ETho

mas

2013

P

age1

CATHAYS HIGH SCHOOL FRENCH DEPARTMENT

ALL ABOUT ACHIEVEMENT IN FRENCH

Key Stage 3

ETho

mas

2013

P

age2

Feedback will be given in the following ways: You will have a short comment in French e.g. Très bien / Pas

mal / Complète!

You will have a star followed by a positive comment. This is to celebrate your good work, progress, presentation or achievement and to say well done!

You will then have a dot followed by advice on how your work could be improved further. You will be given direct guidance as to how to improve.

You will get lots of stamps like these from your French teacher. You will get them for good written work and good participation in class. Every time you get 3 stamps like this, you are entitled to claim 1 commendation from your French teacher.

We also use this stamp a lot. You will see a tick next to the statements that apply to that piece of work. Vu et lu = seen and read. Attention à la présentation = Take more care

with your presentation. Attention à l’orthographe = Be careful with

your spelling. Continue! = Keep up the good work.

This is the stamp we don’t like to use. Your French teacher will put this stamp on your book if your homework isn’t done, or if it isn’t complete. You will receive a detention for every homework that you fail to hand in or complete.

Of course, at times your teacher will also speak to you about your work and progress. This will be reflected in “Oral feedback given” stamps in your book.

Remember, it is not just the teacher who marks your work! You will be involved in

assessing your work and progress, as will fellow pupils in the class.

ETho

mas

2013

P

age3

COMMENTS FOR CLASSWORK AND HOMEWORK Excellent! Excellent Extra! Great! Super! Super! Très bon travail Very good work Très bon effort Very good effort Très bien Very good Bon travail – continue Good work – keep this up C’est bien This is good Bien fait Well done Bon effort Good effort Assez bien Quite good Bien Good Satisfaisant Satisfactory Satisfaisant mais trop d’erreurs Satisfactory but too many mistakes Pas mal Not bad Pas assez bien Not too bad Moyen Average Manque de concentration Lack of concentration Plus de detail! More detail needed Attention à l’orthographe Take more care with spelling Attention à la présentation Take more care with presentation Insuffisant – trop d’erreurs Not satisfactory – too many errors Négligent Careless Peu d’efforts Not enough effort Concentre-toi! Concentrate Attention à l’orthographe Take more care with spelling Attention à la présentation Take more care with presentation Inacceptable Unacceptable Très insuffisant Very unsatisfactory Complète! Finish this work Pas de travail No work done Pas sérieux Lack of application Pas d’efforts No effort made Sans commentaries No comment! Inacceptable Unacceptable Nul! Atrocious! Viens me voir! See me! ENCOURAGEMENTS Travail soigné Careful work Bonne présentation Well presented Des efforts Good effort Continue Keep this up Beaucoup mieux Much better

ETho

mas

2013

P

age4

LITERACY AND FEEDBACK CODES FOR ASSESSING WORK

When your work in French has been marked, you will notice the following codes. Here is an explanation of the codes and what they mean:

CODE MEANING

Sp in the margin and the

word underlined .

This means that a word has been spelt incorrectly. You need to write the correct version 3 times.

Large letter over a small one You need a capital letter here!

Small letter over a large one. No capital letter needed here!

P in the margin and the mistake underlined.

You have made a punctuation mistake (capital letter, full stop, comma, question mark etc).

? in the margin. Is this what you mean?

^

You have missed out a word or letter.

ETho

mas

2013

P

age5

Writing good targets in French

The following are ideas that you can use to help you to write targets for your learning in your French lessons.

GENERAL

1. I will present my written work carefully so that is easy to read (suitable pen, letters on the line etc.)

2. I will bring all of my equipment to the lesson (book, planner, pen, pencil, ruler). 3. I will use a ruler to underline titles and dates. 4. I will use my class notes to help me to check my independent work. 5. I will make sure all my classroom talk is focussed on learning and the task that has

been given. 6. I will speak clearly and confidently when presenting my work in class. 7. I will make eye contact with those who are listening when I speak. 8. I will listen to others and respond appropriately. 9. I will ask questions of others and answer questions they ask when I am working in a

group. 10. I will pick out any words I read that I don’t understand and find out what they mean

using the 4 Cs (cahier, cerveau, copain, chef).

LANGUAGE-SPECIFIC

1. I will use capital letters appropriately in French. 2. I will learn to use the French language tools on the computer. 3. I will check my accents as I am writing. 4. I will learn to recognise and use question words in French. 5. I will learn to recognise patterns of spelling and sounds in French. 6. I will use a variety of connectives correctly to make my language more interesting. 7. I will use a variety of verbs to extend my writing. 8. I will use a variety of adjectives to extend my writing. 9. I will use the dictionary to look up words I don’t know. 10. I will learn to use the online dictionary appropriately. 11. I will use a variety of tenses to extend my language. 12. I will use French to ask for things that I need.

ETho

mas

2013

P

age6

TEACHING AND LEARNING TERMS

What are learning objectives?

My view:

Class view:

What is target-setting?

My view:

Class view:

What is a plenary?

My view:

Class view:

What is self-assessment?

My view:

Class view:

What is peer-assessment?

My view:

Class view:

What are key skills? Can you name them?

My view:

Class view:

ETho

mas

2013

P

age7

The National Curriculum in French Oracy – speaking Level 1

o I can repeat single words or very short phrases correctly. o My pronunciation is accurate.

Level 2 o I can answer simple questions correctly. o My pronunciation is accurate.

Level 3 o I can ask a question. o I can answer simple questions correctly or I can prepare a simple presentation with the help of a

model, changing a few words. o My pronunciation is accurate.

Level 4 o I use a short model text and adapt it for myself by substituting words or phrases, and can use it

to help me take part in a simple conversation or presentation. o I can include my opinions. o I can use a dictionary to look up words I don’t know. o My pronunciation is accurate and my intonation is starting to follow French rhythms.

Level 5 o I can take part in a conversation or presentation using sentence builders. o I can extend my sentences beyond the basics of the given model. o I can use linking words to extend my sentences. o I can use a dictionary to help me to check my work. o My pronunciation is accurate and my intonation follows French rhythms.

Level 6 o I can use knowledge from past work to help me to extend what I am saying. o I can use a variety of verbs in my speaking. o I can use a variety of adjectives in my speaking. o I can use my dictionary and my booklets to help me to check my work. o My pronunciation is accurate and my intonation follows French rhythms.

Level 7 o I can give extended answers to spontaneous questions. o My answers contain a variety of language. o I can use more than one tense correctly. o I can use a variety of adverbs. o My speaking is confident and easily understood.

Level 8 o I can adapt language I have learned previously to deal with spontaneous situations. o I can discuss facts, my ideas and my experiences. o I can use a wide range of vocabulary and tenses. o My speaking is confident and generally accurate.

ETho

mas

2013

P

age8

Oracy: Listening Level 1

o I can understand words, simple statements and questions but I may need repetition or other help.

Level 2 o I can understand statements but I may need repetition.

Level 3 o I can understand short passages and dialogues but I may need repetition.

Level 4 o I can understand longer passages made up of simple sentences and containing

different sentence patterns but I may need repetition.

Level 5

o I can understand different spoken material in various familiar contexts.

Level 6 o I can understand a variety of spoken material, including familiar and unfamiliar

language.

Level 7 o I can understand a variety of spoken material including longer passages and language I

haven’t learnt.

Level 8 o I can understand a variety of spoken material from a range of sources.

ETho

mas

2013

P

age9

Reading Level 1

o I can understand single words but I may need help.

Level 2 o I can understand familiar phrases and use my book to find out the meaning of new

words.

Level 3 o I can understand simple texts and dialogues. o I can use a dictionary to look up new words.

Level 4 o I can understand texts using a dictionary and use context to work out unfamiliar words.

Level 5 o I can understand different types of texts. o I can skim, scan and detail read to find information. o I am confident when reading aloud o I can use context to work out unfamiliar language.

Level 6 o I can understand a variety of texts in unfamiliar and long contexts. o I am becoming more confident when working out meanings using context, grammatical

clues and similar words.

Level 7 o I can understand a range of material and develop strategies to find accurately ideas

and information even when some of the language is complex and unfamiliar.

Level 8 o I can understand a variety of material using a range of reference sources, even when

the topic is unfamiliar.

ETho

mas

2013

Page

10

Writing Level 1

o I can copy single words correctly. o I can select single words to complete short sentences or label pictures.

Level 2 o I can copy short phrases correctly.

Level 3 o I can write short sentences correctly with the help of a model sentence and can

change one or two words.

Level 4 o I can use a short model text and have adapt it for myself by substituting words or

phrases. o I can use a dictionary to look up words I don’t know.

Level 5 o I can write a short text using sentence builders. o I can use linking words to extend my sentences. o I can use a dictionary to help me to check my work (spelling and accents for

example). Level 6

o I can write more than one paragraph. o I can use a variety of verbs in my writing. o I can use a variety of adjectives in my writing. o I can use my dictionary and my booklets to help me to check my work. o I can re-draft my work to improve it.

Level 7 o I can write at least 120 words. o I can use more than one tense correctly. o I can use a variety of adverbs.

Level 8 o I can write a story or a non-fiction piece of writing. o I can use a wide range of vocabulary and tenses. o I can use reference materials on my own to help me to improve my work.

ETho

mas

2013

Page

11

My assessment record Date Skill assessed level achieved