Tasks+-+assessments

Achievement Standard 90880 : Interact using spoken French to communicate personal information, ideas and opinions in different situations. Credits : 5 Version 1 Due date : Introduction Your ability to interact in French will be assessed from interactions in French held in the classroom during class time over the year. The interactions will be with a classmate, your teacher, or in groups, and will be based on the topics you are studying at the time. You will record each interaction. The assessment will consist of your collection of recorded interactions. Before you begin collecting recordings of your interactions, your teacher will discuss the requirements of the standard, including what you need to show in your interactions. Task: Win a trip! A local organisation is offering a huge prize – a trip toFrance! They are looking for students who have made a real effort to talk as much in French as possible. In order to submit your entry for the competition, you have to make a collection of your best French interactions. They want you to choose but they have given the following examples of suitable interactions: - a role play where you are discussing an everyday event e.g. a party (this could be an invitation) - giving a powerpoint presentation about leisure activities - a conversation between you and a partner where you discuss what you hope to see and do if you win the prize! - a conversation where you help a French speaking tourist in your town - discussing goods and buying something in a shop or a market - your ability to interact in different situations; - that you can use language features successfully to communicate your message in a way that suits both the specified purpose and the target/intended audience; - that inconsistencies in your language use do not interfere with communication Conditions of assessment
 * During the year, you will make audio- or video-recordings of spoken interactions.
 * At the end of the year, you will select for assessment three to five interactions in which your total contribution is about three minutes.
 * These interactions will show:
 * All work must be your own.
 * Assessment tasks will be carried out throughout the year and will be completed during, or at the conclusion of, a relevant programme of work.
 * You will store your recorded work in a suitable manner, for example, in your French folder on P drive or on the teacher’s laptop.
 * At the end of the year, you will select three to five recorded interactions to be submitted for assessment.
 * Your total contribution must be about three minutes, over all three interactions.
 * You may not use the language from the language samples in the assessment schedule unless it has been significantly reworked.
 * The context for each assessment piece must be different, for example, it is not suitable to include a pre-learnt role play or dialogue for each assessment.
 * Assessment Schedule **

The total student contribution to the interactions is about three minutes. The interactions are in different situations. e.g. planning an event, discussing a party, helping a tourist The interactions show the student sharing personal information, ideas, and opinions that are relevant to the task. Over the three to five interactions, there is evidence of communicating beyond the immediate context, e.g. communicating about the past, present, and/or future. For example: -//Tu vas aller à l’anniversaire de Sarah samedi soir?// //- Non// //- Pourquoi ?// //- Je vais jouer au foot à Auckland avec mon équipe. Et toi ?// //- Oui !// //Ç////a va// //ê////tre chouette !// Communication is achieved overall, although understanding may be hindered in some places by inconsistencies. || The student provides a collection of recordings of three to five different spoken interactions. The total student contribution to the interactions is about three minutes. The interactions are in different situations. e.g. planning an event, discussing a party, helping a tourist The interactions show the student sharing personal information, ideas, and opinions that are relevant to the task. Over the three to five interactions, there is evidence of communicating beyond the immediate context, e.g. communicating about the past, present, and/or future. The student uses a range of language that is fit for the context. The student is generally successful in selecting from a repertoire of language features and strategies to support the interaction. For example: -//Tu vas aller à l’anniversaire de Sarah samedi soir?// //-Ce samedi ?// //-Oui, chez elle à 8 heures// //-Non malheureusement je ne peux pas// //-Pourquoi pas ?// //-////Je dois jouer au foot à Auckland. C’est un concours. Et toi ? Tu y vas ?// //-Oui ! Je vais avec John et Megan.// //Ça va// //être chouette!// Communication is achieved and understanding is not significantly hindered by inconsistencies. || The student provides a collection of recordings of three to five different spoken interactions. The total student contribution to the interactions is about three minutes. The interactions are in different situations. e.g. planning an event, discussing a party, helping a tourist The interactions show the student sharing personal information, ideas, and opinions that are relevant to the task. Over the three to five interactions, there is evidence of communicating beyond the immediate context, e.g. communicating about the past, present, and/or future. The student successfully uses a range of language that is consistently fit for the context. The student skilfully selects from a repertoire of language features and strategies to support the interaction. For example: -//Est-ce que tu vas aller à l’anniversaire de Sarah samedi soir?// //-Ce samedi ?// //-Oui, c’est chez elle.// //Ç////a commence à 8 heures.// //-Non, malheureusement je ne peux pas y aller// //-Pourquoi pas ?// //-Ce weekend je dois jouer au foot à Auckland. Je joue dans une équipe pour l’école et c’est un concours. Et toi ? Tu vas y aller ?// //-Oui bien s////û////r ! J’adore les f////ê////tes et tout le monde va// //être là.// //Ça va// //être chouette!// Communication is achieved and understanding is not hindered by inconsistencies. ||
 * Evidence/Judgements for Achievement || Evidence/Judgements for Achievement with Merit || Evidence/Judgements for Achievement with Excellence ||
 * The student provides a collection of recordings of three to five different spoken interactions.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

Achievement Standard 90882 : Write a variety of text types in French on areas of most immediate relevance. Credits: 5 Version 1 Due date: Introduction This assessment activity requires you to submit three to five pieces of writing in a writing portfolio. Quality is more important than quantity and the length for each piece of writing should be appropriate for the type of text. However, your three to five pieces of writing will add up to a combined total of at least three hundred words. Your ability to write a variety of texts for genuine purposes to communicate effectively in French will be assessed from these pieces of writing. Throughout the year, you will keep a variety of written work in French from which you will select your pieces of writing for assessment. All of your writing will be based on the topics and language you are studying at the time. Before you begin collecting your writing, your teacher will discuss the requirements of the standard and what you need to show in your writing portfolio. Your teacher may also give you feedback about your writing. You may then rework this writing before you file it. If you wish to rework your writing again later in the year before you submit it in your portfolio, this may be done in negotiation with your teacher. Task: School Exchange Over the Christmas holidays, you are going with your French class on an exchange to New Caledonia. You will be billeted by a New Caledonian school. Your teachers have arranged for you to have various exchanges with the New Caledonian students during the year so that you can get to know each other a bit better. The written work you do towards this can be used in your portfolio. The writing could be: At the beginning of the assessment, you will discuss with your teacher how you will save and collect the writing. For example, it could be kept in your French folder on P drive, in a named file in a digital portfolio such as a class wiki or in a manila folder stored in the classroom. Select three to five pieces of your writing, including a variety of texts to submit as your final portfolio. Your final writing portfolio will show you can: – communicate opinion(s) and/or information and/or ideas that are relevant to the tasks – convincingly and successfully select and use a range of written language features that connect information and/or ideas and are fit for purpose and audience – use language without including inconsistencies that interfere with communication.
 * For the final assessment, choose the pieces of writing that you think are the best and most effective and that show your writing ability in a variety of contexts.
 * All of your writing must be your own work.
 * a letter you write to your prospective host family telling them about yourself and asking about their family
 * the text of a speech talking about your home town (just in case you are asked to talk in front of the French class there!)
 * contributions to a class wiki planning the itinerary (things you want and don’t want to do)
 * a letter to your host sister/brother giving him/her advice on what to pack and what to expect when he/she arrives in your home
 * a list of useful expressions that you think you might need when you are there (you will need to think about the type of situations you might be in and anticipate the language you will want).

The texts communicate basic personal information, ideas, and opinions. Over the three to five texts, there is evidence of communicating beyond the immediate context, for example, about the past, present, and/or future. For example: Ma ville se trouve dans le sud de la Nouvelle-Zélande. Il y a beaucoup de choses à faire. J'adore ma ville. Pendant les vacances je suis allé à Auckland. Communication is achieved overall, although understanding may be hindered in some places by inconsistencies. || The student submits three to five written texts in French, including different text types written for genuine purposes. Overall, the texts meet the following criteria. The texts communicate basic personal information, ideas, and opinions. Over the three to five texts, there is evidence of communicating beyond the immediate context, for example, about the past, present, and/or future. There is development of the information, ideas, and opinions which is generally credible and connected. The student selects and uses a range of language and language features that are fit for the purpose and audience of the tasks. For example: Ma ville se trouve dans le sud de la Nouvelle-Zélande. C'est bien parce qu'il y a beaucoup de choses à faire. Il faut visiter le musée. Pendant les vacances de Pâques je suis allé à Auckland pour visiter mes cousins et nous avons fait beaucoup de choses. Communication is achieved, and understanding is not significantly hindered by inconsistencies. || The student submits three to five written texts in French, including different text types written for genuine purposes. Overall, the texts meet the following criteria. The texts communicate basic personal information, ideas, and opinions. Over the three to five texts, there is evidence of communicating beyond the immediate context, for example, about the past, present, and/or future. There is development of the information, ideas, and opinions which is controlled and integrated. The student capably selects and successfully uses a range of language and language features that are fit for the purpose and audience of the tasks. For example: Ma ville c'est la capitale, Wellington et elle se trouve dans l'île du nord en Nouvelle-Zélande. C'est très amusant ici parce qu'il y a toujours beaucoup de choses à faire. Si vous visitez ma ville il faut surtout visiter le célèbre musée de Te Papa. Pendant les vacances de Pâques je suis allé à Auckland et j'ai fait beaucoup de choses mais à mon avis Auckland est moins intéressant que Wellington. Communication is achieved, and understanding is not hindered by inconsistencies. || Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
 * Conditions of assessment **
 * All work must be your own. Extracts from external sources should not be included without acknowledging the sources. Any extracts from external sources will not be considered in the final achievement judgement.
 * Your teacher may give you general feedback about your writing. You may rework this writing before you file it. If you wish to rework your writing again later in the year before you submit it in your portfolio, this may be done in negotiation with your teacher.
 * You will date each draft and your teacher will sign it.
 * The combined total of your pieces of writing will add up to at least three hundred words.
 * Language from the language samples may not be used unless it is significantly reworked.
 * Assessment Schedule **
 * Evidence/Judgements for Achievement || Evidence/Judgements for Achievement with Merit || Evidence/Judgements for Achievement with Excellence ||
 * The student submits three to five written texts in French, including different text types written for genuine purposes. Overall, the texts meet the following criteria.