2016 Level 2 Tongan 2.1 — page 1 of 8

EXTERNAL ASSESSMENT SCHEDULE – 2016 Level 2 Lea Faka-Tonga

AS91674v.1 Demonstrate understanding of a variety of spoken Tongan texts on familiar matters Credits: 5

Achievement / Achievement
with Merit / Achievement
with Excellence
Demonstrate understanding of a variety of spoken Tongan texts on familiar matters. / Demonstrate clear understanding of a variety of spoken Tongan texts on familiar matters. / Demonstrate thorough understanding of a variety of spoken Tongan texts on familiar matters.

Evidence

Note: What follows is not a complete list of all acceptable responses, nor is it an indication of the exact wording required. Assessment judgments are based on the level of understanding shown, rather than knowledge of individual lexical items.

First Passage – Fili Fakapotopoto. Making the Right Choices

Question One: (a) Identify two purposes of having a school ball. Give two reasons from the interview to support your answer.
EVIDENCE FROM TEXT / NOT ACHIEVED / ACHIEVEMENT / MERIT / EXCELLENCE
Shows no or limited understanding of the text.
Has some lexical information correct but has not understood the gist of the text or is logically inconsistent indicating misunderstanding of the gist of the text. / Shows understanding/is able to make meaning of the text.
Has lexical information largely correct and has understood the gist of the text without being able to develop explanatory answers – demonstrates understanding / Selects relevant information, ideas, and opinions from the text and communicates them unambiguously.
Has developed an explanatory answer without indicating a grasp of fine details and nuance – demonstrates clear understanding. / Selects and expands on with supporting detail relevant information, ideas and opinions from the text and shows understanding of the implied meanings or conclusions within the text.
Has developed an answer that shows understanding of nuance and meanings not necessarily stated obviously in the text – demonstrates thorough understanding.
FIRST TEXT: FILI FAKAPOTOPOTO.
Question 1 (a)
Sample answer:
  • reasons provided
  • Explanation involves communication of ideas of/about the purpose and reasons for having a school ball.
Other possibilities:
  • Using examples of previous school ball.
  • Development of ideas
Note for teachers:
Some students may have different reasons and it will depend on how these reasons are supported from the text. / No evidence of answer for both purpose and reasons. / Ko ‘enau fiefia he lava ‘enau ako he Kolisi.
Ko ‘enau fakamāvae mo honau ngaahi kaungāako. / Ko e taumu’a ‘uluaki ki hono fakahoko ‘a e fakasōsiale ‘a e ngaahi ako, ko ‘enau fiefia he ikuna ‘enau ako.
Ko e taumu’a hono ua e fakahoko ‘a e fakasōsiale ‘a e ngaahi ako, ko ‘enau fakamāvae mo honau ngaahi kaungāako. / Ko e taumu’a ‘uluaki ki hono fakahoko ‘a e fakasōsiale ‘a e ngaahi ako, ko ‘enau katoanga’i fiefia ‘a e ikuna ‘enau ako he ta’u faka’osi he na’e ‘ikai ke faingofua ka ko ‘enau lotolahi mo feinga malohi pea ‘oku totonu leva ke fakapale’i kinautolu.
“Ko e taumu’a ko ‘enau
kātoanga’i ‘enau ikuna e ta’u
faka’osi ‘enau akoˊ”
Ko e taumu’a hono ua e fakahoko ‘a e fakasōsiale ‘a e ngaahi ako, ko ‘enau fakamāvae mo honau ngaahi kaungāako kuo nau maheni mo feohi fe’ofo’ofani he ta’u ‘e nima kuo nau ako ai he Kolisi. He kuo tokolahi ‘a e fanau kuo nau nofo pe ‘oku te’eki ai ke nau a’u ‘o Foomu Fitu.
“fakamāvaemo honau
kaungāako, fakafiefia’i
‘a e lava ‘enau ngaahi sivi
NCEA, pea mo ‘enau ikuna e
ta’u ‘e nima ‘enau ‘i he ako
Kolisi′.”
Question One: (b)The Principal said, “’oku mahu’inga ke fili fakapotopoto ‘a e fānau he’enau fakasōsiale fakaako”. Why did the Principal say “’oku mahu’inga ke fili fakapotopoto ‘a e fanau he’enau fakasōsiale fakaako”? Explain and support your answer with example from the interview.
EVIDENCE FROM TEXT / NOT ACHIEVED / ACHIEVEMENT / MERIT / EXCELLENCE
FIRST TEXT: FILI FAKAPOTOPOTO.
Question 1 (b)
Sample answer:
  • reasons provided
  • Explanation involves communication of ideas of/about the purpose and reasons for having a school ball.
Other possibilities:
  • Using examples of previous school ball.
  • Development of ideas
Note for teachers:
Some students may have different reasons and it will depend on how these reasons are supported from the text. / No evidence of answer and reason given. / Ka hoko ha faingata’a he hala ‘o mate ha taha, ‘e faka’ofa honau ngaahi famili. / ‘Oku mahu’inga ki he fānau ako ke nau fili fakapotopoto, he ka hoko ha faingata’a he hala ‘o mate ha taha, ‘e uesia lahi ai honau ngaahi famili.. / ‘Oku mahu’inga ki he fānau ako ke nau fili fakapotopoto, he ka hoko ha fakatu’utamaki hangē ko e faka’uli konā he hala ‘o malōlō ha taha, ‘e uesia lahi ai ‘enau matu’a, family, kaungāme’a pea pehē foki ki he ako pea tala tokua kuo nau ta’etokanga.
“ ‘Oku mahu’inga leva ki he mātu’a mo e
fānau′ ke nau femahino’aki pea ke fili
fakapotopoto ‘a e fanau ke fakahā ‘enau
‘ofa mo e talangofua ki he’enau mātu’aˊ.
Ka hoko ha faingata’a hangē ko e
faka’uli konā ‘o si’i malōlō ha taha he
hala pule’anga' ‘e uesia ‘enau mātu’aˊ,
ngaahi fāmili′, kaungā akoˊ pea mo e
‘apiakoˊ foki.”

Second Passage – Ta’u Nofo mei he Ako School Leaver Age

Question Two: (a)Explain two advantages of leaving school at eighteen years of age.
EVIDENCE FROM TEXT / NOT ACHIEVED / ACHIEVEMENT / MERIT / EXCELLENCE
SECOND TEXT: TA’U NOFO MEI HE AKO
Question 2(a)
Sample answer:
  • Importance provided
  • an example provided
  • Explanation involves communication of ideas of/about the importance of raising school leavers age to eighteen years of age.
Other possibilities:
  • Using examples from own experienceat school.
  • Development of ideas
Note for teachers:
Some students may have different reasons and it will depend on how these reasons are supported from the text.
This text provided four advantages. / No evidence of answer. / Ko e ta’u ‘eni ‘oku lava ai ‘enau sivi.
Ko e mo’ua honau taimi ki he ako. / Ko e lelei ‘uluaki ‘o e toki nofo mei he ako he ta’u tahavalu, ko e lava ia ‘enau sivi.
Ko e lelei hono ua ‘o e toki nofo mei he ako he ta’u tahavalu, ko e fakamoleki honau taimi ki he ako. / Ko e lelei ‘uluaki ‘o e toki nofo mei he ako he ta’u tahavalu, ko e toki lava kakato ia ‘enau sivi pea mahino ‘enau fakakaukau ki he’enau taumu’a ako pe ngāue ki honau kaha’u ke tokoni ki honau ngaahi famil.
Ko e lelei hono ua ‘o e toki nofo mei he ako he ta’u tahavalu, ko e femou’ekina honau taimi he ako pea si’isi’i ange ai ‘enau kau he faihia he komiunitī hangē ko e kaiha’a ke feau ‘enau ngaahi fiema’u.
Question Two: (b)The current law for school leaver’s age is sixteen years of age. The speech requested to increase the school leaver’s age to eighteen. Circle the age in which you prefer to leave school. Explain your choice with evidence from the speech.
EVIDENCE FROM TEXT / NOT ACHIEVED / ACHIEVEMENT / MERIT / EXCELLENCE
FIRST TEXT: TA’U NOFO MEI HE AKO
Question Two (b)
Sample answer:
  • reasons provided
  • Explanation involves communication of ideas of/about the purpose of the question.
Other possibilities:
  • Using examples observed from families
  • Development of ideas
Note for teachers:
Some students may have different reasons and it will depend on how these reasons are supported from the text. / No evidence of answer for any of their choice. / Vave ‘enau ngaue ‘o tokoni.
Tuai ai ‘enau mali. / Ko e vave ange ‘enau nofo he ako ko e vave ange ia ‘a e ma’u ‘enau ngaue.
Te nau fili fakapotopoto ange honau ngaahi mali pea mahino ko e famili ke tauhi. / Ta’u tahaono/ Sixteen years of age
‘Oku ou tui ko e ‘osi ‘a e fanau mei he ako he ta’u tahaono ko e vave ange ia ‘enau ma’u ngaue ke tokoni ki he ngaahi kavenga honau ngaahi famili hangē ko e totongi fale, totongi ‘uhila pe totongi vai.
Ta’u tahavalu/Eighteen years of age.
‘Oku ou tui ke toki ‘osi ‘a e fanau mei he ako he ta’u tahavalu he ‘e tuai ange ai ‘enau fakakaukau ki he fa’ufamili pea ke mahino ko e mahu’inga ‘o e famili ke nau ngaue malohi ke ma’u ha pa’anga ke tauhi ‘aki pea ke nau mo’ui fiefia.
“‘E lava ‘o fakatuai’i ai ‘enau
fa’u fāmiliˊ pe mali kei iikiˊ.”

Third Passage – ‘Oku tau mo’ui lelei nai? Are we Healthy?

Question Three: (a)Identify two functions of the Ministry of Health. Provide an example from the poem to support your answer.
EVIDENCE FROM TEXT / NOT ACHIEVED / ACHIEVEMENT / MERIT / EXCELLENCE
THIRD TEXT: ‘OKU TAU MO’UI LELEI NAI?
Question Three (a)
Sample answer:
  • Functions provides
  • Explanation involves communication of ideas of/about the purpose of the question.
Other possibilities:
  • Using examples of everyday lifewhen using local Clinics and Health providers.
  • Development of ideas
Note for teachers:
Some students may have different reasons and it will depend on how these reasons are supported from the text. / No evidence of answer for both functions. / Ko ‘enau tokanga ki he mo’ui lelei ‘a e kakai.
Ko ‘enau ako’i ‘a e kau Toketa mo e kau Neesi. / Ko e fatongia ‘uluaki ‘o e Potungaue Mo’ui ko ‘enau tokanga ki he mo’ui lelei ‘a e kakai mei he ngaahi Kiliniki.
Ko e fatongia hono ua ‘o e Potungaue Mo’ui ko ‘enau ako’i ‘a e kau Toketā mo e kau Neesi ke nau ‘ilo hono ngaue’aki ‘a e ngaahi faito’o ki he ngaahi mahaki. / Ko e fatongia ‘uluaki ‘o e Potungaue Mo’ui ko ‘enau tokangaekina ‘a e mo’ui lelei ‘a e kakai ‘o e fonua ‘aki ‘enau fokotu’u ha ngaahi Kiliniki ke talatala ki ai ‘a e kakai he taimi ‘oku nau fokoutua ai.
“Mei he ngaahi Kiliniki΄ mo e ngaahi Falemahaki΄.”
Ko e fatongia hono ua ‘o e Potungaue Mo’ui ko ‘enau ako’i ‘a e kau Toketā mo e kau Neesi ke nau poto hono ngaue’aki ‘a e ngaahi faito’o ki he ngaahi mahaki ‘oku nau fiema’u tokoni.
“Kae ‘uma’ā ‘a e kau Toketā mo e kau Neesi kuo nau ako’i.”

Third Passage – ‘Oku tau mo’ui lelei nai? Are we Healthy?

Question Three: (b)Discuss the importance of picture one and picture two according to the services of the Ministry of Health. Provide evidence from the poem to support your answer.
EVIDENCE FROM TEXT / NOT ACHIEVED / ACHIEVEMENT / MERIT / EXCELLENCE
THIRD TEXT: ‘OKU TAU MO’UI LELEI NAI?
Question Three (b)
Sample answer:
  • Importance provided for each images
  • Explanation involves communication of ideas of/about the purpose of the two images provided.
Other possibilities:
  • Using examples of everyday lifewith food and exercising.
  • Development of ideas
Note for teachers:
Some students may have different reasons and it will depend on how these reasons are supported from the text. / No evidence of answer for both images. / Ke tau tō ‘a e vesitapolo hangē ko e kaloti, polo mo e temata.
Ke tau fakamalohisino hangē ko e luelue, lele pe kau ‘i ha fa’ahinga sipoti. / Ko e mahu’inga ‘o e fakatātā ‘uluaki, ke tau tō ‘a e vesitapolo hangē ko e kaloti, polo mo e temata ke tokoni ki he’etau me’atokoni.
Ko e mahu’inga ‘o e fakatātā hono ua ko e fakamanatu mai ‘a e fakamalohisino hangē ko e luelue, lele pe kau ‘i ha fa’ahinga sipoti. / Ko e mahu’inga ‘o e fakatātā ‘uluaki ko e fakamanatu ke tau tō ‘a e vesitapolo hangē ko e kaloti, polo mo e temata he ‘oku lelei ia ki he ma’u me’atokoni kae tuku e kai e me’akai ngako mo e teikiauei.
“Pea tau tō ‘a e temata′, letisi′ mo e kaloti′,”
“Vesitapolo ifo ke filio’i ‘aki ‘etau ma’u me’atokoni′,”
Ko e mahu’inga ‘o e fakatātā hono ua ko e fakamanatu mai ke tau fakamalohisino hangē ko e luelue, lele pe kau ‘i ha fa’ahinga sipoti ke ngaungaue ai hotau sino pea tau mo’ui lelei foki he kuo lahi ‘a e mahamahaki ‘a e kakai hotau komiunitī.
“Ka ko e hā nai ‘a e fale’i mei he Potungāue Mo’ui΄?”
“Ke tau hū ki tu’a ‘o luelue, va’inga mo kau ha sipoti΄.”

OVERALL SUFFICIENCY STATEMENT

Tongan 2.1

ACHIEVEMENT / MERIT / EXCELLENCE
3A / 3M / 3E
Minimum of 2 As – AAN, AAE, AAM, MAM / Minimum of 2 Ms – MME, MMA, MMN, MEM, MEA / Minimum of 2 Es – EEA, EEM, EEN.

Teacher notes

The responses are an example of how the candidate may answer the questions in the companion assessment booklet titled Tongan 2.1

Teachers may include other responses providing they answer the question as intended and align to the requirements of the achievement standard.

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