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INTEGRITY, TENACITY, SERVICE

Course Assessment

Grade Assessment Detail

9

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.

8

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.

7

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.

6

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.

5

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.

4

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.

3

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

ones.

2

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.

1

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