Lea Faka Tonga - annotated exemplars level 1 AS91670

Give a spoken presentation in Lea Faka-Tonga that communicates a personal response (1.2)

Show: All Lea Faka-Tonga exemplars

Read the STANDARD

 

TKI Lea Faka-Tonga Assessment Resources

Download all these exemplars and commentary (PDF, 310KB)

Low Excellence

Commentary
Student response

Watch the video (link opens in a new window)

Download for offline study (ZIP, 14MB)

For Excellence the student needs to give an effective spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken Lea Faka-Tonga.

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

Communication will not be hindered by inconsistencies.

There is capable selection and successful use of a range of language and language features that are fit for purpose and audience. Each lesson is explained and why it is important for her future career, e.g. ‘Ko e lēsoni English ‘e lava ai ke tokoni’i au ke fetu’utaki mo ha ngaahi kakai ‘i he fonua  kehekehe’. There is good use of ‘if clauses’, which sums up the idea that without these subjects the student won’t be able to achieve her goal, e.g. '…kapau ‘e ‘ikai e ngaahi lēsoni ko ‘eni, ‘e ‘ikai te u a’usia hoku taumu’a’.

The student demonstrates the use of language to indicate formality, e.g. ‘Oku ou kole ke u hūfanga ‘i he ngaahi talafakatapu…’. There is clear evidence that she is able to communicate beyond the immediate context - the present tense is used mostly accurately, and there are future hopes of what she will become if she takes subjects such as P.E., English and Science, e.g. ‘Ko ‘eku taumu’a ki he kaha’uˊ ke u hoko ai ko ha polisi fakatotolo ka kuopau ke to’o e lēsoni ko e PE English mo e Saienisi’.

Personal information, ideas and opinions are expressed and there is controlled integrated development, e.g. ‘Kapau ‘e ‘ikai e ngaahi lēsoni ko eniˊ ‘e ‘ikai te u a’usia ‘a hoku taumu’a’.

For a more secure Excellence, there will be additional consistency with successful selection of language.

High Merit

Commentary
Student response

Watch the video (link opens in a new window)

Download for offline study (ZIP, 14MB)

For Merit, the student needs to give a convincing spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. 

Convincing Lea Faka-Tonga will be shown by selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected.

Communication will not be significantly hindered by inconsistencies.

The student shares personal information, ideas and opinions that are relevant to the task e.g. the student is talking about where she comes from: ‘Ko ‘eku ha’u mei he kolo lahi taha ‘o Nu’usilaˊ ni ko ‘Okalani, ko e kolo ko eniˊ ‘oku fele ‘a e ngaahi matakali ‘oku nofo ai. Ko e kolo ko ‘eniˊ ‘oku tokolahi ‘a e ngaahi ako ‘oku ako ai ‘a e tamaiki Tonga’.

There is an evidence of ideas and information being developed, e.g. ‘Oku ou faka’amu pē ‘e ‘i ai ha faingamālie ke mou ‘eva mai ki Nu’usilaˊ ni ke tau ō ‘o ‘eva ki he fetu’u faka’ofo’ofa ‘o ‘Okalani, hangē ko e kasino, suu …’.

There is evidence of communicating beyond the immediate context, e.g. by using the future tense: ‘…’e ‘i ai ha faingamālie ke mou ‘eva mai ki Nu’usilaˊ ni ke tau ō ‘o ‘eva ki he feitu’u…’.

To reach Excellence, additional success with a range of language is needed, such as avoiding repetition of the phrase ‘ko e kolo ko eniˊ’.

There should be evidence of controlled integrated development of ideas and structure, e.g. 'Ko ‘eku ha’u mei he kolo lahi taha ‘o Nu’usilaˊ niˊ ko ‘Okalani pea ‘oku fele ‘a e ngaahi matakali kehekehe ‘oku nofo ‘i ai. ‘Oku lahi foki mo e ngaahi ‘apiako ‘oku ako ai ‘a e tamaiki Tongaˊ.

Low Merit

Commentary
Student response

Watch the video (link opens in a new window)

Download for offline study (ZIP, 21MB)

For Merit, the student needs to give a convincing spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. 

Convincing Lea Faka-Tonga will be shown by selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected.

Communication will not be significantly hindered by inconsistencies.

There is some evidence of ideas and information being developed e.g. ‘… he efiafe ni ko e fakakoloa eni kiate au ‘eku mamata ki he fofo ngaahi fofonga kotoa pē ‘o e fāmili… pea toe kanoni’aki e fu’u ‘ofa kuo mou foaki he ‘aho ni’.

There is evidence of communicating beyond the immediate context, e.g. ‘Fakamalo ki si’i fanga tuofeine ki si’i fanga tokoua ‘i he ‘ofa, ho’omo ‘ofa ne ‘ikai ke mo lau au ko ha kehe ka na’a mo ‘ofa…’.

For a more secure Merit, language features could be selected and linked to the intended purpose and audience, e.g. ensuring that the use of pronuns is correct: '… ki si’i fanga tuofefine ki si’i fanga tokoua, ‘i he ‘ofa, ho’omo ‘ofa, kai ke mo lau…'.

There are issues with pronunciation which threaten to hinder communication, e.g. ‘Fakamālō – fakamō, māvae – mavai, foaki – faki’, and some words are incorrectly used, e.g ‘…ka ‘i ai ha’atau mavae… ‘i he funga ‘o e kelesi mo e mo’unga ‘o e ‘Otuaˊ.

More care with pronunciation and inconsistencies would be needed to ensure that there is no impact on communication.

High Achieved

Commentary
Student response

Watch the video (link opens in a new window)

Download for offline study (ZIP, 13MB)

For Achieved, the student needs to give a spoken presentation that communicates a personal response.

This involves expressing personal information, ideas and opinions in culturally appropriate spoken Lea Faka-Tonga. There will be evidence that the student is able to communicate beyond the immediate context.

Communication will be achieved overall despite inconsistencies.

There is evidence of communicating beyond the immediate context, e.g. ‘Ko e me’a te u fai’aki ‘eku pa’anga ‘e ‘ave ia ke kumi mai ‘eku kato naunau ki he ako’.

There is some evidence of communication of ideas and information, e.g. ‘Ko e me’a te u fai’aki ‘eku pa’angaˊ ‘e ‘ave ia ke kumi mai ‘eku kato naunau ki he akoˊ mo kumi e vala ki he kau lekaˊ mo e ‘ai e sēniti ke u ‘alu ki he university’.

Short simple sentences are used, e.g. ‘Fakamālo ki he ‘ulumotu’a mou lava mai ki he lī pa’anga he pongipongiˊ ni.’ and ‘Fakamalō ki he mehikitangaˊ he’ene lava mai ‘aho ni’.

To reach Merit, there will be evidence of credible, connected development, e.g.  through the addition of compound and complex sentences to connect ideas.

Further, there will be additional evidence of a range of language, e.g. avoiding repetition such as the use of ‘Fakamālō’.

Low Achieved

Commentary
Student response

Watch the video (link opens in a new window)

Download for offline study (ZIP, 13MB)

For Achieved, the student needs to give a spoken presentation that communicates a personal response.

This involves expressing personal information, ideas and opinions in culturally appropriate spoken Lea Faka-Tonga. There will be evidence that the student is able to communicate beyond the immediate context.

Communication will be achieved overall despite inconsistencies.

There is evidence of expressing personal information, ideas and opinions, e.g. ‘Talu ‘eku tupu mo e fakakaukau ‘eku ongo mātu’aˊ ke mau hiki ki ha fale ke mau hao ai mo hoku fanga tokoua’.

There is evidence of communicating beyond the immediate context, e.g. ‘’I he Falaite ‘e taha na’e ‘alu ‘eku ongo mātu’aˊ ‘o fakasio ha fale ke na fakatau'.

For a more secure Achieved there could be further evidence that the student can express opinions and ideas as well as give information. Further there could be additional evidence of language at this level, e.g. avoiding the repetition of sentences and phrases such as ‘…‘o fakasio ha fale ‘oku ‘atā…ke mau hao katoa ai’ and ‘…na’e ‘ikai ma’u ha fale ‘oku lahi ‘oku ‘atā ke mau hao katoa ai’.

High Not Achieved

Commentary
Student response

Watch the video (link opens in a new window)

Download for offline study (ZIP, 4.5MB)

For Achieved, the student needs to give a spoken presentation that communicates a personal response.

This involves expressing personal information, ideas and opinions in culturally appropriate spoken Lea Faka-Tonga. There will be evidence that the student is able to communicate beyond the immediate context.

Communication will be achieved overall despite inconsistencies.

There is evidence of expressing personal information, ideas and opinions, e.g. ‘Fakamalo foki heni ki he ‘Otua mafimafi he’ene tauhi kuo fai ki he’etau mo’uiˊ ‘o ne toe fakatahataha’i kitautolu ki he ‘aho fakakoloa ko ‘eni’.

To reach Achieved, the student needs to provide evidence of communicating beyond the immediate context, i.e. about past and/or future events. 

The last part of this speech was thanking his cousins. He could have mentioned why he was thanking them, e.g. because of what they did in the past week. This would give him a chance to talk about past experiences. Another alternative is that he could talk about what he intended to do for them if they have a chance to visit him in Tonga.

 
Skip to main page content Accessibility page with list of access keys Home Page Site Map Contact Us newzealand.govt.nz