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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 communicate in German for a chosen purpose.

This involves expressing information, ideas, and opinions relevant to the context, and referring to events or experiences in the present as well as the past or future. Communication will be achieved overall despite inconsistencies.

The student has communicated in German about why Wanaka is her favourite place and what she does there. She uses some language to talk about her Aunty and Uncle鈥檚 house and the activities that she does with them. 

The student uses different tenses (present, past, and future) to refer to both past and future experiences. For example, she writes about her future plans 鈥淚n Zukunft werde ich im See schwimmen gehen鈥�.

She gives details about Wanaka, what she likes about it, who she goes with and a favourite memory related to her time there, e.g. 鈥淢ein Lieblingserinnerung aus wanaka ist, als meine Cousins und ich im Winter im Schnee waren gegangen.鈥� She uses a variety of adjectives and gives reasons, e.g. 鈥渨eil ich warm im See schwimmen gehen und Erdbeeren pfl眉cken kann.鈥�

The language used is at the expected level, up to and including level 6 of the New Zealand Curriculum. Communication is achieved overall, despite consistent problems with words missing, e.g. 鈥淟eider, Wanaka sehr in der N盲he den Bergen鈥�, 鈥淣ormalerweise ich im Januar nach Wanaka鈥�, and word order issues such as 鈥渨eil es viel hei脽er ist Dunedin鈥�. Also, the incorrect word was often chosen, e.g. 鈥淒unedin ist k盲lter denn weil es in der N盲he Strandes und das Meeres鈥�, 鈥淓s war sehr kalt und windig dass tag.鈥�

To reach Merit, there would be evidence of additional language on the different events or experiences other than describing Wanaka. Clarity of a second event/experience and consistency of language across the two is required for a grade above Achieved. There would also be additional evidence of mastery of a range of language without inconsistencies significantly hindering communication.

For Merit, the student needs to communicate capably in German.

This involves using a range of language and building on aspects of the information, ideas, and opinions expressed. Communication will not be significantly hindered by inconsistencies. 

The student refers to different experiences 鈥� there is a description of the house, the daily chores he has to do, and what he does for leisure activities.

There are a variety of sentence types and tenses used to talk about present and past or future experiences, e.g. 鈥淚ch habe am Samstag mein Zimmer aufger盲umt und am Sonntag oder Samstag habe ich Staub gesaugt鈥�, 鈥淚ch renne jeden Wochentag, wenn Ich meine Hausaufgaben gemacht habe.鈥�

The student uses a range of language to build on aspects of the information, ideas, and opinions, e.g. 鈥淢ein Lieblingsplatz in meinem Schlafzimmer ist mein Bett, weil es sehr gem眉tlich und bequem ist.鈥� 

For Excellence, inconsistencies would not hinder communication, e.g. 鈥淢eine Schwester und ich m眉ssen im Weschel den Tisch decken鈥�, 鈥淢eine Lektion ist am Freitag.鈥� 
To show successful use of a range of language, there should be generally accurate production of language overall. Inconsistencies such as 鈥淚ch nutzen die Lampe f眉r lesen鈥�, 鈥渦nd jeden Sonntag ich b眉geln meine Schuluniform鈥︹�� detract from the consistent mastery of language required for Excellence.

For Excellence, the student needs to communicate skilfully in German.

This involves using a range of language successfully and connecting the information, ideas, and opinions cohesively. Communication will not be hindered by inconsistencies.

The student has communicated about different events/experiences. They shared information about their family, illness, and Christmas and future plans.
There is mastery of language to talk about present and past or future events, e.g. 鈥淚ch w眉nschte, ich w眉rde mit meiner Familie in einen gro脽en Urlaub fahren, aber leider sind wir letztes Jahr gefahren鈥�.

Language is used successfully. There is controlled use of sentence structures and mostly accurately use of a range of complex language, e.g. 鈥渄ass sie nur neidisch ist, weil ich gr枚脽er als sie bin鈥︹��, 鈥淲ie hilfreich f眉r den Anfang der wichtigen Pr眉fungen...鈥濃�� 鈥淛etzt muss ich das Essen in der K眉che zubereiten, anstatt im Wohnzimmer fernzusehen, w盲hrend meine Mutter kocht鈥�. The student also uses a wide range of adjectives appropriately.

The student enhances the writing through the use of humour when talking about getting sick, 鈥淛etzt werde ich krank, dank der Weltmeisterschaft鈥�.

Although there are minor inconsistencies, such as 鈥淟izenz鈥�, this does not interfere with communication.

The text shows a logical flow and coherent structure throughout.

This piece of writing is at Low Excellence. For a more secure Excellence the different events/experiences could be more clearly defined. For example, there could be additional language to talk about Christmas or the student could bring in a clearly different event.