Exemplar Assessment Tasks: 
School Experiences (KS4)

Level
Key Stage 4
S4

Aims
Assessment objectives:
�h	to find out, select, analyze, organize and present information on familiar and unfamiliar topics (KDa)
�h	to interpret and use more extensive information through processes or activities such as describing, explaining, justifying, inferring, summarizing, synthesizing, drawing conclusions (KDb)
�h	to identify and discuss ideas in written texts, make connections, generate ideas and express or apply them (KDc)
�h	to respond to characters and events in narrative texts through written means such as putting oneself in the imaginary roles and situations in the story (EDb)
�h	to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events, incorporating where appropriate reflections on their significance (EDd)
�h	to converse and justify points of view about ideas, experiences (IDb)

Task Descriptions
Learners carry out the following tasks to prepare for the publication of a newsletter for a voluntary club which organizes activities for students.

Task 1		Life in a Village School (1 hour + 1 hour)*
To enter for a competition, learners read excerpts of interviews, complete a quiz and write an essay about life in a village school. (KDa, KDb, KDc & EDb in KS4)

Task 2		Bullying in Schools (30 – 40 minutes)
To gather information on what advice to give to bullied victims, learners listen to a tape on which a social worker talks about bullying. They then complete a diagram and answer the questions in their own words. (KDa & KDb in KS4)
 
Task 3		Student Counsellors (30 minutes)
Learners attend a training session on developing counselling skills. In this training session, each of them receives information on 1 of the 3 cases on a piece of paper. They form groups of three and discuss the cases. (KDc, EDd & IDb in KS4)

*Teachers should note that assessment tasks do not have to be given formally, e.g. in the form of quizzes or examinations. In fact, they can be given as assignments or class activities. Teachers should also note that the writing task can be done on a day or in a time slot different from that of the reading task.

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

You are a member of a voluntary club which organizes activities for students and offers advice to them. Part of your job is to work with a few others in publishing a newsletter on what happens in different schools.

For the next issue of the newsletter, your team wants to include a description of life in a village school. So you went with others to one of the village schools in Sai Kung, Hok Tsung School, and interviewed Mei Wah, the only student studying there, her teacher and her mother. 

You have translated the interviews into English and chosen to include the following excerpts in the newsletter. To boost readership, your team has designed a quiz and an essay competition to be included in the newsletter. Readers are encouraged to read the interviews and enter the competition to win a prize.

Excerpt 1: Interview with Mei Wah
 
R:	Reporter
M:	Mei Wah

R:	We learnt from the newspapers that you’re the only student studying in this school. How did that happen?

M:	Hok Tsung is a village school. As you know, the number of pupils has kept dropping as villagers moved to urban areas or emigrated abroad. Six years ago when I first joined this school, I was the only pupil in Primary One. But I was not alone in the school – there were six other pupils studying in Primary Three and upwards. We used to have a happy time together and we sometimes had P.E. lessons as a class. But they left one after the other in the past two years. That’s how I become the only student in this school.

R:	How do you feel about being the only student in school?

M:	I don’t mind being the only student in my school. In fact, I enjoy a lot of privileges. I get the sole attention of the headmaster and the teacher. I can always negotiate with my teacher as to what lessons I want more or less. For instance, if I get the teacher’s permission, I can finish a particular class earlier, for example, Arithmetic, and move on to other subjects like music. I particularly enjoy the piano lessons given by the headmaster himself.

R: 	Is life boring at Hok Tsung?

M:	Absolutely not! Though there are no other students around, I can bring in my two dogs and I am allowed to pick wild berries and tomatoes in the school yard during the lunch break. I am sure students in other schools cannot have such fun.

R:	Wow, it sounds really interesting! Your friends must be envious of your school life here?

M:	I’ve never told my friends that I am studying alone. Not that I feel inferior. I don’t think I am doing less well compared to children studying in town schools. I have eight lessons a day studying different subjects. I have homework to do every day and need to take examinations like everybody else. I just don’t feel like telling them my situation because they will have a lot of questions to ask. 

R:	You are leaving Hok Tsung next year. How do you feel about that?

M:	My feeling is mixed – on the one hand I look forward to a new and exciting school life that lies ahead but on the other hand, it must be very sad saying goodbye to the school, the people and everything here.

Excerpt 2: Interview with Mr. Chan, teacher at Hok Tsung
 
R:	Reporter
C:	Mr. Chan

R:	May I know what subjects you teach at school?

C:	Since I am the only teacher at Hok Tsung, I teach most of the subjects. The headmaster also helps with some cultural subjects like music and art.

R:	How do you feel about teaching only one student in the school?

C:	Mei Wah is a very nice girl to work with. She is respectful and well-behaved. But I do have some worries for her.

R:	What are your worries?

C:	I’m afraid having only one student at school is not too beneficial to Mei Wah. In the first place, she is deprived of a normal social life at school which most students of her age enjoy.

R:	Are you worried that she may not have the social skills to mix with other students?

C:	Exactly. The headmaster and I try to talk to her as much as we can after lessons but we just can’t substitute her peers. So it may take her a longer time to get used to and make friends when she starts secondary school. My next concern is that when she gets to secondary school, Mei Wah may lag behind her classmates in her school work. There’s no pressure from peers here and so there’s little incentive to work hard. She is going to have a difficult time catching up at the beginning. But she should be O.K., say, after the first term.

R:	Has the school tried to do anything to help?

C:	We once proposed to transfer Mei Wah to a school in the town centre but this was turned down by her parents. They thought Mei Wah enjoyed going to Hok Tsung so much that she should be allowed to stay. We respect their wish, of course.

R:	How do you like teaching at Hok Tsung?

C:	I basically enjoy the flexible class arrangements at Hok Tsung. I don’t need to stick to a rigid time-table. More time and attention can be given to the areas Mei Wah is weak in. Teachers in other schools may not have such kind of flexibility. The special situation at Hok Tsung has also fostered a close relationship between the school, the pupil and her family. We maintain good relations like a family.

Excerpt 3: Interview with Mrs. So, Mei Wah’s mother
 
R:	Reporter
S:	Mrs. So

R:	Why did you send Mei Wah to a village school?

S:	We are indigenous residents of Ho Tong Village. We have never left this place since our ancestors settled here a century ago. Why should I bother to send my daughter to a school faraway if there is one in our village?

R:	Do you have other considerations when choosing Hok Tsung for Mei Wah?

S:	We are from a poor family. We don’t earn much by making gravestones and growing vegetables. It will cost us a lot if Mei Wah moves to a school in the town centre. I will have to stop working and take her to and from school. We just can’t afford that!

R:	Are you saying that Mei Wah now goes to school by herself?

S:	Yes, she does. It only takes Mei Wah 15 minutes to get to her school. I can let her walk on her own with her two dogs. If she studies in a school in the town area, travelling between Ho Tong Village and Sai Kung town is very time-consuming and tedious. The bus service is very infrequent with only one bus an hour. I don’t want her to waste time travelling as the time can be better spent, like doing homework and revision or helping me in the field.

R:	I understand that the school once proposed transferring Mei Wah to a school in the town centre. Why did you decline the offer?

S:	Financial difficulty and distance are the two main reasons. Besides, Mei Wah is so used to Hok Tsung and I don’t want her to undergo abrupt changes at her age. We know the headmaster and the teacher very well. We often invite them to our place for dinner. We are like a family.

R:	Do you think that it is good for her to study by herself?

S:	She was by herself just for the last two years. Before that, she had schoolmates and a normal school life like children in other schools. It’s true Mei Wah missed them when they first left, but they still keep close contact with one another. Being the only student may be a benefit in disguise for Mei Wah – she learns to take care of herself and she becomes more independent than before. Even if problems exist, they are only temporary. Once she gets to a secondary school, everything will go back to normal.

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

Part 1

						I									
	1						aN				4		5			
			2			D									
b						I		3							
						G									
						E									
c						N									
						O									
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To complete the puzzle, you need to find words from the excerpts which mean the same as the following:

Down
1.	the opposite of “harmful” excerpt 2
2.	not given a chance excerpt 2
3.	the feeling you get when you wish you could have the same thing that someone else has excerpt 1
4.	something that is boring and uninteresting, and seems to last for a very long time excerpt 3
5.	sudden and perhaps surprising excerpt 3

Across
a.	discuss with people who have different opinions from yours in order to come to an agreement excerpt 1
b.	something that encourages you to do something excerpt 2
c.	not able to be changed or not flexible excerpt 2

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

(Answers)

Part 1

						I									
	1	B					aN	E	G	O	4T	I	5A	T	E	
	E		2D			D				E		B			
bI	N	C	E	N	T	I	V	3E		D		R			
	E		P			G		N		I		U			
	F		R			E		V		O		P			
cR	I	G	I	D		N		I		U		T			
	C		V			O		O		S					
	I		E			U		U							
	A		D			S		S							
	L														

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

Scoring Guide

Part 1

Aims of Assessment Task 
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
�h	interpret information through processes such as inferring*  
(KDb in KS4)	KD Band 5 (Reading)
�h	employing contextual and syntactic cues to interpret words	Learners are able to match the definitions in the crossword puzzle with appropriate words in the text by inferring their meaning from the context and sentence structures.

*Although “interpreting information through inferring” is not featured in the set of exemplar learning tasks for KS4, it is included in this set of assessment tasks for learners who have practised the skill in other learning tasks within the same or different unit.

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

Part 2

Are you a good reader? How many of the following questions can you answer?

1.	What year level was Mei Wah at during the time of reporting?

_________________________________________________________________________

2.	Why has the number of pupils in village schools kept dropping?

_________________________________________________________________________

_________________________________________________________________________

3.	Name two privileges Mei Wah enjoys as the only student in Hok Tsung.

_________________________________________________________________________

_________________________________________________________________________

4.	Why did Mei Wah’s parents send her to Hok Tsung School?

_________________________________________________________________________

_________________________________________________________________________

5.	Give two reasons why Mei Wah’s parents turned down the school’s offer to transfer their daughter to a school in the town centre.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

6.	Do you think Mr. Chan enjoys teaching only one student in the school? How do you know? Give reasons to support your answer.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

(Answers)

Part 2

1.	She was at Primary Six.

2.	The number of pupils has kept dropping as villagers moved to urban areas or emigrated abroad.

3.	a.	She gets all the attention of the headmaster and the teacher.
b.	She can bargain / talk / discuss / negotiate with her teacher as to what lessons she wants more or less.
c.	She can take / bring in her two dogs to school.
d.	She may / is permitted to pick wild berries and tomatoes in the school yard during the lunch break.

(To attain full score for this question, students have to state 2 privileges out of the 4 above.)

4.	Hok Tsung School is in Ho Tong Village where they live, so it is convenient / easy to send their daughter there.

5.	a.	Mei Wah’s parents don’t earn much; therefore, Mrs. So can’t afford to give up her work to take Mei Wah to a school faraway from their village – financial difficulty. 
b.	Travelling between Ho Tong Village and Sai Kung town is time-consuming / tedious as the bus service is infrequent (one bus an hour) – distance.
c.	They don’t want Mei Wah to undergo abrupt changes at her age.

(To attain full score for this question, students have to state 2 reasons out of the 3 above.)

6.	No absolute answer for this question. Marks should be awarded so long as students can justify their answers with sound reasons.

Yes, Mr. Chan enjoys teaching only one student in the school.

Reasons: 
a.	He enjoys the flexible class arrangements. / He doesn’t need to stick to a rigid time-table.
b.	More time and attention can be given to the areas the student is weak in.
c.	He can enjoy a closer relationship with the pupil and her family. 

(To attain full score for this question, students have to give 2 reasons out of the 3 above.)

OR

No, Mr. Chan does not enjoy teaching one student in school. He likes to teach more than one student in school.

Reasons:
a.	Students will have the chance of communicating and making friends with one another.
b.	Students are likely to work harder as there’ll be pressure from peers than when the class is made up of only one student.

(To attain full score for this question, students have to give 1 reason out of the 2 above.)

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

Scoring Guide

Part 2

Aims of Assessment Task 
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
�h	select, analyze and present information on familiar and unfamiliar topics 
      (KDa in KS4)
�h	interpret and use more extensive information through processes such as describing, explaining, justifying, summarizing, and drawing conclusions 
(KDb in KS4)	KD Band 4 (Reading)
�h	using basic strategies to acquire necessary information for particular purposes
�h	interpreting and using information presented in a range of text-types

(Questions 1 to 4)
	Learners are able to complete most of the questions accurately using where applicable their own language. The answers reflect ability to extract relevant information from the text, use context and knowledge of the world to work out the meaning of unfamiliar words and to understand the use of discourse markers.
	
	KD Band 5 (Reading)
�h	acquiring ideas and information from a variety of print sources
�h	identifying different facts, information and views

(Questions 1 to 5)
	Learners are able to complete most of the questions accurately using where applicable their own language. The answers not only reflect ability to extract relevant information from the text, use context and knowledge of the world to work out the meaning of unfamiliar words and to understand the use of discourse markers, but also an understanding of the interviewees’ views.
	
	KD Band 6 (Reading)
�h	acquiring and relating facts, opinions and information from a variety of print sources
�h	understanding different views and attitudes

(Questions 1 to 6)	Learners are able to answer almost all of the questions accurately using their own words. The answers reflect ability to select relevant information for different purposes, use context and knowledge of the world to work out the meaning of unfamiliar words and to understand the use of discourse markers. They are able to show an understanding of the interviewees’ views and feelings.	

Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

Part 3

How do you feel after reading the interviews about Mei Wah? The editorial board would like to invite your contributions for the next issue of the newsletter. Take the role of Mei Wah and write a descriptive account of about 250 words of what a school day is like at Hok Tsung. You may make use of the information given in the three interviews. You are also encouraged to make use of your imagination and express your personal feelings as Mei Wah. Illustrations are most welcome. The good essays will be published and the winners will each receive a book coupon donated by the voluntary club.

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Exemplar Assessment Tasks: School Experiences
Task 1: Life in a Village School

Scoring Guide

Part 3

Aims of Assessment Task 
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
�h	select, organize and present information on familiar and unfamiliar topics
(KDa in KS4)
�h	use more extensive information through processes or activities such as describing
(KDb in KS4)
�h	identify ideas in written texts, generate ideas and express them 
      (KDc in KS4)
�h	respond to characters and events in narrative texts through written means such as putting oneself in the imaginary roles and situations in the story 
      (EDb in KS4)

	KD Band 4 (Writing)
�h	producing short texts for specific purposes
�h	employing a range of connectives
�h	using a range of language patterns for various purposes

ED Band 4 (Writing)
�h	expressing experiences, observations and imaginative ideas by writing short accounts of events

KD Band 5 (Writing)
�h	producing texts for specific purposes
�h	using a wide range of language patterns for a range of purposes
�h	writing with some awareness of tone, style and register 
�h	showing organization and coherence appropriate for the material

ED Band 5 (Writing)
�h	expressing experiences, views, feelings and imaginative ideas through descriptive texts

KD Band 6 (Writing)
�h	using a range of language patterns for clarity and accuracy
�h	planning and producing coherent and structured texts

ED Band 6 (Writing)
�h	expressing experiences, views, feelings through descriptive texts, stories, etc. with some attempts to make good use of the salient features of these text-types
�h	producing expressions with an attempt to be interesting and effective

KD Band 7 (Writing)
�h	using a wide range of language patterns for better presentation and accuracy
�h	using well-balanced structure and appropriate tone, style and register

ED Band 7 (Writing)
�h	producing expressions with some creativity

	Learners are able to produce a short descriptive account of a school day at Hok Tsung. Events are clearly described and sequenced using time sequence markers where appropriate. There is some attempt to express experiences and personal feelings. A small range of language patterns and connectives are used to generate and structure writing. There are frequent errors, but they do not affect the intelligibility of the text.

Learners are able to produce a well-organized descriptive account of a school day at Hok Tsung. Not only are events clearly described and sequenced using time sequence markers where appropriate, but personal feelings and imaginative ideas are also expressed to make the writing original. A wide range of language structures and connectives are used and some awareness of register is shown. There are some language errors but the message is clearly presented.

Learners are able to produce a lucid and well-structured descriptive account, employing a range of language patterns appropriate to the text types of description and narratives. Events are sequenced and described clearly, and personal experiences, feelings and imaginative ideas are expressed to make the writing interesting and original. There is an alternation between narrative, dialogue and indirect speech. The writing is generally free of errors.

Learners are able to produce a coherent and vivid account using appropriate tone and register. A control over a wide range of language structures is demonstrated, and a rich vocabulary is used to add colour to the description. The writing is creative and largely free of errors.	

Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

The editorial team wants to include an article in the newsletter on what students can do if they are bullied. To gather information for the article, you listen to a tape on which a social worker gives advice to bullied victims. As you listen, make notes of the advice given. Then, answer the questions in your own words on the following pages. You now have 1 minute to read the question sheets for Part 1 and Part 2.

Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

Part 1

3.

1.

2.

4.

5.

6.

Other

Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

(Answers)

Part 1

3.

Try not to show that you are upset or angry

1.  

Let a teacher know

2.

Tell a friend what has happened

4.

Keep a diary / record / notes of what has happened

5.

Believe in yourself

6.

Ask the bullies to repeat what they said 

Other

Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

Part 2

Answer the following questions in your own words making use of the information given on the tape.

1.	Why is it not embarrassing to ask for help when you are bullied?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2.	Give one possible reason to explain why for some students, “the bullying went on and on” while “for others it was only for a short period of time”.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3.	Based on your understanding of the talk, suggest a suitable title for it.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

(Answers)

Part 2

Answer the following questions in your own words making use of the information given on the tape.

1.	Why is it not embarrassing to ask for help when you are bullied?

	Asking for help doesn’t mean you are a failure / coward or weak.
	Everyone needs help sometimes and they have the right to protect
	themselves.	

2.	Give one possible reason to explain why for students, “the bullying went on for years” while “for others it was only for a short period of time”.

Any possible answers

	e.g.  For some students the bullying happened for a short period of time
	       because they asked for help. For others, the bullying went on for years
     	       because they did not seek help. They were afraid that the situation
	       would get worse if the bully found out they asked for help.

3.	Based on your understanding of the talk, suggest a suitable title for the text.

                                                Any possible answers
e.g.  “What can you do if you are being bullied?”
       “Bullying – a survival guide”

Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

Scoring Guide

Parts 1 & 2

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
�h	find out, select, analyze, organize and present information on familiar and unfamiliar topics  
      (KDa in KS4)
�h	use more extensive information through processes or activities such as explaining, inferring* and synthesizing  
      (KDb in KS4)
	KD Band 4 (Listening)
�h	extracting information and ideas from short, simple texts	Learners are able to complete most of the questions accurately in Part 1 and some of the answers to the questions in Part 2 are partially correct. They show ability to mainly make use of sequence markers to help them extract relevant information and some contextual clues to deduce meaning in the spoken text.
	
�h		KD Band 5 (Listening)
�h	extracting information and ideas from spoken texts
�h	understanding others in discussions on familiar topics	Learners are able to complete most of the questions accurately. The answers reflect ability to make use of sequence markers and contextual clues to extract relevant information and to deduce meaning in the spoken text.
	
�h		KD Band 6 (Listening)
�h	extracting information and ideas from spoken texts 
�h	making connections between simple facts and information not directly stated through clues	Learners are able to complete most of the questions accurately. Ideas are clearly and effectively presented with only a few grammatical mistakes. The answers reflect not only ability to make use of sequence markers and contextual clues to extract relevant information and to deduce meaning in the spoken text, but also to make connections. There is awareness of the overall purpose of the speaker.

*Although “interpreting information through inferring” is not featured in the set of exemplar learning tasks for KS4, it is included in this set of assessment tasks for learners who have practised the skill in other learning tasks within the same or different unit.

Exemplar Assessment Tasks: School Experiences
Task 2: Bullying in Schools

Tapescript

Bullying is a real problem in many schools at the moment. It is unacceptable behaviour, and should not be encouraged. If you are being bullied, you may feel scared and miserable, but you must try to stop the bullying by taking quick and appropriate action. Remember, no one should put up with bullying.

For some, the bullying went on and on and never seemed to go away; for others it was only for a short period of time. All of them feel that it is not their fault because they have not done anything wrong. But it is the fault of the bully finding a victim.

You may want to ask, “If I am bullied, what can I do?” Here is my advice.

First, tell your teacher. This is one of the quickest ways of stopping bullying. I am sure that once you have told your teacher, he or she will carefully investigate your case and take appropriate action. It is no use to suffer in silence, as this will only encourage the offender to keep on bullying you.

Second, make notes of what is happening. Write down the details of the incidents such as the date, time, people and events as well as your feelings. When you report your case to the teacher or school social worker, a written record of the bullying makes it easier for him or her to carry out the investigation.

Third, tell a friend. Ask a friend you trust to help you. Tell the friend what has happened. It will be harder for the bully to come up to you if you have somebody with you for support. 

Fourth, don't let the bully know you are upset or angry. The bullies are likely to keep picking on you if they see that their tricks are working effectively. However, if you can keep calm and hide your emotions, they might get bored and give up. As one student told me, “they can’t bully you if you don’t care”.
 
Fifth, believe in yourself. Don’t believe what the bully says about you. Have confidence in yourself, as bullies often like to make their victims angry by saying things that are not true.

Lastly, ask the bullies to repeat what they said. Often bullies are not prepared for challenges. They may not be brave enough to repeat the remark exactly when they are asked to do so. If they really repeat it, you will have made them do something they were totally unprepared for, and this gives you some control of the situation.

Remember, if you need help, don’t hesitate to seek it. Everyone needs help sometimes and for different reasons. Asking for help to stop bullying doesn’t mean that you are weak or you are a loser. Reporting on bullying isn’t a cowardly act. You have the right to safeguard yourself against attacks and ill treatment and you should not be silent when you feel troubled and hurt.

Often, students don’t tell about bullying because they are afraid that things will get worse if the bully finds out. However, I'd like to assure you that schools can put a stop to bullying without the bully knowing who told, especially if the bully has several victims.

Even if the bully does find out, it is better to have things out in the open. Don’t suffer in silence!

Exemplar Assessment Tasks: School Experiences
Task 3: Student Counsellors

In order to gather information on how to give support to bullied victims, you attend a training session on developing counselling skills. In this training session, each of you will receive information on 1 of 3 cases on a piece of paper. Form groups of three. 

Part 1   Individual Presentation

Each of you will receive a case to study for a few minutes. Make notes to use as the basis for your presentation. When the preparation time is up, each of you will explain the case to your group members in your own words. You may refer to your notes but not the passage. The other 2 student counsellors may take notes while they listen. 

Part 2   Group Discussion

After all of you have presented your cases, discuss with your group members what advice you should give to those students seeking help. Give reasons why you think your suggestions will work.

Case 1
Connie comes from a supportive family. Her problem is at school. A group of her classmates are giving her a really hard time. They call her names like “Miss Piggy”, “Pumpkin” and “Dummy”. She really hates it when they yell at her using those names. They are giving her trouble all the time. They do things like sticking paper on her back, hiding her school bag at lunchtime, and drawing on her books. She has got some friends, but they are also afraid of the bullies. It is really getting to her. Yesterday she could not stand it any longer – she tore up the book of one of the bullies when she caught him dirtying her notes. They immediately crowded around her for a fight. She was in detention class for three days because of the fighting. The teacher said that she was also not “paying attention in class”. That was because she was thinking about what her classmates would do next.

Case 2
Ah Fai came from a village in the New Territories. He speaks Cantonese with an accent and is much older than his classmates. His family is not rich. His classmates love to call him names such as “Heung Ha Tsai” (country bumpkin). They laugh at his hairstyle, his schoolbag, his pencil box and almost everything he is using. When he answers the teacher’s questions in class, the others laugh at him. He is really lonely and has no one to talk to. He begins to skip classes and refuses to take part in class activities.

Case 3
Timmy is small for his age. Classmates call him “Ah Sai” (tiny boy). He is always troubled and bullied by two boys who are much bigger than him at school. Every time he sees them at a distance, he tries to walk away quickly. But when they come near, they are always saying that he is staring at them or he is in their way. They keep saying that they are going to beat him up. He does not know what he has done to upset them or what to do to protect himself. He asked whether he should attend another school.

Exemplar Assessment Tasks: School Experiences
Task 3: Student Counsellors

Scoring Guide

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
�h	converse and justify points of view about ideas and experiences
(IDb in KS4)
�h	give expression to one’s experience through activities such as providing oral descriptions of feelings and events, incorporating where appropriate reflections on their significance
(EDd in KS4)
�h	identify and discuss ideas in written texts, make connections, generate ideas, express or apply them  
(KDc in KS4)

	ID Band 4 (Speaking)
�h	participating meaningfully in a range of role-play and other activities
�h	asking for and offering simple information

ED Band 4 (Speaking)
�h	giving personal response to descriptions of experiences

KD Band 4 (Speaking)
�h	using correct pronunciation, intonation and rhythm
�h	expressing simple ideas, information and opinions on both familiar and less familiar topics

ID Band 5 (Speaking)
�h	participating in conversations with contribution
�h	participating effectively in a range of role-play and other activities

ED Band 5 (Speaking)
�h	expressing personal response to descriptions of experiences

KD Band 5 (Speaking)
�h	using correct pronunciation, intonation and rhythm for particular purposes
�h	participating in discussions on familiar topics
�h	reporting on simple events, familiar topics and giving solutions to simple problems
�h	expressing ideas, information and opinions on familiar issues

ID Band 6 (Speaking)
�h	sustaining conversational exchanges through making contributions, understanding what others say and responding in appropriate ways and at appropriate times
�h	participating in planning and discussion in familiar situations

ED Band 6 (Speaking)
�h	expressing personal response to descriptions of experiences with attempts to give some evaluative comments

KD Band 6 (Speaking)
�h	using correct pronunciation, intonation and rhythm for persuasion and argument
�h	expressing ideas, information and opinions
�h	participating in discussions and interviews and drawing up plans
�h	delivering a simple presentation on any particular issue	In Part 1, learners are able to provide information from what they have read for their own “case”.

In Part 2, learners are able to contribute information and express ideas and personal response in their group task. They are able to think of some suggestions but cannot explain why they think the suggestions will work.

In both parts, there may be errors in pronunciation, intonation and usage, but the meaning is still conveyed.

In Part 1, learners are able to present a clear and coherent account of the problem(s) in their “case” with relevant detail. 

In Part 2, learners are able to understand and respond to other people’s problems in a simulated situation. There is a clear awareness of the roles of a student counsellor and a constructive partner in a small group discussion. Learners are able to express personal response, offer suitable advice and explain clearly why their suggested solution(s) will work. 

In both parts, despite some errors in pronunciation, intonation and usage, ideas are adequately conveyed.

In Part 1, learners are able to present a clear, coherent and well organized account of the problem(s) in their “case”. 

In Part 2, learners are able to understand clearly and respond effectively to other people’s problem(s) in a simulated situation. They are able to engage in transactions (soliciting and offering views) and simple negotiations with peers (planning and organizing events). In addition to offering sound advice, they are able to explain clearly and convincingly why their suggested solution(s) will work. They show an understanding that they need to elaborate on some ideas or rephrase to make their meaning clearer. The language used is largely free of grammatical errors.