year 3 assessment

Year 5 Assessment

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The assessment programme in Year 5 is based around the Key Stage 2 Programme of Study for Modern Foreign Languages. The twelve statements are exemplified in this assessment pack for Year 5, so that it can be clearly seen where children are meeting and exceeding expectations for this early stage in their language learning. For children not yet meeting expectations, there are suggestions as to the activities they might successfully attempt, identified as ‘Emerging’. There is much flexibility in how this pack may be used. Teachers may choose to simply read the overview summary statements and assess children against these, completing the overview grid, without using the exemplification materials. Others may choose to look at the exemplification as a guide, choosing to assess against some or all of the statements. The examples are selected from lessons included within the scheme; for some statements more than one example is provided, which might be helpful for teachers who do not cover every lesson from the scheme. There are, of course, many other examples that could be used by teachers to assess performance against each statement. These are presented as a guide. Teachers may choose to complete the exemplification assessment document for each child which could be shared with parents and carers at consultation evenings, or, as stated, may choose to simply maintain a summary overview. However schools choose to assess learning and progress in Modern Languages, it is essential that assessment is manageable and useful, used to recognise achievement and inform next steps for learning.

Year 5 Assessment

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Links to the Programme of Study: Statement 1: Listen attentively to spoken language and show understanding by joining in and responding

Expectations: Emerging – identify some key details from spoken language involving familiar vocabulary and phrases Meeting expectations – listen for meaning and content and identify key details from language spoken at near normal speed, involving familiar vocabulary and phrases Exceeding expectations – listen for meaning and content from longer extracts including some unfamiliar vocabulary, identifying key details from language spoken at near normal speed

Exemplification Lesson & Activity

With support

Unsupported

Confident

Emerging: Lesson 3 - Listen attentively to the teacher reading aloud the way finding conversations, recognising some key details

Emerging: Lesson 8 – Listen attentively to the teacher reading aloud hobbies and matching some of these correctly to the days of the week

Meeting expectations: Lesson 3 – Listen to the recording of the way finding conversations, identifying most of the key details

Meeting expectations: Lesson 11 – Listen to the food items mentioned during the listening activity and be able to demonstrate understanding through holding up the correct card and indicating

Year 5 Assessment

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whether the person speaking likes or dislikes the food item

Exceeding expectations: Lesson 16 - Follow the recording and be able to identify what sort of information is being communicated to the listener, noting a few key details, such as temperatures, place names or weather conditions mentioned

Year 5 Assessment

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Statement 2: Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Emerging – demonstrate the ability to follow the text of a poem or song, using some knowledge of sound patterns to support listening Meeting expectations – follow the text of a poem, short story or song, read or sung at normal speed, using knowledge of sound patterns to support listening, demonstrating some understanding of content and linking spelling to the sound of words Exceeding expectations – demonstrate an ability to recognise patterns and sounds in the foreign language; find the meaning of a word using a bilingual dictionary and work out how to pronounce it without support


With support

Unsupported Confident

Emerging: Lesson 1 – Follow the text ‘Mon chapeau’ as it is read aloud and join in with some actions as they occur in the rhyme

Emerging: Lesson 13 – Follow the short nursery rhyme Pan Pan Pan and be able to state the next word when the recording is paused, using a transcript

Meeting expectations: Lesson 9 – Recognise key sounds that occur in the short rhyme ‘Tous en rond’ and recognise how to pronounce every word containing the sound ‘on’, using knowledge of this letter string and other sound patterns, such as silent consonants

Exceeding expectations: Lesson 13 – using school lunch menus and dictionaries, work out

Year 5 Assessment

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what some of the items included in the menu consist of and be able to work out how to pronounce some of the vocabulary included in the menu.

Year 5 Assessment

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Statement 3: Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help Expectations: Emerging – during a conversation respond with a short phrase when answering questions Meeting expectations – hold a conversation relating to a current topic involving practised questions, expressing opinions, listening and demonstrating understanding of the answers given Exceeding – hold a conversation using good intonation and expression with pause words included appropriately; respond to responses from partner


With support


Emerging: Lesson 11 – during the conversation on food likes and dislikes, respond with a short utterance, such as ‘Oui, j’aime le fromage’. Word order may not be exact.

Emerging: Lesson 14 – During the breakfast role play, reply to offer of food, with words such as ‘Oui, s’il te plaît’

Meeting expectations: Lesson 11 - Ask and answer questions about food likes and dislikes, extending sentences with conjunctions and expressing opinions

Exceeding expectations: Lesson 3 – Hold a conversation with a partner asking for the location of a place; use correct intonation and expression, using stalling strategies appropriately to add authenticity to the conversation; extend the

Year 5 Assessment

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dialogue with more complex directions, such as ‘La gare….voyons.. ah oui! Tournez à gauche et puis tournez à droite. C’est à cinq minutes.’

Exceeding expectations: Lesson 11 - Hold a conversation with a partner expressing likes and dislikes of food; respond to partner’s answers by giving own opinion or by asking a follow up question eg. Tu aimes les carottes? Ah non, je déteste les carottes mais j’adore les petits-pois! Et toi, tu aimes les petits-pois?

Year 5 Assessment

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Statement 4: Speak in sentences, using familiar vocabulary, phrases and basic language structures Expectations: Emerging – give two or more pieces of information, joining up simple sentences using a conjunction Meeting expectations – use more complex sentences containing a range of conjunctions and some adjectives Exceeding expectations – speak fluently, without much hesitation, when using more complex sentences, without over-reliance on written material


With support

Unsupported

Confident

Emerging: Lesson 8 - Give a simple statement relating to hobbies, using a rehearsed response stating whether you like or dislike an activity eg. ‘J’aime le football et le rugby’

Meeting expectations: Lesson 17 – Prepare and present a ppt presentation about the weather stating sentences such as: A Paris il fait très froid avec une temperature de 4 dégrés, mais à Bordeaux il fait beau.

Exceeding expectations: Lesson 17 – Present a ppt about the weather using complex sentences fluently and confidently; little reliance on written material; easily understood

Year 5 Assessment

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Statement 5: Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases Expectations: Emerging – read aloud a short familiar phrase or sentence with accurate pronunciation, drawing on knowledge of pronunciation patterns, such as silent letters and key graphemes; some support may be needed Meeting expectations – readily apply some previously learned pronunciation rules, working out how to pronounce unfamiliar vocabulary; uses intonation correctly when asking questions or expressing opinions Exceeding expectations – read sentences or extracts from a text fairly fluently, with little hesitation; use knowledge of pronunciation patterns to work out how to pronounce unfamiliar vocabulary


With support


Emerging: Lesson 2 – Read a simple pre- prepared sentence about the high street, with support if necessary

Meeting Expectations: Lesson 5 – Read a short section of the story entitled ‘Le Petit Thomas’, showing good intonation when expressing likes or dislikes or when reading a question; attempt to pronounce a few unfamiliar words, containing known graphemes

Exceeding Expectations: Lesson 5 – Read a short section of the story entitled ‘Le Petit Thomas’ fluently and confidently, showing good understanding of intonation, and applying pronunciation rules to overcome unfamiliar vocabulary

Year 5 Assessment

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Statement 6: Present ideas and information orally to a range of audiences Expectations: Emerging – present two or more sentences on a theme or topic; some support may be needed Meeting expectations – prepare and deliver a short presentation using simple or complex sentences on a familiar theme or topic, speaking audibly and confidently Exceeding expectations – prepare and deliver a short presentation using some complex sentences; speak audibly and confidently, with little reliance on written material


With support


Emerging: Lessons 6 & 7 - Present a simple statement during the Christmas play; may need written support as a prompt

Emerging: Lessons 6 & 7 – Join in presenting a French carol to an audience

Meeting expectations: Lesson 6 & 7 - Speak clearly and audibly for an audience, presenting one or two sentences as part of a Christmas role play

Meeting expectations: Lesson 17 – Prepare and present a ppt of the weather, speaking clearly and confidently

Exceeding expectations: Lesson 15 - Speak clearly and audibly for an audience, presenting the method for making mousse au chocolat, having memorised key phrases

Year 5 Assessment

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Exceeding expectations: Lesson 17 – prepare and present a ppt presentation of the weather containing some extended or complex sentences; speak confidently, fluently and clearly for an audience, with little reliance on written material

Year 5 Assessment

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Statement 7: Read carefully and show understanding of words, phrases and simple writing Expectations: Emerging – read and understand sentences contained within a short paragraph containing mainly familiar language; support may be needed Meeting expectations – read and understand short paragraphs of mainly familiar language, working out the meaning of unfamiliar vocabulary through context Exceeding expectations – read and work out the gist of longer paragraphs containing both familiar and unfamiliar language


With support


Emerging: Lesson 8 - Read the transcript from the listening activity on hobbies and days of the week and identify three activities undertaken and on which day

Meeting expectations: Lesson 5 - Read and understand some paragraphs contained within the story Le Petit Thomas, working out the meaning of some unfamiliar vocabulary through context

Exceeding expectations: Lesson 5 – Follow the story of Le Petit Thomas with ease, using good prior learning to help understanding, and working out unfamiliar vocabulary through context

Exceeding expectations: Lesson 18 – Complete the reading

Year 5 Assessment

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challenge sheet independently, showing good skills in skimming and scanning a text for information, and overall understanding of the content of the text

Year 5 Assessment

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Statement 8: Appreciate stories, songs, poems and rhymes in the language Expectations: Emerging – Follow the gist of a short story, rhyme or poem as it is read aloud, sustaining interest and concentration, using pictures, tone of voice, cognates as clues to meaning / join in singing a song and follow the lyrics – support may be needed Meeting expectations – Follow the gist of an extended story involving more complex language as it is read aloud, using pictures, tone of voice, cognates and knowledge of language to decipher meaning / follow the lyrics of a song, easily commit the song to memory and enjoy performing the song Exceeding expectations – Begin to access material to read / listen to for pleasure in the foreign language, selecting from different sources available, such as magazines, internet sites relating to sport, music or games


With support


Emerging: Lesson 1 – Enjoy performing actions to Mon chapeau, following the text displayed on the screen

Emerging: Lesson 18 - Enjoy listening to the song ‘Vive le vent’ and readily join in singing, drawing on knowledge of a familiar tune, following and reading the lyrics in French

Meeting expectations: Lesson 1 – Enjoy performing the actions to Mon chapeau, committing the rhyme to memory

Meeting expectations: Lesson 4- Follow the lyrics of the song ‘Lundi matin’, work out the meaning of several phrases, recognising familiar vocabulary; join

Year 5 Assessment

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in singing confidently

Exceeding expectations: Take advantage of additional resources placed in the classroom (books, magazines, CDs) to begin to access a wider range of spoken and written material in the foreign language; research French internet sites following themes of interest such as sport, music etc.

Year 5 Assessment

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Statement 9: Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary Expectations: Emerging – use context and other clues to work out meaning; be familiar with the layout of a bilingual dictionary; begin to look up words, possibly with support Meeting expectations – use context to deduce meaning when working with texts containing unfamiliar vocabulary in the foreign language; use a dictionary to find meanings, being aware of alphabetical order and the use of head words at the top of a page to help locate a word Exceeding expectations – distinguish between words where meaning can or can’t be deduced through context, thereby using a dictionary judiciously; recognise that abbreviations in dictionaries indicate word class and understand why word class is important in locating the correct word in a dictionary


With support


Emerging: Lesson 8 - Recognise the words for hobbies contained within the keep fit plan; work out the meaning of some hobbies, drawing on knowledge of English

Meeting expectations: Lesson 5 - Deduce meaning of some parts of the story of Le Petit Thomas, using a dictionary when necessary to support understanding; successfully complete the task of matching some pictures and extracts of text

Exceeding expectations: Lesson 18 – Use a dictionary appropriately to understand a section of the text entitled ‘La Météo’. Note: understanding how word class is important in using a dictionary is developed further in Year 6; this could be explored earlier with a target group

Year 5 Assessment

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Year 5 Assessment

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Statement 10: Write phrases from memory and adapt these to create new sentences, to express ideas clearly Expectations: Emerging – write two or more familiar sentences from memory; spelling may be approximate but sentences are easily recognisable and meaning is clear Meeting expectations – write several sentences adapting a model or unsupported, extending sentences using conjunctions and expressing opinions; spelling mostly accurate Exceeding expectations – begin to integrate previously learned language into short pieces of writing; write short paragraphs on a theme adapting a model using some complex sentences


With support


Emerging: Lesson 1 - Write two or more sentences containing familiar vocabulary and structures, relating to buildings on the high street

Emerging: Lesson 8 – Prepare a simple keep fit plan, writing one or two short phrases from memory, linking the day of the week and the hobby to be attempted; support may be needed

Meeting expectations: Lesson 10 - Write sentences to accompany a display on healthy living. These might include sentences expressing likes or dislikes of hobbies eg. J’aime jouer au football mais je n’aime pas nager, or sentences making comparisons between the benefits of different sports: eg. Danser est une activité plus énergique que lire.

Year 5 Assessment

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Meeting expectations: Lesson 8 - Write sentences from memory or with reference material to form a coherent short paragraph about likes and dislikes relating to hobbies

Exceeding expectations: Lesson 5 - Write several sentences forming a coherent paragraph to describe the character of ‘Thomas’ from the short story of Le Petit Thomas. These might include sentences relating to previous learning, such as details about family members, pets, favourite colour, hobbies etc. It can be written in first or third person, although children are more likely to be confident and successful with first person.

Year 5 Assessment

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Statement 11: Describe people, places and things orally and in writing Expectations: Emerging – say a sentence containing an adjective to give a description, with support if needed Meeting expectations – say two sentences to give a description, adapting a model Exceeding expectations – prepare and deliver a short presentation of at least three sentences Emerging – write two or more sentences to give a simple description, adapting a model Meeting expectations – adapt a short, descriptive paragraph to create new meaning Exceeding expectations – use a model to write a descriptive paragraph with a variety of conjunctions


With support


Emerging: Lesson 5 – Write two or more simple sentences about Thomas, following a model. These might include details of age or family or likes or dislikes.

Meeting expectations: Lesson 2 – Adapt and extend a simple sentence describing buildings on the high street to create new information, with adjectives to describe buildings and prepositions included to give location of buildings

Year 5 Assessment

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Meeting expectations: Lesson 5 – Write sentences to give a description of Le petit Thomas, following a model or starter sentences provided by the teacher; spelling readily understood

Exceeding expectations: Lesson 17 – Adapt a model to give some detail about the climate in England; include a fronted adverbial to improve the quality of the writing eg. Normalement au printemps il y a du vent et il y a du soleil aussi. Quelquefois il pleut. Cependant, en été il fait chaud.

Year 5 Assessment

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Statement 12: Understand basic grammar, key features and patterns of the language and how to apply these to build sentences and how they differ from or are similar to English Expectations: Emerging – know that the article (both indefinite and definite) indicates masculine and feminine; be able to give examples of nouns, adjectives and a conjunction in French; recognise and use a negative sentence when talking about likes and dislikes – support may be needed Meeting expectations – understand that most but not all adjectives follow the noun; know which common adjectives precede the noun; recognise and use negative sentences Exceeding expectations - understand that gender affects the spelling of adjectives and attempt to apply this knowledge in speech and writing; use third person singular and plural form of high frequency verb ‘être’ (il est, ils sont); use first and third person of high frequency verb ‘avoir’(J’ai, elle a); understand how to form a simple future tense using je vais + infinitive


With support

Unsupported Confident and exceeding

Emerging: Lesson 1 – Understand that all nouns have a gender and that this is evident from the article that precedes the noun (un / le – masculine; une / la – feminine); may not be clear which is masculine and which is feminine

Emerging: Lesson 11 – Recognise positive and negative statements (J’aime / Je n’aime pas)

Year 5 Assessment

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Meeting expectations: Lesson 1 – Identify the words that make a sentence negative in French, drawing on prior learning of J’ai and je n’ai pas / j’aime and je n’aime pas

Meeting expectations: Lesson 2 – Demonstrate understanding of the position of adjectives through sentence sorting activity and sentence writing activity; know that two common adjectives precede the noun – petit and grand

Exceeding expectations: Lesson 5 – Write sentences about Le petit Thomas in first or third person, understanding the need for the verb to change when switching from first person to third person

Exceeding expectations: Lesson 8 – Understand that the easiest way of writing in the future tense is to use Je vais in front of an infinitive verb; begin to understand the meaning of ‘infinitive’.

year 3 assessment

Documents