FIELD HUMANITIES
Review of Languages Level 3 achievement standards
Subfield Languages
|
Domain |
Id |
Subject reference |
|
Chinese |
90546-90551 |
Chinese 3.1-3.6 |
|
Cook Islands Māori |
90552-90557 |
Cook Islands Māori 3.1-3.5, 3.7 |
|
French |
90558-90563 |
French 3.1-3.6 |
|
German |
90564-90569 |
German 3.1-3.6 |
|
Indonesian |
90671-90675, 90749 |
Indonesian 3.1-3.6 |
|
Japanese |
90570-90575 |
Japanese 3.1-3.6 |
|
Korean |
90576-90581 |
Korean 3.1-3.6 |
|
Samoan |
90582-90587 |
Samoan 3.1-3.5, 3.7 |
|
Spanish |
90588-90593 |
Spanish 3.1-3.6 |
The Ministry of Education and the Secondary Education Group Assessment business unit of NZQA have completed a review of the achievement standards listed above that were registered in October 2003.
New Registration date December 2005
Date new versions published December 2005
Planned review date March 2008
Summary of review and consultation process
This review is part of the planned cycle of review that takes place after the first year of use of the achievement standards.
· Initial feedback and comments were collated from teachers/schools, moderators, examiners, markers, material developers, and other stakeholders.
· This information was reviewed by a subject expert panel and recommendations were made in March 2005.
· The recommendations were sent out for full consultation to secondary schools, tertiary institutions, and others in the education sector, in April/May 2005.
· Feedback from this full consultation has informed the changes described below.
Main changes resulting from the review
The review process has resulted in the following modifications to the achievement standards:
Purpose Statement
· Replacedread aloud or spoken with spoken to remove tautology.
Explanatory Notes
· Explanatory Note (EN) 4 has included a clarification of the terms complex and less familiar. Complex has been better defined by the addition of: ... communication functions, language structures, vocabulary and socio-cultural aspects in accordance with...
· For less familiar, topics has been deleted; that may be outside has been replaced with which provide an opportunity to go beyond; and or infomercial has replaced an infomercial.
Title
· The words in a formal situation were deleted from the title because this is described in the reference to the specific audience and purpose in the purpose statement.
Achievement Criteria
· The words in a formal situation and were deleted from the criteria at all grades for consistency with the title.
· The words vocabulary and ... structures were deleted from the criteria at all grades since use of complex language involves more than just the use of vocabulary and structures (see EN 4).
· The words a variety of were deleted from the criterion at Achievement to distinguish it more clearly from the requirements at Achievement with Merit.
· The words Delivery is confident, appropriate and fluent were removed from the criterion for Achievement with Excellence, as confidence is a personality trait, which is not being assessed by the achievement standard. Appropriate was removed because it added nothing to the existing criterion. ... and fluent was moved to the first sentence.
· EN 4 now includes a clarification of the terms complex and less familiar. Complex has been better defined by the addition of: ... communication functions, language structures, vocabulary, and socio-cultural aspects in accordance with... For less familiar, topics has been deleted, and that may be outside has been replaced with which provide an opportunity to go beyond. Clear was simplified to Clear means audible and comprehensible.
· The definition for Develops was changed for consistency with other Languages achievement standards.
· Appropriate was incorporated into EN 6.
· Significantly hinder refers to the extent to which the errors compromise the communication of the whole speech, rather than consisting of a few isolated incidences. A second sentence was added to the point about errors, for clarification.
· Hinder refers to a lower degree of incidences.
· The bullet points in EN 4 regarding Formal situation and Appropriate have been incorporated into EN 6.
· The current EN 5 has been deleted and the current EN 6 is now EN 5. The speaking time has been changed to reflect that quality is more important than length.
· The sentence A high level of accuracy is expected for achievement with excellence was removed from the current EN 6, since this was considered to be an unrealistic expectation. The current EN 7 has been deleted and incorporated into a new EN 6, which now clarifies that a point of view must be expressed.
AS90548, 90554, 90560, 90566, 90572, 90578, 90584, 90590, 90673 Languages 3.3
Title
· Extended was deleted from the title as it was regarded as detracting from a focus on the required quality of performance. Converse has replaced Engage in a conversation in response to the evaluator's report. The time requirement has been clarified in EN 5.
Achievement Criteria
· The wording vocabulary and ... structures was deleted from the criteria at all grades since use of complex language involves more than just the use of vocabulary and structures (see EN 4).
· The words a variety of were deleted from the criterion at Achievement to enable the requirements at Achievement with Merit to be more clearly distinguished.
· The words Interaction is confident were removed from the criterion at Achievement with Excellence as it was felt that confidence is a personality trait, which is not being assessed against in this achievement standard. The need for fluency is now stated in the first sentence.
Explanatory Notes
· EN 4has includedclarification of the terms as above.
· The current EN 5 has been deleted and the current EN 6 is now EN 5. The speaking time has been changed to reflect that quality is more important than length.
· In EN 6 or equivalent has been added to the first sentence to remove a discrepancy in version 1. The last sentence clarifies that the relationship between the conversation topic and the teaching programme is spelt out in the curriculum.
AS90549, 90555, 90561, 90567, 90573, 90579, 90585, 90591, 90674 Languages 3.4
Explanatory Notes
· EN 4 has includedclarification of the following terms less familiar and complex.
· The Japanese kana count in EN 6 was amended to equate the length of Japanese texts with that of other languages. It was clarified that the texts come from two different types, but may number as many as three.
· EN 8 was removed as it was seen as describing methods of assessment rather than the criteria.
AS90550, 90556, 90562, 90568, 90574, 90580, 90586, 90592, 90675 Languages 3.5
Purpose Statement
· The words develops and supports were deleted from the purpose statement to better reflect the standard required.
Achievement Criteria
· The words vocabulary and ... structures were deleted from the criteria at all grades since use of complex language involves more than just the use of vocabulary and structures (see EN 4).
· The words a variety of were deleted from the criterion at Achievement to distinguish it more clearly from the requirements at Achievement with Merit.
· The words develops and support were deleted from the criteria to align with the amended purpose statement.
· The words substantially ... and supports were removed from the criterion at Achievement with Merit and substantially added at Achievement with Excellence to better clarify the difference between them.
· Extensively was removed from the criterion at Achievement with Excellence for the above reason.
· The words Language is generally used appropriately and were deleted from the criterion at Achievement with Merit to remove ambiguity.
· The words Language is used confidently were removed from the criterion at Achievement with Excellence to remove ambiguity regarding assessment through written language.
Explanatory Notes
· EN 4 was amended as above.
· EN 6 was changed so that this and other references to characters are more specific and better align assessment with the curriculum.
· In EN 7 the writing styles to be examined.... was removed as this relates to teaching programmes and methods of assessment, rather than the standard required.
AS90551, 90563, 90569, 90575, 90581, 90593, 90749 Languages 3.6
Title
· The word Produce in the title has been changed to Write to align with the wording of the equivalent achievement standard at Level 2.
Purpose Statement
· The words ... developing and supporting were deleted from the purpose statement to better reflect the level required for achievement.
Achievement Criteria
· The wording vocabulary and ... structures was deleted from the criteria at all grades since use of complex language involves more than just the use of vocabulary and structures (see EN 4).
· The words a variety of were deleted from the criterion at Achievement to better distinguish it from the requirements for Achievement with Merit.
· The words develops and supports were deleted to align with the amended purpose statement.
· The words Language is generally used appropriately were deleted from the criterion at Achievement with Merit as it was felt they were not sufficiently specific.
· The differences between the criteria for Achievement with Merit and Achievement with Excellence were clarified by removing substantially develops at Achievement with Merit, and using this instead of extensive development at Achievement with Excellence.
· The words Language is used confidently were removed from the criterion at Achievement with Excellence as it was felt this term was too subjective to assess in written language.
Explanatory Notes
· EN 4 was amended as above.
· Language has been clarified to include the formation of characters in Japanese and Chinese. Organises has been simplified by removing style, to better reflect the standard required at this level. Shifts in time and place and subtopics arranged in order of importance were removed as they were not considered necessary at this level. The definitions of development and substantial development have been made consistent with that of Levels 1 and 2 by the removal of the word extensive.
· The current final bullet point regarding error definition has been removed to eliminate tautology.
· The word/kana range in EN 6 was altered to make the required length more precise.
· The position of the word dictionary in EN 7 was moved to reduce its importance as a resource.
AS90557, 90587 Languages 3.7
Achievement Criteria
· The word generally was added to the criterion at Achievement to ensure an appropriate progression exists between the criteria at Achievement and Achievement with Merit.
· The word the has been added to the criterion at Achievement with Excellence to emphasise the single correct protocol.
· The definition of Specialised language has been clarified by adding use of and shifting appropriate to the end of the sentence. The words and language structures have been added for greater clarification.
Explanatory Notes
· EN 4 was amended as above.
Impact on Accreditation and Moderation Action Plan (AMAP)
None.
Impact on existing qualifications
None.
Impact of changes on NCEA Exclusions List
The Cook Islands Māori exclusion between 90557 and 16741 has been removed from the List.
For Korean, exclusions have been added between 90580 and 14918, and between 90581 and 14927.
Summary of main changes to achievement standards' Ids, classification, titles, levels, and credits
The following summary shows the changes made to the achievement standards as a result of the review. All changes are in bold.
Key to review category |
| |
A |
Dates changed, but no other changes are made - the new version of the standard carries the same Id and a new version number | |
|
B |
Changes made, but the overall outcome remains the same - the new version of the standard carries the same Id and a new version number | |
|
C |
Major changes that necessitate the registration of a replacement achievement standard with a new Id | |
|
D |
Achievement standard will expire and not be replaced | |
Subfield Languages
Domain Chinese
|
Id |
Title |
Level |
Credit |
Review Category |
|
90546 |
Listen to and understand complex spoken Chinese in less familiar contexts |
3 |
6 |
B |
|
90547 |
Give a prepared speech in Chinese using complex language, in a formal situation Give a prepared speech in Chinese using complex language |
3 |
3 |
B |
|
90548 |
Engage in an extended conversation in Chinese using complex language in less familiar contexts Converse in Chinese using complex language in less familiar contexts |
3 |
3 |
B |
|
90549 |
Read and understand written Chinese containing complex language, in less familiar contexts Read and understand written Chinese, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90550 |
Write text in Chinese using complex language on a less familiar topic |
3 |
3 |
B |
|
90551 |
Produce crafted writing in Chinese using complex language, with the support of resources Write crafted text in Chinese, using complex language, with the support of resources |
3 |
3 |
B |
Domain Cook Islands Māori
|
Id |
Title |
Level |
Credit |
Review Category |
|
90552 |
Listen to and understand complex spoken Cook Islands Māori in less familiar contexts |
3 |
6 |
B |
|
90553 |
Give a prepared speech in Cook Islands Māori using complex language, in a formal situation Give a prepared speech in Cook Islands Māori using complex language |
3 |
3 |
B |
|
90554 |
Engage in an extended conversation in Cook Islands Māori using complex language in less familiar contexts Converse in Cook Islands Māori using complex language in less familiar contexts |
3 |
3 |
B |
|
90555 |
Read and understand written CIs Māori containing complex language, in less familiar contexts Read and understand written CIs Māori, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90556 |
Write text in Cook Islands Māori using complex language on a less familiar topic |
3 |
3 |
B |
|
90557 |
Engage in a less familiar cultural situation using complex visual and specialised CIs Māori language |
3 |
3 |
B |
Domain French
|
Id |
Title |
Level |
Credit |
Review Category |
|
90558 |
Listen to and understand complex spoken French in less familiar contexts |
3 |
6 |
B |
|
90559 |
Give a prepared speech in French using complex language, in a formal situation Give a prepared speech in French using complex language |
3 |
3 |
B |
|
90560 |
Engage in an extended conversation in French using complex language in less familiar contexts Converse in French using complex language in less familiar contexts |
3 |
3 |
B |
|
90561 |
Read and understand written French containing complex language, in less familiar contexts Read and understand written French, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90562 |
Write text in French using complex language on a less familiar topic |
3 |
3 |
B |
|
90563 |
Produce crafted writing in French using complex language, with the support of resources Write crafted text in French, using complex language, with the support of resources |
3 |
3 |
B |
Domain German
|
Id |
Title |
Level |
Credit |
Review Category |
|
90564 |
Listen to and understand complex spoken German in less familiar contexts |
3 |
6 |
B |
|
90565 |
Give a prepared speech in German using complex language, in a formal situation Give a prepared speech in German using complex language |
3 |
3 |
B |
|
90566 |
Engage in an extended conversation in German using complex language in less familiar contexts Converse in German using complex language in less familiar contexts |
3 |
3 |
B |
|
90567 |
Read and understand written German containing complex language, in less familiar contexts Read and understand written German, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90568 |
Write text in German using complex language on a less familiar topic |
3 |
3 |
B |
|
90569 |
Produce crafted writing in German using complex language, with the support of resources Write crafted text in German, using complex language, with the support of resources |
3 |
3 |
B |
Domain Indonesian
|
Id |
Title |
Level |
Credit |
Review Category |
|
90671 |
Listen to and understand complex spoken Indonesian in less familiar contexts |
3 |
6 |
B |
|
90672 |
Give a prepared speech in Indonesian using complex language, in a formal situation Give a prepared speech in Indonesian using complex language |
3 |
3 |
B |
|
90673 |
Engage in an extended conversation in Indonesian using complex language in less familiar contexts Converse in Indonesian using complex language in less familiar contexts |
3 |
3 |
B |
|
90674 |
Read and understand written Indonesian containing complex language, in less familiar contexts Read and understand written Indonesian, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90675 |
Write text in Indonesian using complex language on a less familiar topic |
3 |
3 |
B |
|
90749 |
Produce crafted writing in Indonesian using complex language, with the support of resources Write crafted text in Indonesian, using complex language, with the support of resources |
3 |
3 |
B |
Domain Japanese
|
Id |
Title |
Level |
Credit |
Review Category |
|
90570 |
Listen to and understand complex spoken Japanese in less familiar contexts |
3 |
6 |
B |
|
90571 |
Give a prepared speech in Japanese using complex language, in a formal situation Give a prepared speech in Japanese using complex language |
3 |
3 |
B |
|
90572 |
Engage in an extended conversation in Japanese using complex language in less familiar contexts Converse in Japanese using complex language in less familiar contexts |
3 |
3 |
B |
|
90573 |
Read and understand written Japanese containing complex language, in less familiar contexts Read and understand written Japanese, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90574 |
Write text in Japanese using complex language on a less familiar topic |
3 |
3 |
B |
|
90575 |
Produce crafted writing in Japanese using complex language, with the support of resources Write crafted text in Japanese, using complex language, with the support of resources |
3 |
3 |
B |
Domain Korean
|
Id |
Title |
Level |
Credit |
Review Category |
|
90576 |
Listen to and understand complex spoken Korean in less familiar contexts |
3 |
6 |
B |
|
90577 |
Give a prepared speech in Korean using complex language, in a formal situation Give a prepared speech in Korean using complex language |
3 |
3 |
B |
|
90578 |
Engage in an extended conversation in Korean using complex language in less familiar contexts Converse in Korean using complex language in less familiar contexts |
3 |
3 |
B |
|
90579 |
Read and understand written Korean containing complex language, in less familiar contexts Read and understand written Korean, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90580 |
Write text in Korean using complex language on a less familiar topic |
3 |
3 |
B |
|
90581 |
Produce crafted writing in Korean using complex language, with the support of resources Write crafted text in Korean, using complex language, with the support of resources |
3 |
3 |
B |
Domain Samoan
|
Id |
Title |
Level |
Credit |
Review Category |
|
90582 |
Listen to and understand complex spoken Samoan in less familiar contexts |
3 |
6 |
B |
|
90583 |
Give a prepared speech in Samoan using complex language, in a formal situation Give a prepared speech in Samoan using complex language |
3 |
3 |
B |
|
90584 |
Engage in an extended conversation in Samoan using complex language in less familiar contexts Converse in Samoan using complex language in less familiar contexts |
3 |
3 |
B |
|
90585 |
Read and understand written Samoan containing complex language, in less familiar contexts Read and understand written Samoan, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90586 |
Write text in Samoan using complex language on a less familiar topic |
3 |
3 |
B |
|
90587 |
Engage in a less familiar cultural situation using complex visual and specialised Samoan language |
3 |
3 |
B |
Domain Spanish
|
Id |
Title |
Level |
Credit |
Review Category |
|
90588 |
Listen to and understand complex spoken Spanish in less familiar contexts |
3 |
6 |
B |
|
90589 |
Give a prepared speech in Spanish using complex language, in a formal situation Give a prepared speech in Spanish using complex language |
3 |
3 |
B |
|
90590 |
Engage in an extended conversation in Spanish using complex language in less familiar contexts Converse in Spanish using complex language in less familiar contexts |
3 |
3 |
B |
|
90591 |
Read and understand written Spanish containing complex language, in less familiar contexts Read and understand written Spanish, containing complex language, in less familiar contexts |
3 |
6 |
B |
|
90592 |
Write text in Spanish using complex language on a less familiar topic |
3 |
3 |
B |
|
90593 |
Produce crafted writing in Spanish using complex language, with the support of resources Write crafted text in Spanish, using complex language, with the support of resources |
3 |
3 |
B |