CATHAYS HIGH SCHOOL FRENCH DEPARTMENT

Transcription

1 CATHAYS HIGH SCHOOL FRENCH DEPARTMENT ALL ABOUT ACHIEVEMENT IN FRENCH Key Stage 3 EThomas2013 Page1

2 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. EThomas2013 Page2

3 COMMENTS FOR CLASSWORK AND HOMEWORK Excellent! Extra! Super! Très bon travail Très bon effort Très bien Bon travail continue C est bien Bien fait Bon effort Assez bien Bien Satisfaisant Satisfaisant mais trop d erreurs Pas mal Pas assez bien Moyen Manque de concentration Plus de detail! Attention à l orthographe Attention à la présentation Insuffisant trop d erreurs Négligent Peu d efforts Concentre-toi! Attention à l orthographe Attention à la présentation Inacceptable Très insuffisant Complète! Pas de travail Pas sérieux Pas d efforts Sans commentaries Inacceptable Nul! Viens me voir! ENCOURAGEMENTS Travail soigné Bonne présentation Des efforts Continue Beaucoup mieux Excellent Great! Super! Very good work Very good effort Very good Good work keep this up This is good Well done Good effort Quite good Good Satisfactory Satisfactory but too many mistakes Not bad Not too bad Average Lack of concentration More detail needed Take more care with spelling Take more care with presentation Not satisfactory too many errors Careless Not enough effort Concentrate Take more care with spelling Take more care with presentation Unacceptable Very unsatisfactory Finish this work No work done Lack of application No effort made No comment! Unacceptable Atrocious! See me! Careful work Well presented Good effort Keep this up Much better EThomas2013 Page3

4 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 Sp in the margin and the word underlined. Large letter over a small one MEANING This means that a word has been spelt incorrectly. You need to write the correct version 3 times. 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. EThomas2013 Page4

5 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. EThomas2013 Page5

6 What are learning objectives? TEACHING AND LEARNING TERMS What is target-setting? What is a plenary? What is self-assessment? What is peer-assessment? What are key skills? Can you name them? EThomas2013 Page6

7 The National Curriculum in French Oracy speaking Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 o I can repeat single words or very short phrases correctly. o My pronunciation is accurate. o I can answer simple questions correctly. o My pronunciation is accurate. 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. 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. 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. 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. 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. 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. EThomas2013 Page7

8 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. EThomas2013 Page8

9 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. EThomas2013 Page9

10 Writing Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 o I can copy single words correctly. o I can select single words to complete short sentences or label pictures. o I can copy short phrases correctly. o I can write short sentences correctly with the help of a model sentence and can change one or two words. 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. 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). 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. 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. 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. EThomas2013 Page10

11 My assessment record Date Skill assessed level achieved EThomas2013 Page11