Purpose
Achievement Criteria
Explanatory Note 1
Interact in spoken French to share and respond to information, ideas, and opinions involves:
- using relevant language in unrehearsed and unscripted conversation
- referring to events or experiences in the present, as well as the past or future
- achieving overall communication despite inconsistencies.
Interact capably in spoken French to share and respond to information, ideas, and opinions involves:
- using interactive strategies to support conversation
- using a range of language
- building on aspects of the information, ideas, and opinions exchanged
- achieving communication that is not significantly hindered by inconsistencies.
Interact skilfully in spoken French to share and respond to information, ideas, and opinions involves:
- using interactive strategies that enhance conversation
- using a range of language successfully
- achieving communication that is not hindered by inconsistencies.
Explanatory Note 2
Language refers to vocabulary, formulaic expressions, and sentence structures that are used to share and respond to information, ideas, and opinions in relation to personal matters, events, or experiences relevant to the student. Language use should be appropriate to the context of an immediate spoken response.
A range of language refers to showing evidence of variety in language use appropriate to the context of an immediate response.
Examples include:
- breadth in vocabulary use
- using different sentence types
- coverage of different communicative functions appropriate to the context (for example, providing descriptions, outlining plans, accepting, or rejecting).
Using a range of language successfully involves demonstrating consistent mastery of quality language appropriate to the level and chosen context.
Examples include:
- generally accurate production of language overall
- well-chosen and varied vocabulary and structures
- controlled use of French sentence structures.
Explanatory Note 3
Interactive strategies are used to facilitate or support conversation and are appropriate to the context.
Examples include:
- asking and responding to questions
- reacting to the speaker to show understanding
- self-correcting
- seeking clarification.
Interactive strategies that enhance conversation refer to strategies which help to ensure a quality exchange and require a higher degree of linguistic proficiency to achieve.
Examples include:
- prompting
- engaging with and extending on specific detail in a partner’s responses
- showing flexibility to move between points
- anticipating and responding to conversational cues.
Explanatory Note 4
When interacting in French, inconsistencies are mistakes which affect overall communication or clarity of message.
Examples include:
- word choice
- sentence structure
- pronunciation or intonation.
Shared Explanatory Note
This achievement standard is intended to assess students who are acquiring skill in French. The level it describes is designed to be accessible to those who only begin formal study of the language in junior secondary school.
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Learning Languages Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Standard-specific Requirements
The evidence submitted for this Achievement Standard may not also be submitted for AS 91965 (1.2) Communicate in French for a chosen purpose.
The evidence for this Achievement Standard will be collected over one or more interactions. Any interactions must take place in real time and show that the student can use spoken French to share and respond to information, ideas, and opinions.
Students may work in pairs or a group. If students are working in a group, it is essential that each student contributes enough appropriate language to meet the requirements of this Standard. Assessors may assist students in selecting a suitable partner or partners.
Each interaction submitted as evidence must:
- be a single video recording without any edits
- be clearly audible and allow for each student to be identified clearly.
Assessors may:
- provide images or objects which can be used to prompt conversation, as long as they do not include French text.
Assessors may not:
- provide students with scaffolding, instruction, teaching, or other forms of guidance, except for prompts such as images or objects, during any interaction opportunities
- provide feedback to students related to language use in any interaction opportunities or contexts recorded for assessment. Assessor involvement is limited to support on the technical aspects of recordings, for example, audio and visual quality.
Students may not:
- practise the exact task with their partner(s) prior to the assessment
- rote-learn or script role plays
- use French notes, language learning resources, or dictionaries during the assessment.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Useful Pages
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
This Achievement Standard assesses the student’s ability to interact in spoken French to share and respond to information, ideas, and opinions about events or experiences. Students are encouraged to use different language within or across their interactions to meet the requirements of the Achievement Standard. Covering a range of events or experiences will help students use different language. Students will interact in spoken French in pairs or groups.
In preparing for and engaging with this Achievement Standard, students will develop confidence, understand conversational cues, and enhance their ability to converse in spoken French.
This Achievement Standard draws on the following Big Ideas:
- Learning languages is about connecting and communicating within and across cultures and communities
- Languages express meaning through unique forms of communication
- Language, culture, and identity are inextricably linked
- Learning languages encourages diverse ways of thinking, doing, and being.
This Achievement Standard draws on the following Significant Learning:
- engage with others respectfully when communicating and exchanging information, ideas, and opinions
- grow intercultural awareness by questioning assumptions and stereotypes, and exploring how language and culture affect, and work together in, communication
- explore language commonly used to express personal information, ideas, and opinions in everyday contexts with reference to events or experiences in the present, as well as the past or future
- develop interactive skills and strategies to exchange simple information, ideas, and opinions in a range of predictable situations.
Making reliable judgements
The Achievement Standard shows the student’s ability to engage in authentic, unrehearsed, and unscripted conversation by utilising appropriate vocabulary and sentence structures at each level of achievement.
At higher levels of achievement, students will demonstrate greater variety and control of language and greater flexibility in using interactive strategies to enhance conversation and engage with others.
Collecting evidence
The evidence submitted for this Achievement Standard may not also be submitted for AS 91965 (1.2) Communicate in French for a chosen purpose.
The evidence for this Achievement Standard will be collected over one or more interactions. Teacher judgement will be critical in assisting students in their choice of interaction opportunities that best reflect their confidence level. A single interaction opportunity may be more appropriate for confident learners who are able to produce sufficient language to interact about different events or experiences within one conversation.
As part of a teaching and learning programme, teachers will provide students with opportunities to practise interacting in spoken French with their classmates to explore the range of language and interactive strategies they have been introduced to.
Students must not rehearse the exact task with their partner(s) prior to the assessment. This means, they must not pre-plan or be provided the exact order of questions, or the nature of their partners' contributions during conversation. Entirely rote-learned or scripted role plays will not meet the requirements of this Achievement Standard. However, students may practise the language that is necessary to complete an Assessment Activity successfully.
Assessors must follow the Conditions of Assessment for collection of evidence.
Possible Contexts
The contexts for this Achievement Standard are events, or experiences that are familiar and relevant to the student.
Examples include:
- organising activities or events
- understanding others and enhancing relationships
- sharing personal experiences and interests.
The intent of the Standard
This Achievement Standard assesses the student’s ability to interact in spoken French to share and respond to information, ideas, and opinions about events or experiences. Students are encouraged to use different language within or across their interactions to meet the requirements of the Achievement Standard. Covering a range of events or experiences will help students use different language. Students will interact in spoken French in pairs or groups.
In preparing for and engaging with this Achievement Standard, students will develop confidence, understand conversational cues, and enhance their ability to converse in spoken French.
This Achievement Standard draws on the following Big Ideas:
- Learning languages is about connecting and communicating within and across cultures and communities
- Languages express meaning through unique forms of communication
- Language, culture, and identity are inextricably linked
- Learning languages encourages diverse ways of thinking, doing, and being.
This Achievement Standard draws on the following Significant Learning:
- engage with others respectfully when communicating and exchanging information, ideas, and opinions
- grow intercultural awareness by questioning assumptions and stereotypes, and exploring how language and culture affect, and work together in, communication
- explore language commonly used to express personal information, ideas, and opinions in everyday contexts with reference to events or experiences in the present, as well as the past or future
- develop interactive skills and strategies to exchange simple information, ideas, and opinions in a range of predictable situations.
Making reliable judgements
The Achievement Standard shows the student’s ability to engage in authentic, unrehearsed, and unscripted conversation by utilising appropriate vocabulary and sentence structures at each level of achievement.
At higher levels of achievement, students will demonstrate greater variety and control of language and greater flexibility in using interactive strategies to enhance conversation and engage with others.
Collecting evidence
The evidence submitted for this Achievement Standard may not also be submitted for AS 91965 (1.2) Communicate in French for a chosen purpose.
The evidence for this Achievement Standard will be collected over one or more interactions. Teacher judgement will be critical in assisting students in their choice of interaction opportunities that best reflect their confidence level. A single interaction opportunity may be more appropriate for confident learners who are able to produce sufficient language to interact about different events or experiences within one conversation.
As part of a teaching and learning programme, teachers will provide students with opportunities to practise interacting in spoken French with their classmates to explore the range of language and interactive strategies they have been introduced to.
Students must not rehearse the exact task with their partner(s) prior to the assessment. This means, they must not pre-plan or be provided the exact order of questions, or the nature of their partners' contributions during conversation. Entirely rote-learned or scripted role plays will not meet the requirements of this Achievement Standard. However, students may practise the language that is necessary to complete an Assessment Activity successfully.
Assessors must follow the Conditions of Assessment for collection of evidence.
Possible Contexts
The contexts for this Achievement Standard are events, or experiences that are familiar and relevant to the student.
Examples include:
- organising activities or events
- understanding others and enhancing relationships
- sharing personal experiences and interests.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.