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This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 151 KB]

- NCEA.education

For Achieved, the student needs to interact in spoken French to share and respond to information, ideas, and opinions.

This involves using relevant language in unrehearsed and unscripted conversation, and referring to events or experiences in the present as well as the past or future. Communication will be achieved overall despite inconsistencies.

The assessed student is on the right in both videos.

The student has interacted about important people in her life and her personal interests. There is evidence of use of language covering past and/or future events and experiences, e.g. the past tense 鈥渆lle est n茅e 脿 Rotorua鈥�. The student is starting to build on aspects of her contribution, e.g. 鈥渏e m鈥檈ntends bien avec mon amie parce que nous avons une personnalit茅 similaire鈥�.

Interactive strategies are evident in both interactions. The student asks formulaic questions such as 鈥淐omment s鈥檃ppelle ta m猫re鈥�, 鈥淨uel 芒ge a-t-elle?鈥� and 鈥渆t toi?鈥�, and reacts to her partner鈥檚 comments with simple responses, e.g. 鈥渏e ne sais pas鈥� and 鈥渟uper鈥�. Occasionally her reactions begin to be more spontaneous, e.g. 鈥渕oi aussi je suis super鈥� and 鈥淛鈥檃dore Mont Ruapehu鈥�.

Both recordings demonstrate a consistent level of language, and communication is achieved overall despite inconsistencies.

For Merit, the student would need additional evidence of interactive strategies to support the conversation, for example responses to questions that go further than the formulaic. There should also be additional evidence of building on aspects of information, ideas, and opinions (the student could increase the details in their responses).

Communication was threatened at times, e.g. past/future tense confusion, mother tongue interference, e.g. 鈥淣ew Zealand鈥�, and some lexical items such as 鈥渆nnuyeux鈥� and 鈥渋d茅e鈥�. At Merit there would not be inconsistencies that significantly hinder communication.

Achieved video 1

Achieved video 2

For Merit, the student needs to interact capably in spoken French to share and respond to information, ideas, and opinions.

This involves using interactive strategies to support the conversation and a range of language. There will be evidence of building on aspects of the information, ideas, and opinions exchanged. Communication will not be significantly hindered by inconsistencies.

The assessed student is on the left in both videos.

The student has interacted capably about her family life, as well as negotiating weekend plans with her partner. There is evidence of using language at the expected level and talking about present, past or future events and experiences in both interactions, e.g. using the past tense 鈥渓e week-end dernier je suis all茅e au cin茅ma avec鈥�mes trois fr猫res鈥�.

Both interactions successfully demonstrate a range of language, and the student includes details to build on aspects of her contribution, e.g. 鈥渏e m鈥檈ntends bien avec m猫re parce que nous aimons Netflix et elle est tr猫s gentille鈥�.

Interactive strategies are used to facilitate both interactions. The student asks questions, e.g. 鈥渢u veux aller 脿 la plage avec moi et mon fr猫re dimanche?鈥� and reacts to her partner鈥檚 comments with simple responses, e.g. 鈥渕oi aussi鈥� and 鈥渙h, j鈥檃dore鈥�.

Both recordings demonstrate a consistent level of language, and there are no inconsistencies that significantly hinder communication across the interactions.

For Excellence, the student could demonstrate further variety of language, for example by increasing the detail in the information shared. For Excellence there should be additional evidence of interactive strategies to enhance the communication in reactions and responses to what their partner says. For example, when talking about the movie she could react with a personal opinion such as 鈥渁h oui, moi aussi j鈥檃i regard茅 Barbie et c鈥櫭﹖ait fantastique鈥�.

Merit video 1

Merit video 2

For Excellence, the student needs to interact skilfully in spoken French to share and respond to information, ideas, and opinions.

This involves successfully using interactive strategies that enhance the conversation and a range of language. Communication will not be hindered by inconsistencies.

The assessed student is on the left in video 1 and the right in video 2.

The student has shared information about her family life and what she did at the weekend, and negotiated plans for the upcoming weekend. There is evidence in both interactions of using language at the expected level and of talking about present, past or future events and experiences, e.g. using the past tense 鈥渏鈥檃i mang茅 au restaurant samedi soir, c鈥櫭﹖ait bon鈥� and the future tense 鈥渏e vais regarder mon fr猫re jouer au rugby鈥�.

Both interactions successfully demonstrate a range of language, and the student gives details to embellish what she is saying, e.g. 鈥渏e m鈥檈ntends avec mon fr猫re m锚me s'il est un peu aga莽ant de temps en temps鈥� and 鈥渏鈥檃dore ta robe鈥�avec un pull parce qu鈥檌l va faire froid鈥�.

Interactive strategies are used to enhance both interactions. The student asks questions and reacts to her partners comments. At times, the reactions are simple and brief such as 鈥渁h oui鈥� and 鈥渏鈥檃i h芒te鈥�. However, she also engages with and extends appropriately on what her partner says to take the interaction further, e.g. 鈥渙h c鈥櫭﹖ait l鈥檃nniversaire de ma m猫re le week-end dernier鈥�. The interactions are natural, with pauses indicating that they are unrehearsed and unscripted.

Both recordings demonstrate a consistent language level, and there are no inconsistencies that hinder communication across the interactions.

Excellence video 1

Excellence video 2