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TKI Lea Faka-Tonga Assessment Resources

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For Excellence, the student needs to write a variety of text types in effective Lea Faka-Tonga, on areas of most immediate relevance. This involves a development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies.

The student shows evidence of communicating beyond the immediate context, writing about past experiences, e.g. he ko e talu eni ‘ema kaume’a mei he ta’u 2009. Ko e ‘osi eni e ta’u ‘e nima mei ai’ (1).

Effective language is shown by use of language to support ideas through explanations and evidence, e.g. ‘oku ou tui kuo ‘osi fakahoko atu ‘e ho ‘ōfefineˊ ‘okuˊ ma kaume’a pea ko e makatu’unga ia ‘o ‘eku tohiˊ ni (2).

There is use of language features that are fit for the purpose and audience, e.g. ‘Oku ou fu’u tokanga mo ‘ofa ‘aupito kiate ia he ko e talu eni ‘ema kaume’a mei he ta’u 2009 (3), and the student includes language to indicate formality, e.g. Alā si’i tangata’eiki and ’Faka’apa’apa atu (4).

The language is controlled and integrated, e.g. ‘Oku ou faka’amu te ke tali lelei ‘eku koleˊ (5).

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

For Merit, the student needs to write a variety of text types in convincing Lea Faka-Tonga, on areas of most immediate relevance. This involves a development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies.

The text shows development of ideas and opinions that is generally credible and connected, e.g. ‘Oku ou loto ke fakahā atu ‘i he tohiˊ ni ‘a e lahi e lāunga mai ‘a e kakaiˊ fekau’aki mo e lahi e mole ‘enau fanga puakaˊ mo e koloa faka-tongaˊ (1). 

There is evidence of communicating beyond the immediate context such as to communicate about past experiences, e.g. ‘I he uike kuo ‘osiˊ na’a ku ‘ilo ai mo e polisi fakakoloˊ ‘a e feitu’u ‘oku fa’a fufuu’i ai ‘e he kau kaiha’aˊ e ngatu mo e fala ‘oku nau fa’a kaiha’asiˊ (2).

The writer selects and uses a range of language and language features that fit the specific purpose, e.g.‘Oku ou kole atu ke ke fai mu’a ha ngāue ki he me’a ni ke fiemālie ai si’i kakai ‘o Kolohauˊ (3).

To reach Excellence, there would be additional evidence of successful use of a range of language and language features.

For Merit, the student needs to write a variety of text types in convincing Lea Faka-Tonga, on areas of most immediate relevance. This involves a development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies.

There is evidence of communicating beyond the immediate context, e.g. ’Na’e talamai ‘e Kalo na’a mou sio kotoa ki he lele ‘a Peni mei falekoloaˊ (1).

The text shows development of the information, ideas and opinions that is generally credible and connected, e.g. Ko ‘eku tohi atuˊ ‘o ‘eke e talanoa ‘a e kakai ‘o Kolohauˊ ki ho’o loi ‘oku ‘ikai ko Peni na’e kaiha’a ‘i homau fale koloaˊ. ‘Oku ou loto mamahi ‘aupito ‘i ho’o loiˊ pea na’e totonu pe ke ke tala e mo’oniˊ (2).

There is evidence of using cause and effect, and good use of ‘if’ clauses, e.g.

Koia ai kapau ‘e ‘ikai te ke lava ‘o fakalelei’i ho’o talanoa na’e faiˊ, te u ‘ave koe ki ‘api polisi ke ‘ilo e mo’oni ‘o e me’a ni (3).

For a more secure Merit, there would be additional evidence of a range of language and language features.

For Achieved, the student needs to write a variety of text types in Lea Faka-Tonga, on areas of most immediate relevance. ‘Variety’ refers to texts selected from a range of different text types, which have been created for different purposes. 

There is evidence of communicating beyond the immediate context. The student uses future tense to indicate when the wedding will be held, e.g. ’E fai pe e mali ‘i he Tokonaki ko ‘eniˊ (1).

There is evidence of giving opinions, e.g.‘Oku ‘ikai ke u fiema’u ke ke ha’u mo ha me’a koloa pē ke ke lava mai. Ha’u kotoa mo e famili (2).

To reach Merit, there would be additional evidence of mastery of a range of language to express information, ideas and opinions.

For Achieved, the student needs to write a variety of text types in Lea Faka-Tonga, on areas of most immediate relevance. ‘Variety’ refers to texts selected from a range of different text types, which have been created for different purposes. 

The student uses past experience to express personal information, e.g. I he uike kuo ‘osi, na’e ‘ave ki falemahaki ‘o Kolohau hoku ki’I ta’ahine… (1).

Inconsistencies, e.g. using incorrect personal pronouns such as ki hoku ki’i tama, ko hoku ‘alu atu ai ki falemahaki mo hoku ki’i ta’ahine (2) do threaten to hinder communication.

For a more secure Achieved, there would be additional evidence of language to express personal information, and inconsistencies would have less impact on communication of the message.

For Achieved, the student needs to write a variety of text types in Lea Faka-Tonga, on areas of most immediate relevance. ‘Variety’ refers to texts selected from a range of different text types, which have been created for different purposes. 

The student expresses some personal information.

To reach Achieved, inconsistencies would not hinder communication. Lexical choice, e.g. Ha’u kihe fai’aho hoku ki’i leka ‘apongipongi. Ha’u na’e fai’aho aneafi (1), tense problems, e.g. that the writer is inviting their friend to a birthday tomorrow in the first sentence, and in the second one they mentioned that the birthday was held yesterday, and incomplete sentences starting with a pronoun, e.g.‘Ene meimei ta’u nima (2) do interfere with communication of the message

Further, for Achieved, there would be additional evidence of mastery of language at this level.