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

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For Excellence, the student needs to interact clearly using effective spoken German to explore and justify varied ideas and perspectives.

This involves the student accounting for and sustaining their own views, and finding out about, evaluating and giving evidence to support or challenge the ideas and perspectives of others. There will be successful use of a range of language, and skilful selection from a repertoire of language features and strategies to maintain the interaction.

Interaction will not be hindered by inconsistencies.

The exemplified student speaks second in all three interactions.

In this portfolio of interactions, the student uses spoken German effectively;language such as 鈥樷�欌��mit der Frau, die Ilona hei脽t?鈥�, 鈥樷��weil, wo es teuer ist, lohnt es sich bestimmt.鈥� demonstrates a range that is consistently fit for purpose and audience.

The student skilfully selected from a repertoire of language features, such as questioning, using persuasive and contextually appropriate language while sustaining personal points of view,  e.g. 鈥榠ch will nicht sehen 鈥淟ola rennt鈥�, pausing 鈥榡a鈥� das ist die beste Idee鈥� and 鈥楴ein, das war ein Witz.鈥�.

The student skillfully uses strategies to maintain the interaction, e.g. by agreeing 鈥楯a, ja, ich kenne das.鈥� and recognising cues 鈥極h, geil!鈥�

For a more secure Excellence, the student could demonstrate that inconsistencies in pronunciation as well as grammatical and lexical inconsistencies will have less impact on communication of the message.

• Listen to Interactions 1, 2 and 3

For Merit, the student needs to interact clearly using convincing spoken German to explore and justify varied ideas and perspectives.

This involves the student accounting for and sustaining their own views, and finding out about, evaluating and giving evidence to support or challenge the ideas and perspectives of others. There will be a range of language and generally successful selection from a repertoire of language features and strategies to maintain the interaction.

Interaction will not be significantly hindered by inconsistencies.

The exemplified student speaks first in the first two interactions, and speaks second in the third interaction.

The student expresses personal views with evidence to support them, e.g. 鈥橝lso, ich finde Deutschland so sch枚n mit alle die altes St盲dte鈥︹��, 鈥業ch habe mich einfach auf dem Tisch gesessen, und dann kam er rein鈥�und er hat mir gesagt, dass ich nicht immer meine Meinung sagen muss鈥�das finde ich bl枚d鈥︹��

The student evaluates ideas, such as 鈥楢ber weder Neuseeland noch Deutschland haben die L枚sung zu diesen Problem gefunden.鈥�, 鈥極k, vielleicht sollen wir ein Bischen mehr denken.鈥�

To reach Excellence, the student will meet the criteria of skilful selection from a repertoire of language features. 

• Listen to Interactions 1, 2 and 3

For Merit, the student needs to interact clearly using convincing spoken German to explore and justify varied ideas and perspectives.

This involves the student accounting for and sustaining their own views, and finding out about, evaluating and giving evidence to support or challenge the ideas and perspectives of others. There will be a range of language, and generally successful selection from a repertoire of language features and strategies to maintain the interaction.

Interaction will not be significantly hindered by inconsistencies.

The exemplified student speaks first in the first interaction, and second in interactions two and three.

The student demonstrates a capability of challenging the ideas of others: 鈥楨s w眉rde sehr schwer sein im Deutsch seit zwei Stunden lang zu verstehen鈥�. The student is adept at exploring ideas and pespectives, particularly in the second interaction.

The student鈥檚 personal views are sustained, e.g. 鈥業ch glaube das ist nicht so ernst f眉r junge Leute und das Sprache ist nicht so schwer zu verstehen.鈥�, 鈥樷��weil wir sind fertig mit die Schule um halb Vier.鈥� and 鈥業ch bin das gegen鈥� wenn man 盲lter ist, das sieht nicht so gut aus.鈥�

Inconsistencies do not significantly hinder understanding by either partner of listener.                                      

However, for a more secure Merit, the student could demonstrate a more consistent ability to use language and language features with some spontaneity. Parts of the three interactions sound rehearsed, e.g. some parts are delivered without pausing, other parts have no evidence of utterances denoting hestiation for gathering thoughts. These parts of the interactions also show a consistency in delivery speed and intonation not evidenced in wholly unrehearsed interactions.

• Listen to Interactions 1, 2 and 3

For Achieved, the student needs to interact clearly using spoken German to explore and justify varied ideas and perspectives.

This involves the student accounting for and sustaining their own views, and finding out about, evaluating and giving evidence to support or challenge the ideas and perspectives of others.

Communication will be achieved overall, despite inconsistencies.

The exemplified student speaks first in the first two interactions, and speaks second in the third interaction.

There is evidence that the student sustains personal views, e.g. 鈥�der Lehrer in Neuseeland viel  entspanner und lockerer鈥�.weil wir kleinere Klasse haben, ah, k枚nnen sie kennenzulernen ihre Lehrer besser.鈥�

The student explores and justifies ideas, e.g. 鈥�..und die Handlung ist ganz spannend.鈥�, 鈥楿nd man lernt viel 眉ber die politische Situation.鈥�

To reach Merit, the student will need to demonstrate a generally successful selection of language features. The use of language such as incomplete sentences and inconsistencies in word-order, pronunciation and word endings impact on comprehension and force the partner to guess meaning and complete the verbalisation of ideas.

• Listen to Interactions 1, 2 and 3

For Achieved, the student needs to interact clearly using spoken German to explore and justify varied ideas and perspectives.

This involves the student accounting for and sustaining their own views, and finding out about, evaluating and giving evidence to support or challenge the ideas and perspectives of others.

Communication will be achieved overall, despite inconsistencies.

The exemplified student says 鈥楯a, was willst du ueber Neuseeland wissen?鈥� in the second interaction.

The student explores and justifies ideas, e.g. 鈥楧er Film ist sehr empfehlenswert, vor allem f眉r junge Maedchen.鈥�, 鈥楩眉r mich persoenlich es ist nicht so schlimm鈥︹��, 鈥樷��und niemand ertrinkt!鈥�

The student demonstrates an ability to finding out other鈥檚 perspectives by asking questions like 鈥榃as willst du ueber Neuseeland wissen?鈥�, 鈥業n Deutschland, wie alt kann man mit Auto fahren?鈥�.

For a more secure Achieved, there will be additional evidence of language that demonstrates that the student actively participates in interactions with a degree of spontaneity.

Incomplete sentences, word order and lexical inconsistencies will hinder communication less frequently.

Further, incongruities, like long passages of rehearsed speech, which contrast with evidence of incompletely expressed ideas, will be minimised.

• Listen to Interactions 1, 2 and 3

For Achieved, the student needs to interact clearly using spoken German to explore and justify varied ideas and perspectives.

This involves the student accounting for and sustaining own views, and finding out about, evaluating and giving evidence to support or challenge the ideas and perspectives of others.

Communication will be achieved overall, despite inconsistencies.

The exemplified student speaks second in all three interactions.

There is evidence that the student is capable of accounting for their own views, e.g. 鈥業ch denke Deutschland ist cool, aber nicht so cool wie Neuseeland鈥�, 鈥楯etzt muss man in der Schule nicht so diszipliniert sein. Ich denke, man hat jetzt viel weniger Stress鈥�.

There are questions that indicate the student is finding out about the ideas of others, such as 鈥榃ie meinst du?鈥� and 鈥榃as denkst du?鈥�.

To reach Achieved, there will be additional evidence of exploration of ideas and perspectives. The student will demonstrate an ability to actively participate in interactions beyond reacting to partner鈥檚 cues and using pre-learned passages.

• Listen to Interactions 1, 2 and 3