色诱直播

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 give a clear, effective spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint in Samoan that is controlled and integrated. There will be capable selection and successful use of a range of language and language features. Critical response will include analysis, interpretation or evaluation.

Communication will not be hindered by inconsistencies.

There is a range of language successfully used, with controlled and integrated development.

There is clear evidence of the student鈥檚 ability to give a critical response in Samoan, such as by evaluating their experience in the 50th Jubliee Celebrations of Samoa鈥檚 independence, e.g. 鈥楨 manaia le otootoina mai o le tala fa鈥檃solopito o le tatou atunu鈥檜 ina ia silafia e le au fa鈥檃fofoga e tele fa鈥檃fitauli sa feagai ma Samoa a鈥檕 alo atu i le tuto鈥檃tasi鈥�.

They show features of analysis by presenting their observations of the event with evidence of the justification of their viewpoint, e.g. 鈥榓u膩 fai mai le upu o Samoa鈥� and 鈥極 le taulaga sa osia e le afioga Tupua Tamasese III mo lona atunu鈥檜 pele o Samoa鈥�.

The talk is logically organised with appropriate link words.

For a more secure Excellence, there could be additional evidence of skilful selection. Language such as 鈥榠a taua ia te i tatou le soifua sa鈥檕loto鈥� and 鈥楢 leai se gagana, e leai se aganu鈥檜, a leai se aganu鈥檜 ona p艒 lea o le nu鈥檜鈥� required further explanation as to the context and its connection to the topic of the speech. 

For Merit, the student needs to give a clear, convincing spoken presentation in French that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint in Samoan that is credible and connected. There will be a range of language and language features. Critical response will include analysis, interpretation or evaluation.

Communication will not be significantly hindered by inconsistencies.

There is analysis and evaluation of the stimulus material (the 50th Jubilee Celebrations of Samoa鈥檚 independence), e.g. the contribution of ancestors to Samoa鈥檚 independence.

The student gives their personal perspective on various cultural customs demonstrated, e.g. 鈥榮a鈥檜 manatu fa鈥檃tauva鈥檃 na mamalu lava le amataga o le polokalame鈥� and 鈥榥a matu膩 manino ma talafeagai le lauina mai o Tala Samoa i aso anamua ae sa tatau ona fa鈥檃ali i luga o le laupapa le tala e mafai ai fo鈥檌 ona faitau e le tupulaga鈥�.

To reach Excellence, the student could move beyond expressing their own views into exploring and supporting or challenging those of others, e.g. 鈥楨maoa鈥檈 tala fa鈥檃samoa, le mean a maua mai ai le tatau, ma le malu, fa鈥檃pea fo鈥檌 le tugase, ie o le m膩l艒 ma le 鈥榓va. Sa tatau lava ona fa鈥檃umi teisi le solo 鈥榓va鈥�.

Further, there needs to be additional evidence of skilful selection and successful use of language. Incomplete sentences such as 鈥榠na ia faitau ai tamaiti i le taimi ae o faitauina mai ai鈥� and 鈥榣uma atu o le t奴to鈥檃tasi鈥�, and the repetition of the same words 鈥榮i o tatou m膩l艒鈥�, do not fulfill the criteria.

For Merit, the student needs to give a clear, convincing spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint in Samoan that is credible and connected. There will be a range of language and language features. Critical response will include analysis, interpretation or evaluation.

Communication will not be significantly hindered by inconsistencies.

There is a critical response to stimulus material, their personal experience and participation in the 50th Jubilee Celebrations of Samoa鈥檚 independence.

They show features of analysis with evidence of justification of their viewpoint, e.g. 鈥榥a manaia le fa鈥檃foeina o le polokalame a le tuto鈥檃tasi. O le mea taua na maua se avanoa e fa鈥檃tino ai pese, tautalaga, tatalo ma siva鈥� and 鈥榓emaise le vi鈥檌 o le fu鈥檃 o Samoa. 鈥楨 lelei fo鈥檌 ua ou malamalama ai i fet奴 o lo鈥檕 iai i le fu鈥檃 o Samoa鈥�.

The presentation is logically organised. The language is generally credible and connected, e.g. by linking words and sentence starters such as 鈥榚 l膿 gata鈥�,鈥榥a ou mo鈥檕mo鈥檕鈥�, na o鈥檕 mai se lagona鈥�, 鈥榥a ou va鈥檃ia fo鈥檌鈥�.

For a more secure Merit, the student could move beyond expressing their own views into exploring and supporting or challenging those of others, e.g. using the proverb, 鈥楨 lele le toloa ae ma鈥檃u i le vai鈥� required further explanation of its relevance, as it is used to conclude the speech, but its connection to the ideas discussed or the speech topic is not clarified.

For Achieved, the student needs to give a clear spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint. Critical response will include analysis, interpretation or evaluation.

Communication will be achieved overall, despite inconsistencies.

There is evidence of a critical response of their personal experience and participation in the 50th Jubilee Celebrations of Samoa鈥檚 independence

Personal perspective is shown through the student鈥檚 observations of the event with some evidence of justification of a viewpoint, e.g. 鈥楽a ou fa鈥檃pea lava e usu se tatou pese lotu e pei ona masani ai pese a le Lotu Ta鈥檌ti, Metotisi po o le Lotu Pope fo鈥檌. Ae o lea na amata i pese a le Tupulaga. Ae manaia fo鈥檌 au膩 e fiafia i ai le tupulaga鈥�.

To reach Merit, communication wouldl not be significantly hindered by inconsistencies caused by problems with intonation and pronunciation, e.g. 鈥榤a alu le teine e ave le ipu鈥�, 鈥榚 malie le siva Samoa鈥�, 鈥榯amaloa鈥� (the intonation) and 鈥榚 tatou iloa te鈥檌 ua 鈥榤alovale鈥� (the word usage and pronunciation).

Further, there would be additional evidence of language which moves beyond the largely descriptive (describing their experience) into further analysis, evaluation, or supporting or challenging a viewpoint, e.g. 鈥極 le mea na pito i sili ona manaia ia te a鈥檜 o le tautalaga a Iulia鈥�, 鈥楨 lelei fo鈥檌 le faiga o teine o le ava鈥� and 鈥榩e a toe faia se mea fa鈥檃pea, ia tele ni ata e fa鈥檃ali pei o se tifaga鈥� are predominantly descriptive and do not provide the explanation and justification required for Merit.

For Achieved, the student needs to give a clear spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint. Critical response will include analysis, interpretation or evaluation.

Communication will be achieved overall, despite inconsistencies.

The student gives a critical response of their personal experience and participation in the 50th Jubilee Celebrations of Samoa鈥檚 independence.

There is analysis and evaluation of their participation in the Jubilee celebrations. Their personal viewpoint is explained, e.g. 鈥極 lo鈥檜 manatu i le mea na fai鈥�, 鈥榚 lelei mea na fai, e pei o pese ma tautalaga鈥� and 鈥業 le taimi o le lotu, sa ou l膿 iloa uma upu o le tatalo, e l膿 faia i le 膩iga o a鈥檜 le tatalo fa鈥檃samoa鈥�.

For a more secure Achieved, pronunciation and grammatical inconsistencies would impact less on the overall understanding of the message.

Further, there would be additional evidence of mastery of language at this level and additional success with language reflecting lower curriculum levels, e.g. 鈥業 le tamaiti e luma lelei le fai umi siva ma fiafia鈥� and 鈥楨 tele tamaiti e mana鈥檕 ia fai le mea i aso atoa鈥�.

For Achieved, the student needs to give a clear spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint. Critical response will include analysis, interpretation or evaluation.

Communication will be achieved overall, despite inconsistencies.

There is an attempt to give a critical response to stimulus material (鈥楢so T奴to鈥檃tasi o Samoa鈥�).

To reach Achieved, inconsistencies would not hinder communication. Tense, word order problems and lexical errors hinder communication to a degree that parts of the message are lost, e.g. 鈥楨 iloa a e lelei, lelei fo鈥檌 ma na taumafai鈥� and 鈥楴a sosoani i mea o Samoa i ai t奴to鈥檃tasi ma ni siva e tele fo鈥檌鈥�.

Further, there would be additional evidence of mastery of the language needed in a critical response, e.g. analysis, evaluation, interpretation, and evidence that the student can move beyond the 'I' and 'We' into exploring the views of others.

There would also be evidence of justifying a viewpoint.