considered provision of examples of the blurring of differences in modes of communication informed provision of examples of the blurring of differences in modes of communication provision of examples of the blurring of differences in modes of communication (AS7) provision of aspects of examples of the blurring of differences in modes of communication provision of elements of examples of the blurring of differences in modes of communication purposeful description of how languages change, borrow from, build upon and blend with each other informed description of how languages change, borrow from, build upon and blend with each other description of how languages change, borrow from, build upon and blend with each other (AS8) partial description of how languages change, borrow from, build upon and blend with each other fragmented description of how languages change, borrow from, build upon and blend with each other considered demonstration of understanding of the power of language to: shape relationships include and exclude effective demonstration of understanding of the power of language to: shape relationships include and exclude demonstration of understanding of the power of language to: shape relationships include and exclude demonstration of understanding of aspects of the power of language to: shape relationships include and exclude demonstration of understanding of elements of the power of language to: shape relationships include and exclude considered use of appropriate terminology to purposefully explain: some irregularities of grammatical patterns and rules textual conventions associated with familiar genres informed use of appropriate terminology to effectively explain: some irregularities of grammatical patterns and rules textual conventions associated with familiar genres use of appropriate terminology to explain: some irregularities of grammatical patterns and rules (AS9) textual conventions associated with familiar genres () partial use of appropriate terminology to partially explain: some irregularities of grammatical patterns and rules textual conventions associated with familiar genres fragmented use of terminology to explain elements of: some irregularities of grammatical patterns and rules textual conventions associated with familiar genres Understanding considered reflection on their own cultural perspectives and purposeful discussion of how these are impacted by French language and culture learning informed reflection on their own cultural perspectives and effective discussion of how these are impacted by French language and culture learning reflection on their own cultural perspectives and discussion of how these are impacted by French language and culture learning reflection on their own cultural perspectives and discussion of aspects of how these are impacted by French language and culture learning statements about their own cultural perspectives and discussion of elements of how these are impacted by French language and culture learning Key shading emphasises the qualities that discriminate between the A–E descriptors; (), (ASx) is a cross-reference to an example in the
familiar well-acquainted; thoroughly conversant to be familiar with a subject; to be familiar with a method fluent; fluently able to speak, write, translate and interpret readily formulaic language words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis, e.g. story starter: ‘Once upon a time’ greeting in Australian English: ‘G’day, how are you going?’ fragmented disjointed or isolated identification; identify to establish or indicate who or what someone or something is informed having relevant knowledge; being conversant with the topic; in Languages, informed refers to being able to apply cultural and linguistic knowledge; with possible irregularities in responses provided; this includes: a range of vocabulary and grammar used effectively the meaning of familiar language is accurately demonstrated subtleties maybe overlooked cultural meaning are evident in responses but may not be fully developed; students demonstrate informed usage in the four major language skills: listening — the speaker’s attitude, purpose and intentions are recognised reading — the purpose of the text and the writer’s perspective and intention are recognised writing — spelling, punctuation and word order display a reasonable degree of accuracy; written text is generally coherent speaking — pronunciation, intonation, rhythm and stress are acceptable and register is appropriate to the situation interpret; interpretation explaining the meaning of information or actions; in the context of second language learning, interpret refers to two distinct processes: the act of translation from one language to another the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others locate; location to identify where something is found partial; partially attempted; incomplete evidence provided purposeful; purposefully intentional; done by design; focused and clearly linked to the goals of the task range the scope of relative situations or elements; a number or grouping of things in the same category or within specified limits; the extent to which, or the limits between which, variation is possible read; reading process visual or tactile symbols (e.g. braille), words or actions in order to derive and/or construct meaning; reading includes elements of decoding (of sounds and symbols), interpreting, critically analysing and reflecting upon meaning in a wide range of written, visual, print and non-print texts