BOSTES | Board of Studies Teaching & Educational Standards NSW

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    • Additional Information
    • Worksheet
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• Areas for Assessment

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1. Years 7-8
2. Arabic
3. Activities
4. Speaking
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
High	communicates confidently, fluently and competently in predictable and familiar contexts applies a range of communicative techniques to convey meaning creates clear and original texts through the use of relevant structures, correct word order and appropriate vocabulary demonstrates sound understanding of relevant aspects of the culture of Arabic-speaking communities.
Satisfactory	communicates competently in predictable and familiar contexts applies some communicative techniques to convey meaning creates original texts through the use of some relevant structures, correct word order and appropriate vocabulary demonstrates understanding of relevant aspects of the culture of Arabic-speaking communities.
Progressing	communicates by exchanging information in simple sentences and/or phrases applies a limited range of communicative techniques to convey meaning creates text demonstrating basic understanding of the relevant structures, word order and vocabulary demonstrates some understanding of relevant aspects of the culture of Arabic-speaking communities.

Feedback

Students will receive oral feedback from the teacher. Students could also use a simple checklist for peer assessment or self-assessment. Comments will inform students about their ability to:

• initiate and conclude an interaction
• maintain effective communication, demonstrating appropriate body language and accurate use of stress and intonation
• apply relevant structures and vocabulary
• create clear and original texts
• incorporate aspects of the culture of Arabic-speaking communities.

Future directions

If evidence indicates that students have experienced difficulty with the speaking task, teachers may need to adjust subsequent learning experiences through additional modelling of structures and scaffolding to support the construction of spoken text. Students whose performances satisfy the criteria progress to the next Activity, where they design a class survey about food and drink preferences.