AS 91122 annotated exemplars

An annotated exemplar is a sample of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade.

Download all exemplars and commentary [PDF, 208 KB]

TKI French assessment resources (external link)

For Achieved, the student needs to write a variety of text types in French that communicate information and express and justify ideas and opinions.

Communication will be achieved overall, despite inconsistencies.

The student has written one text about future plans and one opinion piece around friendship. The texts are generally logically structured.

There is evidence of language at the appropriate level. For example, reasonably consistent mastery of the future tense, e.g. “nous aurons une grande maison” and “aujourd’hui je parlerai d’amitiés parmi les adolescents”, and some simple use of the conditional, e.g. “j’aimerais étudier” and “je voudrais vivre.”

There is some evidence of language to justify the information and opinions expressed, e.g. “Je voudrais voyager en Grèce à cause de l’histoire”, although this is done with mixed success, e.g. “Je suis plutôt introvertie, alors je préférée ayant moins d’amis.”

Although there are frequent grammatical inaccuracies and awkward constructions, the intended meaning is generally clear, and communication is achieved overall.

For Merit, there would be consistency in the level of language used across the two texts. In this submission, the future plans text is closer to Merit than the friendship text.

Additional evidence of mastery of language expected at this level is also needed. For example, fewer errors in lower-level language, e.g. “vous peuvez”, “en Paris”, “les hommes ont” (sont) and “quand j’étée dans l’hôpital”, and additional evidence of mastery of language to justify the ideas and opinions conveyed. In the friendship text, errors in verb forms, agreements and sentence structure occur more frequently and significantly hinder communication.

There are no authenticity concerns with this writing.

For Merit, the student needs to write a variety of text types in effective French that communicate information and express and justify ideas and opinions.

Effective French will be shown by development of the information, ideas and opinions which is generally credible and connected and selection and use of a range of language and language features that are fit for purpose and audience.

Communication will not be significantly hindered by inconsistencies.

The student has written a text about Technology and a text about the French ‘Pass Culture’ initiative.

There is evidence of language at the appropriate level and development and justification of ideas. For example, there are explanations and reasons to support opinions, e.g. “malgré le fait que j’ai déménagé très loin, je parle avec mes amis et ma famille tous les jours”, “Je crois que ce serait bien… parce que sinon les gens trichent” and “Après avoir réfléchi, j’aimerais le pass culture en Nouvelle Zélande.”

The student has used a wealth of language features to progress and organise her arguments, e.g. “Tout d’abord”, “Pour la plupart”, “Pour commencer”, “Je pense que sur le plan…” and “Il va sans dire que…” This somewhat formulaic language is supported with personal opinions, ideas and information clearly formulated by the student.

For Excellence, there would not be mother tongue interference through the use of English where there is a French word, e.g. “movies” and “thief.” There would also be more sustained control of language, such as additional mastery of some of the more basic grammatical features. For example, elision – “je utilise” and article/noun agreement – “la questions.” These are evident throughout both texts.

Errors and inconsistencies do not significantly hinder communication, and the meaning is clear throughout.  

There are no authenticity concerns with this writing.

For Excellence, the student needs to write a variety of text types in effective French that communicate information and express and justify ideas and opinions.

Effective French will be shown by development of the information, ideas and opinions which is controlled and integrated and capable selection and successful use of a range of language and language features that are fit for purpose and audience.

Communication will not be hindered by inconsistencies.

The student has written an email to an exchange student before their arrival and an essay on the benefits of second language learning. In both texts, language features are flexibly and appropriately selected for different text types (informal email vs persuasive essay).

There is successful use of a range of language at the expected level, e.g. “en jouant…”, “puisque je finirai”, “après avoir quitté…”, “plus précisément”, “tu pourrais penser” and “j'y suis allée il y a quelque mois.”

There is development and justification of ideas that are extended through reasons, explanations and evaluations rather than simple statements, e.g. “mais néamoins, je crois que cette expérience sera le meilleur moment dans ma vie”, “j’aimerais vraiment devenir professeur de biologie parce que je viens de finir un cours de biologie et il était mon cours préféré!” and “Mais quels sont les avantages les plus bénéfiques? En gros, c’est une experience enrichissante, qui peut élargir ses horizons.”

The language is controlled and integrated. There are a range of sentence starters and linking expressions that organise the paragraphs and integrate the supporting detail, e.g. “D’abord”, “Premièrement”, “plus précisément”, “Certes”, “En outre”, “En ce qui me concerne” and “par exemple.” These largely formulaic expressions are supported with language that presents personal thoughts, ideas and information.

There are a number of minor errors and some that suggest more English-to-French direct translation, e.g. “j’ai eu envie de travailler où mes parents viennent”, “on pourrait se rencontrer plusiers d’amis étrangers” and “Dis m’en quand tu es arrivé ici.” However, these do not hinder communication, as meaning is discernible.