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 write a variety of text types, in clear effective Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is controlled and integrated, and capable selection and successful use of a range of language and language features.

Communication will not be hindered by inconsistencies.

There is successful use of language to support ideas and perspectives through explanations and evidence, e.g. 鈥榤a e leai se mai faaletino ou te maua ai. Ua lava鈥� ai le galuega鈥� (1) and 鈥極 taimi o fa鈥檃fiafiaga, e ese le mataina. leitioa foi turisi鈥� fiafia e faimalaga i Samoa ona o faafiafiaga鈥� (3).

The student uses a range of language at the expected level, e.g. 鈥楿a tatafa ata o le taeao, ua susulu manaia foi mai le la, o le sau malu o le tai taeao ua osofia ai ou lagona鈥� (2).

The language is controlled and integrated, e.g. 鈥榤a e talitonu le mafaufau o le a e taliaina lenei tusi apalai鈥� (1) and 鈥極u te fa鈥檃talofa atu鈥� suafa manumalo o Iesu keriso mo鈥� upega tafailagi鈥� (2).

For a more secure Excellence there would be additional consistency with successful selection of language, e.g. 鈥楨 fia avea au ma faletua鈥�, 鈥榣alafaga o Salamumu鈥�, 鈥榮a siosiomia au i le laufanua meamata鈥� and 鈥榣ie鈥� are inconsistencies that can be corrected through closer proofreading and editing.

For Merit, the student needs to write a variety of text types, in clear convincing Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and the use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

The student has written a variety of text types in clear convincing Samoan, developing ideas and perspectives which are generally credible and connected, e.g. 鈥楢fai 鈥榦ute mauaina lenei avanoa fa鈥檃鈥檃uro鈥�oute fia iloa lelei ma malamalama i le talafa鈥檃solo pito o S膩moa鈥�,(1) 鈥楽a iai le manatu ta鈥檌 鈥榓muia nei fanau ua latou iloa ma 鈥榓uai i lenei vaega o t奴 ma aga' (2), and 鈥極 se mea na matu膩 mamafa i lo鈥檜 loto o le loto salamo aua o i Niu Sila e tele avanoa i mea tau aoga olo鈥檕 fa鈥檃ma鈥檌mau e tamaiti aoga鈥� (3).

To reach Excellence, there needs to be additional evidence of control over the successful selection and use of language. The student should avoid repetitive simple structure such as 鈥榰a matou o i le uafu, matou te o i Savaii, pue le matou taxi matou te o e tafafao ma fai sina faatau, ona matou o i le Canopy walkway, ona matou tietie I le Falealupo Ruins ona matou tietie I le Sunrise鈥� (3).

Further, to reach Excellence, there needs to be additional evidence of evaluating and giving explanations to explore and justify own ideas and perspectives. For example, the passages 鈥榮a lagona lava le faagaeetia ina ua aulia le 50 tausaga talu ona tu toatasi Samoa.鈥� (2) and 鈥榮a matou asiasi i le kolisi a Avele, o le mea muamua na ou vaaia o le laulelei o teine ma tama aoga aua le latou toniga aoga ma e tasi le faiga o latou teuga鈥� (3) could be further explored and justified.

For Merit, the student needs to write a variety of text types, in clear convincing Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

The student explores and presents personal information in their application letter (1), and presents personal perspectives in their blog (2) about their school鈥檚 participation at the Polyfest competition (3). The student gives evidence to support their perspectives.

There is a range of language, e.g. 鈥榮a m膩tou tu鈥檜a S膩moa 鈥榦na o le manana鈥檕 o o鈥檜 matu膩 e maua se m膩tou lumana鈥檌 manuia鈥� and 鈥極u te talitonu o lenei polokalame e aoga tele mo au le tagata Samoa aua o au o se tagata e tau le malamalama i mea fa鈥檃aganu鈥檜鈥� (1), 鈥楿a lagona lava le loto maualuga aua ua galulue fa鈥檃tasi tamaiti S膩moa鈥� (2), and 鈥樷��ua 鈥榦u iloa le taua o le alofa fa鈥檃leaiga鈥�tele' (3).

For a more secure Merit, there would be more consistent evidence that the student is able to credibly connect the language beyond simple sentences.

Further, although the short formulaic language is often well done, for a more secure Merit there would be additional evidence of a range of language which develops the ideas and perspectives mentioned.

For Achieved, the student needs to write a variety of text types, in clear Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

The student expresses and justifies their perspectives through a range of texts: a formal application letter, a blog entry and a report of their athletics day, e.g. 鈥榦u te fiafia lava 鈥� e tele lo鈥檜 poto masani i lea galuega鈥� (1), 鈥榦u te fiafia foi e feiloai ma tagata 鈥� se mafutaga fiafia鈥� (2) and 鈥極 lea aso 鈥�felanulanua鈥檌 o au. E fai ai foi 鈥� tetele ma manaia latou pese鈥� (3).

There is evidence of some language at the expected level, e.g. 鈥榰a ou tusi atu lenei tusi e apalai i le avanoa i le galuega ofisai o lo鈥檕 fa鈥檃salalau i le niusipepa鈥� and 鈥榦u te galue lava ma le malosi ina ia ou mafai ona fesoasoani foi i isi tagata鈥� (1).

To reach Merit, inconsistencies such as 鈥榦ute talitonuina鈥� (1), 鈥榦 lo鈥檜 alalafaga鈥� (2), 鈥榚 fai foi kilupu鈥�, 鈥榯amaititima le lanu o lanai a au鈥�, 鈥榝uatina o le latou pese鈥�, 鈥榮ianipini鈥�, 鈥楾aipei鈥� and 鈥榤anumaloo鈥� (3) would not significantly hinder communication.

For Achieved, the student needs to write a variety of text types, in clear Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

There is evidence of some language to give explanations and support ideas, e.g. 鈥極 鈥榓u o le tagata e tatau ona faigaluega i lea tulaga o le customer service, aua ua 鈥榦u poto masani ai ma ua tele o鈥檜 fa鈥檃iloga.' (1) 鈥楢e le fa鈥檃galoina fo鈥檌 le malaga鈥�le nu鈥檜 o si o鈥檜 tina.  O lo鈥檜 nei tagata, ua tumu i le alofa i so鈥檕 se tagata鈥� (2) and 鈥楴a fa鈥檃alia ai se finagalo o se tasi o tulatoa o Samoa鈥�le fa鈥檃ofi mai o le Gagana Samoa i lenei atunu鈥檜' (3).

Simple spelling inconsistencies throughout could be avoided at this level. There should be few, if any, errors such as 鈥榠gaga鈥�, 鈥榯iutue tauvave鈥�, 鈥榣a utu鈥� and 鈥榤ale鈥�.

Inconsistencies will count in the quality of the overall submission.

For a more secure Achieved, the writing needs to explore and justify varied ideas. Ideas such as 鈥楿a savalia male tausaga talu ona a鈥檕a鈥檕ina le Gagana Samoa i totonu o aoga i Niu Sila nei鈥� (1) and 鈥極 a鈥檜 o se tagata e faaauga le Ipu fa鈥檃aloalo i taimi uma鈥� (2) require further explanation with justification.

Further, for a more secure Achieved, further editing would remove basic errors that are not expected at this level, e.g. 鈥榤a ua age foi lagana鈥� and 鈥榦 lea seu loa lo鈥檜 va鈥檃' (2).

For Achieved, the student needs to write a variety of text types, in clear Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

Over the three pieces there is some language correctly used which reflects the standard required for New Zealand curriculum level 8, e.g. 鈥榦u te fiafia foi e malaga e asi I isi atunuu. Ou te alu i atunuu eseese o le lalolagi e iloa ai aganuu ma gagana o isi atunuu鈥︹�� (1) and 鈥極 aso Sa uma e fai ai toanai a le matou aiga out e fiafia tele ai ona matou te faatasitasi uma ai ma ou tausoga aemaise nai ou tei laiti鈥� (2).

Language inconsistencies do not generally hinder communication.

To reach Achieved, there needs to be additional evidence of language to explore and justify varied ideas and perspectives. Language such as 鈥楴a uma a鈥檜 I le aso 1 Aukuso 2010 lea na maua ai lou tusipasi鈥� (1), 鈥�0 le suafa o lo'u tama o..鈥� (2) and 鈥極ut e fiafia ou te alu I le lotu.鈥� (2) does not sufficiently demonstrate these criteria.

Further, there will be additional evidence of mastery of language. Overall there are many inconsistencies where command of the language used would be expected at this level, especially as much of it reflects lower curriculum levels, e.g. 鈥榤o a鈥檜 mo lenei鈥� (1), 鈥榓ua nei gala, o lou suafa鈥� (2) and 鈥榲aai le tumumu鈥� (3).