juntos la comunidad鈥� and 鈥淪in embargo la cosa mejor en mi punto de vista es tener prioridad sobre los aspectos espec铆fico de estos problemas cual ayudaria el gobierno resolver que es mas importante.鈥�   

There is some evidence of challenging and supporting the ideas of others, e.g. 鈥淪eg煤n mi punto de vista seria muy sucio y seria muy dificil para limpiar. No obstante despues del suceso, los bomberos limpian las calles con agua y una manguera鈥� and 鈥淧ara mi y muchos de los dem谩s, una cosa importante es el cambio climatic贸, cual es una cuesti贸n grande para el siglo 21.鈥�

There are consistent errors in punctuation, gender concord, verb conjugation and agreement. However, the texts are comprehensible and communication is achieved overall. The texts appear authentic, with errors typical of second language students of Spanish, without reliance on copied external material.

For Merit, there would be evidence of a range of language at the appropriate level. For example, additional mastery of some of the more complex structures attempted here and more consistent accuracy with punctuation. In addition, there would be further evidence of justification of opinions. 

For Merit, the student needs to write a variety of text types, in clear convincing Spanish, 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.

Evaluations are made and explanations and evidence supporting the student鈥檚 own ideas and perspectives are provided in two different texts about a Spanish cultural icon and immigration, e.g. 鈥淧ersonalmente, me siento fascinado por el cuadro, debido al hecho de que utiliza muchas formas interesantes鈥� and 鈥淒esde mi punto de vista, disfrut茅 ser inmigrante, sin embargo si no hablas ingles, puedo ver lo dificil que seria.鈥�

The ideas and perspectives of others are supported and challenged in both texts, e.g. 鈥淓l poeta Jos茅 Bergamin tambien alabo el Guernica...Aunque estoy de acuerdo en que encarna el esp铆ritu de la guerra civil, soy de opini贸n de que solo representa la lucha de la gente en Guernica鈥� and 鈥淎lgunas personas dicen que habr谩 menos trabajos si m谩s inmigrantes llegan. Creo que esto es falso.鈥�

A range of language and language features are used, including idiomatic phrases, a range of vocabulary, different verb tenses, and more complex structures expected at NZ Curriculum level 8, e.g. 鈥淣o cabe duda alguna en mi mente que Guernica es una de las cuadros m谩s influyentes del siglo XX鈥� and 鈥淪i los inmigrantes no vinieran, entonces no tendriamos diversidad.鈥�

Across both text types, ideas are convincingly developed and connected with a range of linking phrases, such as 鈥渁dem谩s鈥�, 鈥減or ejemplo鈥�, 鈥渁dicionalmente鈥� and 鈥渁unque.鈥� Logical progression is provided appropriately, e.g. 鈥渧amos a explorer", 鈥渙tra opinion es鈥� and 鈥渇inalmente.鈥�

There are a range of inconsistencies in spelling and punctuation throughout and some errors in word order and agreement, which does not significantly hinder communication. Occasionally a sentence with incorrect word choice and spelling needs context, e.g. 鈥淎unque a mucha gente no le gente, si yo fuera tu, haria es el fuerzo vistar de Guernica", where the second 鈥済ente鈥� is clearly 鈥済usta.鈥�

For Excellence, there would be additional evidence of successful use of language at NZ Curriculum level 8, controlled and integrated to more effectively develop ideas and perspectives.

For Excellence, the student needs to write a variety of text types, in clear effective Spanish, 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 is a formal piece on global warming, and the second discusses a recently viewed documentary, providing a variety of text types.   

Controlled and integrated ideas and perspectives are effectively developed in each text, e.g. 鈥淣o sab铆a que los glaciares en Sudam茅rica est谩n derritiendo pero estoy de acuerdo que la aumentaci贸n de la temperatura global derrite los glaciares鈥� and 鈥淓l documental tiene muchos primeros planos sobre las jugadoras cuando estaban describiendo sus viajes y experiencias con el mundial, incluyendo el tratamiento del presidente y entrenador. Esto cre贸 una reacci贸n del p煤blico.鈥�

This clear, logical development of ideas, supported by explanations and integrated into the themes of each text, provides evidence for Excellence.

Opinions are clearly stated with supporting evidence, e.g. 鈥淐reo que el gobierno peruano debe imponer una ley que la gente no puede cortar el bosque porque no puede continuar as铆鈥� and 鈥淧ienso que usted deber铆a verlo, porque puede ayudar a entender a sus propias experiencias con el sexismo, y entender c贸mo se trata a las mujeres en el deporte.鈥�

Perspectives and ideas of others are explored and challenged in both texts, e.g. 鈥淧ero temo que la sociedad no se preocupar谩 hasta que es demasiado tarde, y por esa raz贸n estoy muy decepcionada en los humanos鈥� and 鈥淪in embargo, la federaci贸n espa帽ola de f煤tbol no vio el beso como algo malo, y trat贸 de hacer que Jenni miente y dijo que ella consenti贸.鈥�

There is consistent evidence of a range of capably selected and successfully used language at NZ Curriculum level 8 throughout both texts, including more complex structures, e.g. 鈥淥jal谩 que la gente cambie su manera de vivir, porque si continuamos as铆 no tendremos un planeta sano y se presentar谩n muchos problemas鈥� and 鈥淪i tuviera la oportunidad para hablar con las jugadoras del equipo espa帽ol, preguntar铆a sobre sus experiencias con el sexismo en f煤tbol.鈥� A range of specialist vocabulary relating to both topics is used throughout.

Inconsistencies include spelling, occasional lack of verb/person agreement, or incorrect prepositions (e.g. 鈥減ara鈥� for 鈥減or鈥�) and word order (e.g. 鈥渋legal miner铆a鈥�). However, these do not hinder communication.

Overall, the texts reflect errors typical of authentic writing without recourse to external material and appear to be constructed as a result of applying learning done in class.

These texts are considerably longer than the expected word count of approximately 500 words for this standard. This is not an expectation for Excellence.