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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 Korean for a chosen purpose.

This involves using relevant language to express 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 Korean about why she is studying Korean and the things she enjoys. She refers to personal experiences, e.g. talking about how she enjoys talking to Korean classmates. She provides details such as 鈥滌爛電� 毵れ＜ 頃滉淡鞏措ゼ 氚办毎瓿� 鞛堨柎鞖斺�� and reasons 鈥滌櫆雰愴晿氅� 旒�鞚错対 攴鸽Μ瓿� 旒�鞚� 霌滊澕毵� 攴鸽Μ瓿� 氍疙檾毳� 膦嬱晞頃橁赴 [霑岆┐鞚挫棎鞖擼鈥�. There is evidence of using language to refer to events or experiences beyond the current moment, e.g. 鈥滊Г欤尖��, 鈥滊鞍鞖瓣碃 [鞁鹅溂鞀惦媹雼�]鈥�.

The language attempted is at the expected level, up to and including level 6 of the New Zealand Curriculum.

Communication is achieved overall. However, there are general pronunciation issues that cause confusion and significantly impact the understanding of the message.

For Merit, there would be additional evidence of building on the information, ideas, and opinions expressed. The student attempts to add detail at the beginning of the spoken evidence. However, the pronunciation issues significantly impact communication, and the intended meaning of the second half of the spoken evidence is unclear.

Achieved video

For Merit, the student needs to communicate capably in Korean to communicate for a chosen purpose.

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

The student communicates in Korean about how she studies Korean, and shares her experiences and opinions about the best ways to do it. She uses a range of language that is at the expected level, and builds on the information, ideas, and opinions expressed, e.g. 鈥滉犯毽�瓿� [靹滌毟 鞝勳焷 旮半厫甏�鞐怾 [氚╇�竇頃橁碃 鞁鹅柎鞖�. 鞕滊儛頃橂┐ 鞐�靷�鞕� 氍疙檾鞐� 雽�頃� [旯婌潃] [鞚错暣毳糫 臧�歆� 靾� 鞛堦赴 霑岆�胳澊鞐愳殧.鈥�

There are general pronunciation issues, however communication is not significantly hindered.

For Excellence, the student could link information, ideas, and opinions further within the points communicated and show logical flow across the whole piece. Further, the quality of language should demonstrate consistent mastery appropriate to the level.

Merit video

For Excellence, the student needs to communicate skillfully in Korean for a chosen purpose.

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

This student has skilfully communicated in Korean, using a range of language successfully and showing logical flow of the points communicated, e.g. 鈥滌瀾雲勳棎 旒�鞚错対鞚� 膦嬱晞頃橁赴 鞁滌瀾頃� 鞚错泟搿� 鞝�電� 頃滉淡鞏措ゼ 氚办毎瓿� 鞁鹅棃鞏挫殧.鈥�

The student refers to present events and experiences as well as the future by discussing how she studied Korean, and what she would like to do when she visits Korea (with reasons).

The student demonstrates consistent mastery of the use of quality language appropriate to the level through well-chosen and varied vocabulary and structures, e.g. 鈥滌爛電� 旒�鞚错対鞚� 鞝曤�� 膦嬱晞頃挫殧. 雱堧�措剤氍� 靷�霝戫暣鞖�. 攴鸽灅靹� 頃滉淡鞏措ゼ 瓿勳啀 瓿惦秬頃橁碃 鞁鹅柎鞖�.鈥�

There is generally accurate production of language overall, inconsistencies are very minor and do not hinder communication.

Excellence video