Assessment Report

Level 2 Lea Faka-Tonga 2021

Standards 91674  91677

Part A: Commentary

It was pleasing to note that most candidates understood the key vocabulary and structures expected at this level.

Successful candidates tended to write succinct answers and provided responses that addressed the questions asked. They justified their answers with relevant details and examples from across the texts.

Lengthy responses do not guarantee Excellence - quality is more important than quantity.

Furthermore, the students who explained their answers clearly with supporting details were more successful than those who explained things which were not directly connected or related to the question asked.

Part B: Report on standards

91674:  Demonstrate understanding of a variety of spoken Lea Faka-Tonga texts on familiar matters

Grade awarding 

Candidates who were awarded Achievement commonly:

  • gave simple, factual answers without elaboration
  • were able to read and understand basic vocabulary
  • were unfamiliar with some grammar patterns
  • attempted most questions
  • demonstrated basic knowledge of Level 7 vocabulary and structures.

Candidates whose work was assessed as Not Achieved commonly:

  • guessed at answers and misunderstood many pieces of vocabulary
  • gave uncertain, or two different answers
  • wrote answers that were unrelated to the questions or topics
  • left parts of the exam booklets blank.

Candidates who were awarded Achievement with Merit commonly:

  • made connections between the facts and ideas presented
  • gave accurate and detailed answers
  • attempted all questions to varying degrees of depth
  • understood some complex language forms
  • showed clear understanding of the listening passages by rewording ideas clearly.

Candidates who were awarded Achievement with Excellence commonly:

  • gave detailed answers in their own words, which showed a full understanding of the texts
  • showed in-depth understanding of all lexical items and created well-considered answers
  • understood and used a wide range of vocabulary and language features
  • demonstrated an excellent understanding of complex sentences
  • included implied meanings in most of their answers
  • addressed the questions, and answered all parts
  • showed evidence of proofreading their answers to provide high-quality responses.

91677:  Demonstrate understanding of a variety of written and/or visual Lea Faka-Tonga texts on familiar matters


Those who wrote down ideas and facts while listening tended to do better than candidates who did not make notes.

Grade awarding 

Candidates who were awarded Achieved commonly:

  • communicated part of the information required
  • described only the general meaning of the text and the simple information
  • provided responses that lacked depth, needed to reach a higher level
  • used some key vocabulary from the texts
  • conveyed the general gist of the texts
  • wrote to some extent on their own ideas as well as evidence from the passages.

Candidates who were awarded Not Achieved commonly:

  • did not provide answers to all parts of the questions
  • invented answers using their own knowledge and / or personal opinions rather than using evidence from the texts
  • did not address the question
  • provided irrelevant responses
  • provided very little information.

Candidates who were awarded Achievement with Merit commonly:

  • selected most of the relevant information from the passages
  • linked ideas from the text to provide a coherent response to the question
  • understood more complex sentences and language features
  • identified key ideas.

Candidates who were awarded Achievement with Excellence commonly:

  • developed well-articulated answers using their own words
  • included relevant details and examples from the texts to support their answers
  • showed understanding of the implied meanings of all the texts providing very clear and accurate responses.

Lea Faka-Tonga subject page

Previous years' reports
2020 (PDF, 245KB)

2019 (PDF, 216KB)

2018 (PDF, 103KB)

2017 (PDF, 40KB)

2016 (PDF, 206KB)

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