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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
  • demonstrates a good understanding of relevant structures by using a range of vocabulary and correctly applying grammatical structures
  • demonstrates logical development of ideas through appropriate sequencing and structuring of language
  • demonstrates sound understanding of relevant aspects of the culture of Chinese-speaking communities
  • writes most Hànzì accurately.

Satisfactory
  • demonstrates satisfactory understanding of relevant structures by using some appropriate vocabulary and correctly applying some grammatical rules
  • demonstrates the development of ideas through some sequencing and structuring of language
  • demonstrates understanding of cultural features of Chinese-speaking communities
  • writes in Hànzì and Pīnyīn.

Progressing
  • demonstrates an elementary knowledge of relevant structures by using some appropriate vocabulary in modelled structures
  • demonstrates some evidence of organisation of information and ideas, with teacher support
  • demonstrates some understanding of relevant aspects of the culture of Chinese-speaking communities
  • writes in Pīnyīn with a limited number of Hànzì.

Feedback

Students will receive oral feedback as the teacher observes the groups at work, followed by written feedback to groups or individuals. A summary of oral feedback could be presented to the class. Comments will inform students about their ability to:

  • create clear and original text, correctly applying specific language patterns and grammatical rules
  • identify and use appropriate vocabulary with accuracy
  • sequence their ideas logically
  • incorporate aspects of the culture of Chinese-speaking communities
  • write Hànzì and Pīnyīn accurately.

Future directions

Students design the camp menu. The class then decides which group has the tastiest camp menu. If evidence indicates that students have experienced difficulty with writing the text for the survey questions, teachers may need to adjust subsequent learning experiences through additional modelling of structures and scaffolding to support the writing of text. Students whose performances satisfy the criteria progress to the next Activity, where they analyse the survey findings and design the menu for the school Chinese camp.

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