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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.

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- NCEA.education

For Achieved, the student needs to interact in spoken German 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 left in the first video, and on the right in the second.

In the first interaction, the student has shared information about her family and pets. She has used a variety of language from level 1 of the New Zealand Curriculum, with short simple sentences to convey relevant information. She has communicated overall, despite inconsistencies, and has maintained the interaction by helping her partner, e.g. 鈥淲o wohnt/ liegt deine Familie?鈥�

In the second interaction, organising a trip, the student has referred to past and future events and experiences, e.g. she initiated the conversation by asking 鈥淲as hast du letzte Wochende gemacht?鈥� and when planning the cinema visit she made suggestions of possible times, 鈥淪onntagabend um zwei Uhr? Kommt [redacted] mit?鈥�

For Merit, the student could build on the information with more detail and reasons, and use more variety of structures. The interaction would also not be significantly hindered by inconsistencies such as 鈥淓r hei脽t sehr sehr lustig...鈥�

Achieved video 1

Achieved video 2

For Merit, the student needs to interact capably in spoken German 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.

In both videos the assessed student is on the right.

The student has used a range of language, interacted with his partner, and built on aspects of the information, ideas, and opinions expressed. He has referred to past and future experiences, e.g. at his primary school 鈥淓r war sehr Spa脽 und entspannt. In meinem achten Jahr鈥︹��, and communication was not significantly hindered by inconsistencies. In the first interaction about primary school he has given reasons (with examples) why he prefers his high school to primary school. He asked for clarification when he did not understand a word, e.g. 鈥淲as bedeutet Pause?鈥�, 鈥淚st das Mittagessen?鈥�

In the second interaction (a special place), the student gave descriptions of Glasgow and explained why he liked it, e.g. 鈥渆ine gro脽e Stadtzentrum, Es ist sehr geregnet, aber ich liebe geregnet鈥�. He used relevant phrases to ask for help or to sustain the interaction, such as 鈥淲as meinst du?...Was gef盲llt du nicht im Wald?鈥�

For Excellence, there would be additional mastery of the relevant language. The student could use a wider variety of strategies to enhance the interaction, e.g. 鈥淲ann willst du wieder nach Deutschland fahren?鈥�, and inconsistencies would not impact on the student鈥檚 contribution, e.g. 鈥淚ch geht Fu脽 gegangen鈥�.

Merit video 1

Merit video 2

For Excellence, the student needs to interact skilfully in spoken German 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.

In both videos the student is on the left.

The student refers to past and future events or experiences, and has given a detailed description of his first school in interaction 1 (primary school), with details to support his opinion, e.g. his favourite teacher 鈥淛鈥檃, in den sechsten Klasse, Frau [redacted], sie war ganz nett und sehr aktiv. Wir haben viele Sport gespielt鈥�. In interaction 2 (favourite place), he has given reasons why he prefers Mittenwald rather than a large city, and why he is looking forward to visiting again.

He has sustained the interaction with a variety of strategies to support his partner, e.g. 鈥淲as hast du in der Pause gemacht?鈥濃�� 鈥淲ann warst du das letzte Mal in Glasgow?鈥�, 鈥淜枚nntest du dir vorstellen, in Glasgow zu leben?鈥�

The student has demonstrated a consistent mastery of the appropriate language. Inconsistencies are minor, and do not impact on clarity, e.g. 鈥淚n Grundschule habe ich in so eine Schule in Dunedin gegangen鈥�.

Excellence video 1

Excellence video 2