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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 Samoan 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 skillful selection from a repertoire of language features and strategies to maintain the interaction.

Interaction will not be hindered by inconsistencies.

The exemplified student is the male wearing a green blazer.

There is a range of language successfully used across the three interactions that is consistently fit for purpose and audience, e.g. 鈥楨 te iloa l膩 a鈥檜, ou te fiafia i mea fou ua a鈥檈 mai au膩 a e fia talanoa i le tou aiga i Hawaii ma isi atunu鈥檜, e lelei e vave鈥�.

They skilfully select language and strategies to initiate and maintain the interaction, e.g.鈥極u te fa鈥檃luaina lua manatu鈥�, O le 膩 se lua iloa i ai i a鈥檕ga i aso la ma aso nei?鈥�, 鈥榣afolafo mai ni tou manatu鈥�, 鈥楢e 膩 oe _____ o le a sou manatu?鈥� 鈥楽a鈥檕 a鈥�, taimi na o le mativa ma pologa鈥�.

For a more secure Excellence, features of justification such as, 鈥榦u te iloa e sili atu mea 鈥榓i na e malosi ai le tino鈥� and 鈥楨 manaia Niu Sila e i ai le Social Welfare鈥�, could be expanded with further explanation or examples to sufficiently meet the criteria.

Interaction 1

Interaction 2

Interaction 3

For Merit, the student needs to interact clearly using convincing spoken Samoan 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 is the female wearing a black jersey with a flower in her hair.

There is a range of language features and strategies selected to initiate and maintain the interactions, e.g. 鈥楨 i ai se mea ua lua savalivali mai ai i lenei taeao? Afai e leai, e i ai le ma mat膩鈥檜pu lea e fia fa鈥檃soa atu鈥� and 鈥楨 sa鈥檕 lava le manatu a ______, au膩 e lelei le telefoni, ae tel膿 fo鈥檌 le leaga o le telefoni鈥�.

To reach Excellence, there needs to be evidence of successful use of language that is consistently fit for purpose and audience, e.g. by improving the clarity of ambiguous or contradictory statements such as, 鈥楢鈥檕 i Samoa, a 艒 tamaiti i iuniv膿sit膿 e l膿 tau lauiloa pei o isi atunu鈥檜鈥� and 鈥楨 lelei le telefoni, ae tel膿 fo鈥檌 le leaga o le telefoni鈥�.

Interaction 1

Interaction 2

Interaction 3

For Merit, the student needs to interact clearly using convincing spoken Samoan 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 is the male wearing a black jersey.

There is use of a range of language that is fit for the purpose and audience, e.g. 鈥楨 i ai le mea lea ou te fia iloa鈥�, 鈥楢e a la tulafono o le a鈥檕ga, o le 膩 le ese鈥檈sega?鈥� and 鈥楢e o le a le mea e tupu?鈥�.

The student shows features of exploring of ideas and perspectives by seeking viewpoints of others and responding with explanations or evidence, e.g. 鈥楢e a la i Samoa, e fa鈥檃taga telefoni i Samoa?鈥�, 鈥楨 mamalu la tou tulafono i aso la?鈥�.

For a more secure Merit, there needs to be additional evidence of justification and explanation of ideas using convincing spoken Samoan, e.g. 鈥楨 fa鈥檃taga na aumai i le a鈥檕ga ae fa鈥檃s膩 i le taimi o vasega鈥�, 鈥楨 i ai fo鈥檌 le aog膩 i le mat膩鈥檜pu Numera鈥� and

鈥楢 e va鈥檃i i le taimi nei e o mai tamaiti ia ma latou sitaili鈥�.

Interaction 1

Interaction 2

Interaction 3

For Achieved, the student needs to interact clearly using spoken Samoan 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 is the female wearing a black blazer with her hair down.

The student takes an active part in the interactions with a degree of fluency and spontaneity by presenting and sustaining varied ideas and views, e.g. 鈥極 aso la, e faigat膩 au膩 taimi uma i taeao se鈥檌loga e fai muamua fe鈥檃u fa鈥檃to鈥櫮� o ai i le a鈥檕ga. O isi fo鈥檌 aso e s膩vavali i le a鈥檕ga e leai ni se鈥檈vae鈥�.

To reach Merit, the features of exploring and justifying ideas could be developed, giving more than one word responses or repeating words from a previous speaker, e.g. 鈥楽a鈥檕 lava鈥�, 鈥楨鈥�, 鈥楽eki a!鈥�, 鈥榤ativa ma pologa鈥� and 鈥榚 lelei a i isi it奴 a鈥檕 isi it奴 pe leaga鈥�.

Further, there needs to be additional evidence of the successful selection of language. Language such as 鈥楨 faigofie le life i 鈥樑� i Samoa鈥�, 鈥榦ka le faigat膩, sole鈥� and 鈥榮e鈥檌loga e i ai sau tupe fa鈥檃to鈥檃 mafai na e alu鈥� does not sufficiently meet this criteria.

Interaction 1

Interaction 2

Interaction 3

For Achieved, the student needs to interact clearly using spoken French 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 is the female wearing a black jacket and black scarf.

The student takes an active part in the interactions with a degree of spontaneity.

鈥楽e, tin膩 o la鈥檜 telefoni len膩 e fa鈥檃aog膩 i le a鈥檕ga鈥�, 鈥楢e fa鈥檃fefea pe a tupu se fa鈥檃lavelave i le a鈥檕ga?鈥� and 鈥極 lea ou te va鈥檃i atu ia oulua ua sui mai lua sikaili鈥�.

For a more secure Achieved, the features of exploring and justifying varied ideas could expand beyond expressing their own views into exploring and supporting or challenging those of others, e.g. 鈥楨 faigat膩, e faigat膩, e faigat膩鈥�, 鈥楿a maua la鈥檜 job i Niu Sila, e tele o galuega i Niu Sila鈥�.

Further, there needs to be additional evidence of contextually appropriate language and cultural conventions that are fit for purpose. Language such as 鈥極 le mea len膩 e lelei o le aumai o la鈥檜 telefoni, tu鈥檜!鈥�, 鈥榰a tavali mai lua sefe鈥�, 鈥楨injo!鈥�, 鈥極 lo鈥檜 tam膩 e ofisa  a leoleo, e 膩 se tala?鈥� does not sufficiently meet the criteria.

For Achieved, the student needs to interact clearly using spoken French 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 is the female student on the right, wearing a black jersey. Her hair is in a ponytail.

There is an attempt to take part in a discussion with a degree of fluency and spontaneity, e.g. 鈥楨 sili atu Niu Sila, leaga a fa鈥檃pea e fia fesoasoani i Samoa e mafai ona lafo atu tupe, fai ai fa鈥檃lavelave. E i ai fo鈥檌 galuega iinei i Niu Sila鈥�. They take on a passive role throughout the majority of the three interactions, which limits their ability to interact clearly in different situations.

To reach Achieved, the student needs to show evidence of exploring and justifying ideas and perspectives.

Further, there needs to be evidence of mastery of the language to move beyond expressing one idea and also explore the views of others.

Interaction 1

Interaction 2

Interaction 3