MFL@SBS: KS3 Level Descriptors

AT1: Listening

 

 

 

Lv

Competency: Ability and Range

Grd

Competency: Response

8

Students understand almost everything they hear at normal native speaker speed.

The spoken texts are complex discourses related to a variety of topics including non-factual material. They are generally interviews involving two speakers. They are made up of long sentences involving complex clauses, a big range of tenses (present, past, future, imperfect) and unfamiliar vocabulary.

 

 The spoken text is repeated twice.

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Students are able to extract the appropriate information in response to the task from the excessive amount of information provided. This information consists of main points, details, extra-details as well as opinions and justifications. They are able to infer meaning, draw conclusion which they can justify quoting the text. They are able to answer the questions while listening and do not need additional time for writing and do not need pausing.

 

Part of their answers should be in the target language and part in the their mother tongue

7

Students understand the gist of the discourse at normal native speaker speed.

The spoken texts are quite complex discourses related to a variety of topics. They are made up of long sentences involving many structures designed to mislead, such as false friends, negative sentences and some unfamiliar vocabulary. The spoken text is played twice.

A

Students are able to identify all main points and extra details. They are able to recognise points of view, attitudes and emotions and are able to draw conclusions. They are able to infer meaning using the context and prior knowledge.

 

They are able to answer the questions while listening and may need additional time and pausing to note down their answers. Part of their answers should be in the target language and part in the their mother tongue

6

Students understand the gist of the discourse and familiar events at normal native speaker speed.

 

The spoken texts are discourses related to a variety of topics. They are generally interviews involving various speakers and brief news items. They are made up of some long sentences involving only a few structures designed to mislead such as negative sentences, at least three tenses and a few unfamiliar items of vocabulary.

 

The spoken  text is repeated twice

 

B

Students are able to identify all main points.  They are able to identify events in relation to the time when they take place (tenses) They are able to recognise points of view, attitudes and emotions.

 

They are able to answer the questions while listening and need additional time and pausing to note down their answers. Part of their answers should be in the target language and part in their mother tongue.

 

 

5

Students understand the topic and familiar events related to daily life at near normal native speaker speed.

The spoken texts are discourses related to a variety of topics. They are made up of some long sentences and include at least two tenses (present, past or future) and mostly familiar vocabulary. The spoken text is repeated three times.

C

Students are able to identify and note main points and specific details. They are able to extract some points of views. They need pausing and additional time to note down answers.

Part of their answers should be in the target language and part in the their mother tongue

4

Students understand the main points and specific details from language spoken at near native normal speed. The spoken texts include one tense (present, past or future events). They are drawn from a range of topics and include mostly familiar vocabulary.

The spoken text is repeated three times.

D

Students are able to identify and note main points and specific details.  They need pausing and additional time to note down answers.

Their answers should be in the their mother tongue

3

Students understand the main points from language spoken clearly at near native normal speed. The spoken texts include one tense (present, past or future events). They are drawn from a range of topics and include mostly familiar vocabulary.

The spoken text is repeated three times.

E

Students are able to identify and note main points of a passage with the help of teacher’s repetition. They need pausing and additional time to note down answers.

Their answers should be in the their mother tongue

2

Students understand the main points from simple language spoken clearly at near native normal speed and is repeated by the teacher. The spoken language includes only familiar vocabulary.

The spoken text is repeated four times.

F

Students can identify and note the main points of a passage with the help of repetition and support material (a list of potential points provided by the teacher, from which they select the correct ones). 

Their answers should be in the their mother tongue

1

 

Students understand the main topic from spoken texts made up of familiar short statements and questions (everyday life) at a slow speed.

G

 

Students can identify the main topic in the mother tongue  with the help of support material and repetition

 


 

MFL@SBS: KS3 Level Descriptors

AT2: Speaking

Level

Competency: Quality of Language

Grade

Competency: Communication

8

Produce longer sequences of speech using a variety of vocabulary, structures and tenses. They adapt language to deal with unprepared situations and only make errors with ambitious language.

Success criteria:

5 Tenses (Present, perfect, imperfect, future, conditional)

Idioms / Proverbs / Connectives / Direct/Indirect speech

Negatives / Comparatives and superlatives

More varied and complex vocabulary and structures.
Time-phrases.

Conjugated verbs  in 2nd/3rd person singular and plural as well as 1st person.

Adjectives / Qualifiers/quantifiers.

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Students initiate and develop conversations and discussions and narrate events responding fully to the task in detail. They readily express and justify ideas and points of view extensively, developing all their points. They speak confidently, with good pronunciation and intonation.

7

Produce longer sequences of speech, using a variety of vocabulary, structures, idioms and consistent manipulation of tenses. They adapt language to deal with unprepared situations. There may still be some errors, especially when students use more complex structures.

Success criteria:

4 tenses (Present, perfect, imperfect, future)

More varied and complex vocabulary and structures
Time-phrases.

Conjugated verbs  in 2nd/3rd person singular and plural as well as 1st person.

Connectives / Adjectives / Negatives / Idioms / Qualifiers/quantifiers.

A

Students initiate and develop conversations and discussions and narrate events and respond effectively to the task. They routinely express and justify ideas and points of view and develop these ideas.  They speak confidently, with good pronunciation and intonation. The message is clear.

6

Developed conversations in past, present and future. They use a good range of vocabulary and structures improvise and paraphrase and can apply their knowledge of grammar to new contexts. Their language is usually accurate.

 Success criteria:

3 tenses  (Present, perfect, future)

More varied vocabulary and structures.
Time-phrases.

Conjugated verbs / Connectives / Adjectives / Qualifiers/quantifiers / Negatives.

 

B

Students initiate and develop conversations and discuss matters of personal or topical interest with sufficient relevant information to respond to the task. Their pronunciation and intonation are good. They routinely express and justify ideas and points of view.  

 

 

 

 

 

 

5

Simple discussions which include past, present and future events, involving the use of different tenses although there may be some errors.

Success criteria:

Two tenses (Present, perfect/ future)

More varied vocabulary and structures.
Time-phrases / Conjugated verbs / Connectives.

Adjectives / Qualifiers/quantifiers / Negatives.

C

Students develop conversations and simple discussions and show an ability to deal with some predictable elements. They convey a clear message and their pronunciation and intonation are generally accurate. They express personal opinions with justifications.

4

Simple information and opinions in two tenses with more  variety of language. There may be some errors and repetition.

Success criteria:

More varied vocabulary and structures.
Time-phrases / Conjugated verbs / Connectives.

Adjectives / Qualifiers / Quantifiers / Negatives.

D

Students take part in short conversations, conveying information and opinions in simple terms. Pupils can be understood with little or no difficulty. They convey information and express simple opinions such as likes and dislikes sometimes with justifications.

3

Simple language, in whole sentences using  their knowledge of grammar to adapt and substitute single words and phrases and include:

Conjugated verbs / Connectives / Adjectives.

Qualifiers / Quantifiers.

E

Students take part in simple, structured conversations. Their pronunciation is generally accurate and their intonation is generally consistent. . They convey information and express simple opinions such as likes and dislikes.

2

Simple language in short phrases or whole sentences showing some ability to substitute words and phrases. There may be grammatical inaccuracies.

F

Students take part in simple conversations where the main points are communicated. Their pronunciation is generally accurate.

1

Short, simple responses. They are able to use short set phrases but there may be mistakes.

G

Students give short, simple responses to what they see and hear. Their pronunciation may be approximate and their delivery hesitant, but their meaning is generally clear.

 

 


 

MFL@SBS: KS3 Level Descriptors

AT3: Reading

Level

Competency:  Lexical and syntactic complexity

Level

Competency: Breadth of comprehension and response

8

Criteria for “Level 7” plus: This material is marked by a variety of types of authentic texts which extend beyond the defined limits of the current unit of study. Drawing on prior learning, students are expected to extract meaning from more complex language including active/passive voices and some aspects subjunctive use.

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Criteria for “C, B & A” plus: Students understand all main points and details and they are able to infer meaning and draw conclusions which they can fully justify, quoting examples from the material. Students also demonstrate the ability to use the material as a basis of further research to develop into extended pieces of written work.

7

Criteria for “Level 6” plus: This material is marked by a variety of types of authentic texts which remain within the defined limits of the recent units of study. Drawing on prior learning, students are expected to extract meaning from more complex language.

A

Criteria for “C & B” plus: Students understand gist and identify main points and all details. They recognise points of view, attitudes and emotions and are able to draw conclusions. They show an ability to understand unfamiliar language and demonstrate understanding by being able to summarise, draw inferences in context and recognise implicit meaning.

6

Criteria for “Level 5” plus: including some complex sentences and unfamiliar language due to the material “authentic” or “simulated authentic” source. There is balanced mixture of open and closed question forms.

B

Criteria for “C” plus: Students understand a range of imaginative and factual material. Students demonstrate understanding by being able to skim and scan for particular information, organise and present relevant details in a coherent and logical way. The students should be able to demonstrate their understanding by reapplying the new vocabulary and structures found in their reading.

5

Criteria for “Level 4 plus: Material which includes past, present and future or possible events. There is balanced mixture of open and closed question forms. Students are able to accurately access a bi-lingual dictionary to find definitions and precise meanings / nuances for new vocabulary.

C

Students identify and note main points and nearly all specific details, including points of view drawn from a variety of topics. They show an ability to understand unfamiliar language.

4

Criteria for “Level 3” plus: The texts include clauses describing present and past or future events. This material is also marked by more complex subordinate clauses including relative clauses. Students are also expected to locate and draw conclusions from key grammatical markers which denote gender, number, degree and tense. There is balanced mixture of open and closed question forms.

D

Students understand a range of written material, covering familiar contexts, identifying and noting main points and most specific details, including opinions. They can justify their answers.

3

The material used is summative and drawn from limited and defined set of vocabulary and structures which the student has learnt over a unit of study. Students may have access to a bi-lingual glossary for the defined topic which is not comprehensive. This material is marked by simple sequences of descriptive clauses in one tense linked with two or more connectives. Questions are of the closed variety or multiple choice- type.

E

Students identify and note main points and some key details from short stories and factual texts linked to specific grammatical points being taught.  They can note main points and specific details, including opinions but without justifications.

2

The material used is summative and drawn from limited and defined set of vocabulary and structures which the student has learnt over a unit of study. Students may have access to a bi-lingual glossary for the defined topic which contains much of the key lexical material. This material is marked by simple sequences of clauses in one tense, giving factual information.

F

Students identify and note main points and extract some details from short, simplified texts.

1

The material used is drawn exclusively from limited and defined set of vocabulary and structures which the student has just learnt. Students will have access to a bi-lingual glossary for the defined topic. The material is limited to the present tense.

G

Students understand single words, short phrases and short paragraphs. They identify and note some main points presented in a familiar context.

 

MFL@SBS: KS3 Level Descriptors

AT4: Writing

Level

Quality of Language

Grade

Communication

8

A very high degree of accuracy which denotes a deeper understanding of the grammar. This is characterised by a range of high-level structures, language and tenses including but not limited to:

Success criteria:

5 Tenses (Present, perfect, imperfect, future, conditional)

Idioms / Proverbs / Connectives / Direct/Indirect speech

Negatives / Comparatives and superlatives

More varied and complex vocabulary and structures.
Time-phrases.

Conjugated verbs in 2nd/3rd person singular and plural as well as 1st person.

Adjectives / Qualifiers/quantifiers.

ó

Students give information and narrate events both factually and imaginatively. They show both flair and style in their writing. They express and justify ideas and points of view. In addition to level 7 they actively seek out ways to demonstrate how they can effectively use a range of subordinate clauses. The narrative style is the product of careful planning.

Success criteria:

Fulfil the task set fully / Give extra detail.

Opinions / Justifications.

Development of every idea.

Analysis and contradiction of different points of views/arguments.

Structured work / Narrative.

7

Their spelling and grammar are generally accurate and the style is appropriate to the purpose.

Success criteria:

4 tenses (Present, perfect, imperfect, future)

More varied and complex vocabulary and structures / Time-phrases.

Conjugated verbs in 2nd/3rd person singular and plural as well as 1st person.

Adjectives / Qualifiers / Quantifiers

A

Students give information and narrate events both factually and imaginatively. They express and justify ideas and points of view. They produce longer sequences using  a range of vocabulary, structure and tenses. The narrative style is the product of careful planning.

Success criteria:

Fulfil the task set fully / Give extra detail.

Opinions / Justifications.

Structured work / Narrative.

6

There may be occasional mistakes, but the meaning is clear.

Success criteria:

3 tenses  (Present, perfect, future)

More varied vocabulary and structures / Time-phrases / Conjugated verbs.

Connectives / Adjectives / Qualifiers / Quantifiers /Negatives.

B

Students produce longer pieces of writing on real and imaginary subjects. They link sentences and structure their ideas in paragraphs. They adapt previously learnt language. They edit and redraft their work. They refer to everyday activities, recent experiences and future plans.

Success criteria:

Fulfil the task set fully / Give extra detail.

Opinions / Justifications / Structured work.

 

 

 

5

The style is basic but despite some errors the writing conveys a clear message.

Success criteria:

Two tenses (Present, perfect/ future)

More varied vocabulary and structures.
Time-phrases / Conjugated verbs / Connectives.

Adjectives / Qualifiers / Quantifiers /Negatives.

C

Students express personal opinions and write in longer paragraphs about a variety of topics, both factual and imaginative, using an appropriate register. They refer to everyday activities and recent experiences or future plans.

Success criteria:

Largely fulfil the task set.

Opinions / Justifications / Connectives

4

There may be some mistakes, but the meaning can be understood with little or no difficulty.

Success criteria:

More varied vocabulary and structures.
Time-phrases / Conjugated verbs / Connectives.

Adjectives  / Qualifiers / Quantifiers / Negatives.

 

D

Students produce paragraphs, using simple sentences, conveying information and opinions with justifications.

Success criteria:

Fulfil the task set adequately.

Opinions / Justifications / Connectives

 

3

Spelling is readily understandable and students should accurately include the following:

Conjugated verbs / Connectives / Adjectives / Qualifiers/Quantifiers.

E

Students write two or three sentences on familiar topics. They convey information and express simple opinions such as likes and dislikes.

Success criteria:

Fulfil the task set adequately / Opinions / Connectives.

2

There may be mistakes in spelling and grammar, but the main points are communicated.

F

Students write short sentences and respond to written texts by substituting words and set phrases.

1

Spelling impairs accuracy. Only a few words are comprehensible or legible.

G

Students write words and short phrases. Their spelling may be approximate, but the meaning is generally understandable.