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Learning Objectives: > Create a high quality blog response that meets the assessment criteria for my target grade > Apply understanding of assessment criteria to peer assess the work. Outstanding progress . Respond to feedback and add more detail in order to improve my grade further.
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Learning Objectives: >Create a high quality blog response that meets the assessment criteria for my target grade • > Apply understanding of assessment criteria to peer assess the work Outstanding progress Respond to feedback and add more detail in order to improve my grade further Good progress Respond to feedback in order to produce work at a higher grade
Task • You are writing a post for your French friend’s blog on holidays. • You could include: • Where you prefer to go on holiday and why • Where you went last year • Your impressions of the holiday • What your ideal holiday would be • What problems there might be if you travel abroad. • Remember, in order to score the highest marks you must answer each task fully, developing your answers where it is appropriate to do so.
1. This would be a C grade at GCSE as it contains three different time frames. The present tense is used, for example je préfère (I prefer). The past is also in evidence, such as in je suisallé(I went) and a future time-frame is indicated by the use of the conditional: je voudraisaller (I’d like to go). A variety of opinions isincluded, e.g. j’aime, j’adore, c’était génial, c’était super. Adjectives are present and correctlyused (e.g. les beaux paysages, l’air pur, des repas délicieux). There are also examples of attempts to make sentences more complex by the use of connectives (mais, parceque, car,où, quand).
2. The student has produced a response which is worthy of a C+ grade as it contains everything necessary for a C grade but also has the following additional features. There is evidence of a wider variety of connectives, which add to the complexity of the piece. Examples, in addition to mais, parceque, car and quand, are alors (so), si (if), and de plus (what’s more). A range of time expressions and adverbs is also used, e.g. souvent, l’étédernier, chaque jour, un jour, plus tard, heureusement, and peut-être. Additionally, the passage includes a relative clause (qui était à deux minutes de la plage) and the correct use of verb forms relating to other people (son père a loué, on ditquec’est, quand on voyage, and beaucoup de gens parlent). There is a greater variety of tenses than in the C grade piece with the correct use of the imperfect tense (e.g. était, on faisait) and the conditional tense (ceserait cool).
3. This piece of work fulfils the criteria for an A/A* grade as it covers the necessary sections and develops each one, adding detail in a complex and interesting manner. Vocabulary is more varied and complex, examples being me détendre, le trajet, fâché, grâce à, effrayant, lointain, prudent, andobjets de valeur. More complex structures are used, e.g. avant de sortir, un toboggan quej’aipris, and je n’aijamaiseu de problèmes, and the use of a number of correctly placed object pronouns in different tenses is further evidence of work at this level. An abundance of adjectives that agree with the words they describe, and an even wider range of connectives (puisque, néanmoins, pourtant), all add to the complexity and variety of the piece. Different persons of the verb are confidently used in different tenses. Furthermore, there is variety in the use of time frames, with an example of the perfect conditional (j’auraispréféré) and a complex sentence with si + the present tense + the future tense (si on ne parle pas la langue, il y aura).
