5.8.1 Standards matrix Comprehension — Listening Criterion A B C D E Across a range of text types within the studied themes, the student work has the following characteristics: Knowing and understanding essential information is accurately and comprehensively determined communicative intent and subtle messages are recognised gist and detail are accurately identified meaning of unknown phrases and complex language is comprehensively deduced essential information is determined with reasonable accuracy communicative intent and most subtle messages are recognised gist and much of the detail are identified meaning of unknown words, phrases and complex language is generally deduced essential information is generally identified communicative intent and some subtle messages are recognised gist and some detail are identified meaning of is deduced where contextual support is strong some essential information is identified communicative intent is recognised information presented is fragmented
Critically analysing and responding analysis and evaluation of information and ideas are effective and implied purpose, attitude, intent, mood and tone are accurately identified subtleties in humour, irony or sarcasm are recognised and explained thorough and perceptive analysis and response to texts in terms of cultural values, attitudes and assumptions well-justified decisions with comprehensive supporting evidence are presented. analysis and evaluation of information and ideas are generally well-supported implied purpose, attitude, intent, mood or tone is identified subtleties in humour, or sarcasm are recognised thoughtful and logical analysis and response to texts in terms of cultural values, attitudes and assumptions decisions are justified with relevant evidence. analysis of information and ideas is supported by some evidence from texts purpose, attitude, intent, mood or tone are identified where they are clearly expressed superficial analysis and response to in terms of cultural values, attitudes and assumptions decisions are usually supported with some evidence, but may contain errors of comprehension. analysis of information and ideas is rudimentary straightforward purpose, attitude, intent, mood or tone is occasionally identified response to texts in terms of cultural values, attitudes and assumptions is superficial decisions lack justification and may contain errors of comprehension. response to is sporadic, in terms of cultural values, attitudes and assumptions. Comprehension — Reading A B C D E Across a of text types within the studied themes, the student work has the following characteristics:
Knowing and understanding essential information is accurately and comprehensively determined communicative intent and subtle messages are recognised gist and detail is accurately identified meaning of unknown phrases and complex language is comprehensively deduced essential information is determined with reasonable accuracy communicative intent and most subtle messages are recognised gist and much of the detail are identified meaning of unknown words, phrases and complex language is generally deduced essential information is generally identified communicative intent and some subtle messages are recognised identification of gist and some detail deduces the meaning of words where contextual support is strong some essential information is identified communicative intent is recognised information presented is fragmented Critically analysing and responding analysis and evaluation of information and is effective and implied purpose, attitude, intent, mood or tone is accurately identified subtleties in humour, irony or sarcasm are well explained thorough and perceptive analysis and response to texts in terms of cultural values, attitudes and assumptions well-justified decisions with comprehensive supporting evidence are presented. analysis and evaluation of information and ideas is generally implied purpose, attitude, intent, mood or tone is identified recognition of subtleties in humour, irony or sarcasm thoughtful and logical analysis and response to texts in terms of cultural values, attitudes and assumptions decisions are justified with relevant evidence. information and ideas are analysed, supported by some evidence from texts purpose, attitude, intent, mood and tone are identified where clearly expressed superficial analysis and response to texts in terms of cultural values, attitudes and assumptions decisions are usually supported with some evidence, but may contain errors of comprehension. analysis of information and ideas is rudimentary occasionally identifies straightforward purpose, attitude, intent, mood or tone response to texts in terms of cultural values, attitudes and assumptions is superficial decisions lack justification and may contain errors of comprehension. response to texts is sporadic, in terms of cultural values, attitudes and assumptions. Conveying meaning — Speaking Criterion A B C D E
Across a of text types within the studied themes, the student work has the following characteristics: Knowing and using language features displays skilful control over a wide of linguistic elements manipulation of text structure and register, including idiom and colloquialisms, is effective and proficient pronunciation, fluency, rhythm, stress and intonation display minimal interference from the L1 good control over a range of linguistic elements is displayed, with errors rarely impeding meaning manipulation of text structure and register is competent pronunciation, fluency, rhythm, stress and intonation display occasional interference from the L1 reasonable control over a range of linguistic elements is displayed, with some errors occurring in familiar structures text structure and register are adapted to convey meaning pronunciation, fluency, rhythm, stress and intonation display interference from the L1 control over linguistic elements is generally displayed, with errors occurring in less familiar structures high-frequency text structures and register are used pronunciation, fluency, rhythm, stress and intonation display significant interference from the L1 some high-frequency linguistic elements and text structures are used but meaning is often impaired pronunciation, fluency, rhythm, stress and intonation display such interference from the L1 that meaning is impaired Creating spoken language meaning is effectively and sensitively conveyed through confident manipulation of spoken language ideas are developed and expressed coherently language use is fluent, flexible and appropriate to the audience and cultural setting conversation is initiated and consistently sustained. meaning is successfully conveyed through manipulation of spoken language are developed and expressed coherently language use is generally fluent, flexible and appropriate to the audience and cultural setting conversation is initiated and sustained. essential meaning is conveyed straightforward are presented effectively language use is generally fluent and, on most occasions, appropriate to the audience and cultural setting conversation is sustained in familiar situations. essential meaning is impeded, although some straightforward ideas are presented language use is hesitant, with lengthy pauses. essential meaning is impeded language use is hesitant, with lengthy pauses. Conveying meaning — Writing Criterion A B C D E
Across a range of text types within the studied themes, the student work has the following characteristics: Knowing and using language features displays skilful control over a wide range of linguistic elements use of an extensive vocabulary, including a range of idiom and colloquialisms effective and proficient manipulation of text structure and register displays good control over a of linguistic elements, with errors rarely impeding meaning use of a range of vocabulary and familiar idiom competent manipulation of text structure and register displays reasonable control over a of linguistic elements, with some errors occurring in familiar structures use of a of familiar vocabulary and some common idiom text structure and register are adapted to convey meaning generally displays control over linguistic elements, with errors occurring in less familiar structures use of familiar vocabulary and idiom high-frequency text structures and register are used some high-frequency text structures and linguistic elements are used but meaning is impaired Creating written language meaning is effectively and sensitively conveyed through confident manipulation of written language original ideas are developed and expressed coherently and effectively written language is fluent, flexible and appropriate to the text type, audience and cultural setting. meaning is successfully conveyed ideas are developed and expressed coherently written language is generally fluent, flexible and appropriate to the text type, audience and cultural setting. essential meaning is conveyed straightforward are presented effectively written language is generally fluent and, on most occasions, appropriate to the text type, audience and cultural setting. essential meaning is impeded, although some straightforward ideas are presented. essential meaning is impeded.