BOSTES | Board of Studies Teaching & Educational Standards NSW

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• Work Samples
• Activities
  • Writing
  • Speaking
  • Listening and Responding
    • Additional Information
    • Worksheet 1
    • Worksheet 2
• Areas for Assessment

Home
1. Years 7-8
2. French
3. Activities
4. Listening and Responding
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	understands the main ideas and supporting detail in spoken texts selects information from a spoken text to express own ideas, using modelled linguistic structures and providing additional details creates clear and original text using relevant structures and vocabulary and applying specific patterns and rules in word construction, word order and sentence structure.
Satisfactory	understands the main ideas and some supporting detail in spoken texts selects information from a spoken text to express own ideas, using modelled linguistic structures creates original text using relevant structures and vocabulary and applying some specific patterns and rules in word construction, word order and sentence structure.
Progressing	understands some of the main ideas and/or isolated details in spoken texts selects some information from a spoken text to express own ideas, relying on teacher support and modelled linguistic structures creates text using a limited range of vocabulary and structures.

Feedback

Students will receive written feedback from the teacher. Comments will inform students about their ability to:

• identify main ideas and supporting detail in a spoken text
• apply relevant structures and vocabulary to the creation of text
• incorporate specific detail from the spoken text to express their own ideas in writing.
  

Future directions

If evidence indicates that students have experienced difficulty with the listening and responding Activity, teachers may need to adjust subsequent learning experiences through additional modelling of structures and scaffolding to support the construction of text. Students whose performances satisfy the criteria progress to the next Activity, where they participate in a role-play conversation about their food and drink preferences.