INTEGRITY, TENACITY, SERVICE
Grade Assessment Detail
Students can understand extended texts, passages or dialogues spoken clearly at near-normal speed containing
unpredictable elements; understand some unfamiliar language, inferring meaning from context, tone of voice and/or
surrounding language; initiate conversations and ask a range of questions confidently and spontaneously using the
correct mode of address and using different time frames; give and understand more developed and unplanned responses
to different topics; use the language for almost all communication in the languages classroom; use consistently very
good pronunciation and intonation; write a coherent and extended piece of several paragraphs from memory drawing
on a range of topic areas; use a range of vocabulary, tenses and apply complex grammatical structures to express ideas
and opinions confidently and in a varied and interesting way.
Students can understand longer texts, passages and dialogues spoken at near-normal native speaker speed; interact
confidently within the familiar context of 3-4 topics and ask a range of questions independently; be understandable in
spontaneous interactions; interact routinely with teacher and peers in predictable classroom situations; express ideas,
opinions, reasons and factual information in more than one time frame from memory; write a text of several paragraphs
frommemory, using a variety of structures to express facts, ideas, opinions, reasons and justifications, and ask questions;
manipulate language structures accurately, and combine those with new elements to produce new meanings.
Students can understand longer texts, passages or dialogues, delivered clearly and spoken at slower than normal native
speaker speed; take part in conversations on familiar and past topics, and construct questions independently using the
correct mode of address; construct ready responses to familiar topics independently, using a variety of vocabulary and
structures but will need to pause in more spontaneous situations; where language and topic are familiar, responses are
ready, but pausing is more frequent when new formulations are attempted; write from memory at greater length on one
topic; use more than one time frame, and produce extended sentences in a logical sequence; successfully recycle learnt
language, and combine with a limited number of new elements with to express their own ideas and opinions; translate a
short paragraph into the language, drawing on known language from recent topics.
Students can understand and extract the main points and details from texts, passages or dialogues spoken clearly
and more slowly than normal native speaker speed, containing predictable information; ask and answer questions and
extend answers, using formal and informal modes of address; use familiar high-frequency verb forms with different
question words to produce new questions spontaneously, with pauses; adapt pre-learnt classroom language for some
routine classroom communication; write short paragraphs accurately and from memory on two-three topics; adapt
known structures to add own elements to express a range of simple, yet personal, ideas and opinions.
Students can understand the details in a short text, passage or dialogue spoken slowly and clearly; ask and answer
pre-learned, memorised questions, which may involve formal and informal modes of address; adapt familiar question
forms to vary questions, with some hesitation; write a paragraph from memory made up of short sentences using
familiar language taken from 2-3 topics. Spelling from memory may have some inaccuracy; Grammatical understanding
is emerging; translate short phrases, containing all familiar language from the most recent topic.
Students can understand the main points and some of the detail in short texts, passages or dialogues made up of
familiar language, with some need for repetition; ask and answer simple questions on a few familiar topics, including
expressing opinions and responding to those of others; use a range of classroom language with teacher and peers; use
simple phrases and sentences independently to describe people, places, things and actions, with good pronunciation;
apply knowledge of phonics when reading new words aloud; write either a short, simple text from memory, using simple
sentences from one familiar topic and with reasonable spelling or sentences on different topics using a model.
Students can understand the main points of a short text or spoken passage made up of familiar words and phrases,
delivered slowly and clearly; ask and answer simple questions on a familiar topic write words, phrases and short simple
sentences from memory with understandable spelling; change a range of single elements in sentences to create new
Students can understand and respond to a range of familiar spoken or written words and short phrases; use simple pre-
learned words and phrases for routine situations; produce short pre-prepared phrases on a familiar topic, with secure
pronunciation; write simple words and a few short phrases from memory with understandable spelling.
Students can understand and respond to a few familiar spoken or written words and short phrases, spoken slowly
and clearly; ask and answer simple pre-learned questions from memory on a familiar topic; write or copy single words
correctly; substitute one element in a simple phrase or sentence to vary the meaning.
For further information contact: Mrs Z Farina