Resourcing available reference sources of information about the target language, including dictionaries, texts and prior work Grouping ordering, classifying or labelling material used in a language task based on common attributes recalling information based upon grouping previously done Note-taking writing down key and concepts in abbreviated verbal, graphic or numerical form to assist performance of a language task Deduction/induction consciously applying learned or developed rules to produce or understand the target language Substitution selecting alternative approaches, revised plans or different words or phrases to accomplish a language task Elaboration relating new information to knowledge relating different parts of new information to each other making meaningful personal associations to information presented including: personal elaboration; making judgments about or reacting personally to the material presented elaboration: using knowledge gained from experiences in the world academic elaboration: using knowledge gained in academic situations between-parts elaboration: relating parts of the task to each other questioning elaboration: using a combination of questions and world knowledge to brainstorm logical solutions to a task self-evaluative elaboration: judging self in relation to materials creative elaboration: making up a story line or adopting a clever perspective imagery: mental or actual pictures or visuals to represent information, coded as a separate category, but viewed as a form of elaboration Summarisation making a mental or written summary of language and information presented in a task Translation rendering ideas from one language to another in a relatively verbatim manner
supporting evidence are presented. contain errors of comprehension. Comprehension — Reading 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 is accurately identified meaning of unknown words, 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 ideas is effective and implied purpose, attitude, intent, mood or tone is accurately identified subtleties in humour, 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 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 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 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 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 ideas 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 ideas 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 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 range 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 range 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 high-frequency text structures and register are used some high-frequency text structures and linguistic elements are used but meaning is often 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 ideas 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.