ARD TEISHT GHAELGAGH - ADVANCED CERTIFICATE IN MANX ATG Draght 3

1. MODULAR STRUCTURE

This syllabus is constructed on modular lines. Assessment for the Advanced Certificate is by accumulation of credits which may be banked and remain valid for a period of three years.

There are three Areas of Study:
Listening and Reading Aloud/Speaking
Reading and Writing
Society and Culture

There are two modules assigned to each Area of Study, one module being at Tier 1 and the other module at Tier 2 (‘Tier’ refers to level of difficulty).

The following is an overview of the scheme:

Listening and Reading Aloud/Speaking: Module 1 (Tier 1) and Module 4 (Tier 2)
Reading and Writing: Module 2 (Tier 1) and Module 5 (Tier 2)
Society and Culture: Module 3 (Tier 1) and Module 6 (Tier 2)

2. ASSESSMENTS

The following assessments will be set:

Area of Study: Listening and Reading Aloud/Speaking

Module 1 (Tier 1)
Part (i) Listening Comprehension: listen to recordings of monologues and a dialogue in Manx, read written questions in Manx on these, and write answers in Manx. For Assessment Criteria see Section 13, page 12.

Part (ii) Reading Aloud: choosing a topic from the list below (see Section 3, page 3), prepare a written text on the chosen topic and read the text out loud, recording this on audio cassette (minimum length 5 minutes). For Assessment Criteria see Section 13, page 12.


Module 4 (Tier 2)
Part (i) Listening Comprehension: listen to a sound recording in Manx, and (with guidance) write a discussion paper in Manx. For Assessment Criteria see Section 13, pages 12 and 16.

Part (ii) Speaking: choosing a topic from the list below (see Section 3 below),
research this topic and be prepared to answer (in Manx) questions asked on the
2. ASSESSMENTS (Contd.)

topic in Manx. Candidates will be given guidance beforehand on the questions
asked once the topic has been agreed. The topic chosen must be different from that chosen in Module 1 Part (ii) and in Module 3 Part (ii).
For Assessment Criteria see Section 13, page 13.

Area of Study: Reading and Writing

Module 2 (Tier 1)
part (i) Letter in Manx - translate into appropriate English. Then, with guidance notes, reply in Manx. For Assessment Criteria see Section 13, page 15.

part (ii) Summary - given a passage in Manx of about 500 words, summarise it in English in about 175 words. For Assessment Criteria see Section 13, page 14.
Module 5 (Tier 2)
part (i) Written Report: given an article in Manx, write a summary in Manx drawing conclusions, making comparisons and expressing opinions on the theme or event.
For Assessment Criteria see Section 13, page 16.

part (ii) Translations: translate into accurate English three texts in Manx (40 - 100 words each). Also, translate a longer text in Manx into accurate English.
For Assessment Criteria see Section 13, page 15.

Area of Study: Society and Culture

Module 3 (Tier 1)
part (i) Contemporary References: write answers in English to questions in English on numbers of short texts in Manx concerning current issues in the Isle of Man.
For Assessment Criteria see Section 13, page 16.

part (ii) Project in Manx: write 1500-2000 words in Manx on a topic chosen from the list below (see 3 below) This must be a different topic from the one chosen in Module 1, Part (ii). For Assessment Criteria see Section 13, page 18.

Module 6 (Tier 2)
Long project or two short projects in Manx: choose one topic from the list below (see 3 below) and write 2500-3000 words in Manx on it. Or: choose two topics from the list and write 1250-1500 words on each topic. These must be different
topics from the ones chosen in Module 1, Part 2 , Module 3, Part 2 and in Module 4, Part 2. For Assessment Criteria see Section 13, page 18.






3. LIST OF TOPICS

All topics work should refer to the Isle of Man at present or in recent times. The topic title is given in the left hand column. Suggested areas to consider in a given topic are listed in the right hand column. It is not essential to adhere to these areas, provided the areas considered come under the aegis of the topic title.

Bea pholitickagh Vannin Tinvaal as Reiltys Vannin, politickaght ayns Mannin, Reiltys y Reeriaght Unnaneyssit as Mannin, y seihll eddyr-ashoonagh as Mannin, ashoonaghys Manninagh.

Eiraght as cultoor ayns Mannin Gaelg as Baarle ayns Mannin, kiaulleeaght, screeudeyrys, feaillaghyn cultooroil, sheshaghtyn cultooroil, Eiraght Ashoonagh Vannin, Undinys Eiraght Vannin, Coonceil ny h-Ellynyn.

Tarmaynys Vannin Y kerroo-argidys, jeantyssaght (manufacturing), çhaghnoaylleeaght- fysseree (IT), turrysid, eirinys, eeastagh. Cooishyn eddyr-ashoonagh as tarmaynys Vannin. Sleih ass obbyr.

Craueeaght ayns Mannin Agglish Hostyn ayns Mannin, Saasilee, yn Agglish Chatoleagh, agglishyn as credjughyn elley, credjue as scoillyn, anjeeys, resoonaghys (rationalism).


Bea ayns baljyn as er y Doolish as shappyn as kiartaghyn, baljyn çheer ayns Mannin elley, cooishyn-plannal, troggal thieyn, ard- reiltys as reiltys ynnydagh, eirinys as gowaltyssyn. Cummaltee noa.


Y çhymmyltaght ayns Mannin Coadey follanid as aalid Vannin, aa- choorsal (recycling), sollaghey thalloo as keayn, orçh, cooishyn-plannal, gleashtanyn, polaseeyn-reiltys, farraneyn- bree (energy sources).

Ynsagh ayns Mannin Scoillyn as colleishyn, cooishyn-curriglym,
polaseeyn y Rheynn Ynsee, Laare Studeyrys Manninagh, traenal ynseyderyn,
stiurey scoillyn, possanyn-cloie, paitçhyn feer aeg ayns scoillyn.
3. LIST OF TOPICS (Contd.)

Yn ym-ysseraght (The media) Pabyryn-naight, radio, çhellveeish, yn eddyr-voggyl, çhellvaneyn, Oaseirys Çhellinsh (Communications Commission),
çhaghnoaylleeaght-fysseree (IT), seyrsnys yn ym-ysseraght as y Reiltys.

Ymmyrkey Shirveishyn-marrey as shirveishyn-aer, gleashtanyn, barrooseyn, traenyn as trammyn, roaryn-bree as roaryn, y çhymmyltaght, costyssyn.
Shirveishyn-slaynt ayns Mannin Thieyn-lheihys ayns Mannin, fir as mraane- lhee, boandyryn as obbreeyn-slaynt elley, feeackleyrys as feeackleyryn. Shirveish- slaynt - theayagh as preevaadjagh.

Soccar ayns Mannin Spoyrt ayns Mannin, ynnydyn-spoyrt, clubbyn, thieyn-fillym, thieyn-cloie, thieyn-lhionney, loghanyn-snaue, cosheeaght, shirveishyn-lioarlagh,
kiaulleeaght, çhellveeish, radio.

4. RULES OF ENTRY
Only one module may be taken at a time. Modules may be retaken and the better or best result carried forward.

5. CERTIFICATION
Certification will show an overall grade A - E. Module certificates will also be awarded showing Distinction, Merit or Pass.

6. SOCIETY AND CULTURE
The expression in Manx of aspects of contemporary society and culture in the Isle of Man is an important part of this syllabus.

7. AIMS
(i) To build on positive attitudes to language learning acquired through earlier study and experience.

(ii) To promote the ability to communicate through Manx in a precise and disciplined way.

(iii) To provide enjoyment and to simulate candidates’ intellectual and critical facilities.

(iv) To provide learning contexts and language tasks directly relevant to contemporary life in the Isle of Man.

8. ASSESSMENT OBJECTIVES

Candidates will be expected:
1 to show that they can understand and respond to spoken Manx effectively and accurately in receiving and communicating information in a variety of contexts; in presenting ideas, opinions and facts to another person.

2 to show that they have understood the content of audio-cassettes made in Manx by fluent speakers. The content will be of a topical nature.

3 to show the ability to use written Manx with clarity and precision in defined situations for specific purposes, including the expression of their own ideas.

4 to show that they have understood the content of material written in Manx in a variety of contemporary styles and registers.

5 to identify the important points in written extracts, to appreciate the main theme or argument and to draw inferences from the written extracts.

6 to demonstrate the ability to render into acceptable English the precise content of material written in Manx and to reflect the register and spirit of the original.

7 to show that they can speak effectively in Manx for a certain length of time on a chosen approved topic, or that, having prepared a written text in Manx on a chosen approved topic, they can read that text aloud effectively.
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TABLE ONE
Assessment Objectives Tested
1 2 3 4 5 6 7
Modules 1 and 4 (Spoken Word):
(i) Listening Comprehension x x x
(ii) Speaking/Reading Aloud x x

Modules 2 and 5 (Written Word):
(i) Letter Writing/Report Writing x x x x
(ii) Summary and Translation x x x x

Modules 3 and 6:
(i) Contemporary References x x
(ii) Project Writing x







9. MODULAR STRUCTURE AND ASSESSMENT

The syllabus is constructed on modular lines (see Table Three) and assessment is by accumulation of credit points which may be banked and remain valid for a period of three years.
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TABLE TWO
Modular Structure and Credit Points

Area of study A Listening B Reading C Society Credit
and Oral and Writing and Culture Points

Module 1 Module 2 Module 3
First tier pass pass pass 1
merit merit merit 2
distinction distinction distinction 3

Module 4 Module 5 Module 6
Second Tier pass pass pass 1
merit merit merit 2
distinction distinction distinction 3
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TABLE THREE
Module 1 (i) Listening Comprehension
(ii) Oral Skills

Module 2 Letter Translation and Reply
Summary

Module 3 (i) Contemporary References
(ii) Project
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Module 4 (i) Listening Comprehension
(ii) Oral Skills

Module 5 (i) Written Paper
(ii) Translation

Module 6 Projects
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TABLE FOUR (a)
Content of Modules (summary)

Area of A Listening and B Reading and C Society and
Study Oral Writing Culture

First Module1 Module 2 Module 3
Tier
part (i) part (i) part (i)
Listening (a) Letter for Contemporary
Comprehension 50% translation 25% References 50%
2 parts with questions
and answers in Manx (b) Reply in Manx 25%

part (ii) part (ii) part (ii)
Oral assessment 50% English summary 50% Project 50%
1500 - 2000 words in Manx

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Second Module 4 Module 5 Module 6
Tier
part (i) part (i)
Listening Written report
Comprehension 50% in Manx 50% Either a single project of
Audio stimulus 2500 - 3000 words in Manx 100%
leading to written
report

part (ii) part (ii) Or two shorter projects of
Oral test 50% Translation 50% 1250 - 1500 words in Manx
(4 items) 50% + 50%
------------------------------------------------------------------------------------------------------------------------------------------------------ TABLE FOUR (b)
Weighting and Outcome Chart by Skill

Skill First Tier Second Tier
Outcome Weighting Outcome Weighting
Modules Listening (i) Manx 50% (i) Manx 50%
1 & 4 Comp.
Spoken Oral (ii) Manx 50% (ii) Manx 50%
Word

Modules Letters/ (i)(a) English 25% (i) Manx 50%
2 & 5 Summary (i)(b) Manx 25%
Written Report
Word Writing/ (ii) English 50% (ii) English 50%


Modules Background (i) English 50%
3 & 6 Knowledge
Project(s) (ii) Manx 50% Manx 100%
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10. CONTENT DESCRIPTION OF TASKS SET IN EACH AREA OF STUDY

Listening and Reading Aloud: Module 1

Part (i) Listening Comprehension 50%
Two types of audio items will be provided, each recorded by fluent speakers. The first will be of a type normally associated with a single speaker, e.g. news broadcasts, announcements; the second will be a conversation, discussion or interview between two speakers.

All questions will be written in Manx. There will be a variety of question types such that answers will be either in Manx or of a non-linguistic kind.

Individual sound recordings will be given to each candidate. Candidates may listen to the items as often as they wish in order to complete the tasks.

Part (ii) Oral Task - Reading Aloud 50%
Candidates will be required to choose a topic from the list in Section 3 above, research the topic, prepare a script in Manx on it, and then record their script on an audio cassette for assessment. The recording should be at least 5 minutes in duration.


Reading and Writing: Module 2

Part (i) Translation 25% + 25%
This task will consist of a letter in Manx and notes in English on the context and content of a suitable reply. Candidates will be required to translate the letter into English and then to write a reply in Manx.

Part (ii) Summary Writing 50%
This task will consist of a passage in Manx of about 500 - 600 words. There will be a contextualised brief which will require the candidates to summarise the content in English in about 175 - 200 words.


Society and Culture: Module 3

Part (i) Contemporary References 50%
Candidates will be offered a number of short texts relating to aspects of Manx society, culture and institutions. There will be questions testing comprehension of specific points in these texts (e.g. by requiring candidates to explain part of a text in their own words, or to draw an appropriate inference).

Part (ii) Project 50%
Candidates will be required to write 1500-2000 words in Manx on a topic chosen from the list in Section 3 above. This must be a different topic from the ones chosen in Module 1 Part (ii) .


Listening and Speaking: Module 4

Part (i) Listening Comprehension 50%
Candidates will listen to a sound recording in Manx and then compose a written discussion paper in Manx on what they have heard, according to the instructions in the accompanying brief.
Part (ii) Oral Task 50%
Candidiates will choose a topic from the list in Section 3 above and be prepared to answer spoken questions on the topic orally in Manx. Guidance on the questions will be provided, when the topic is chosen. The topic chosen must be different from that chosen in Module 1 Part (ii) and in Module 3 Part (ii). The oral task will be scheduled to last 20 minutes and will be recorded.



Reading and Writing: Module 5

Part (i) Report Writing 50%
This part of the paper will consist of one or more written reports or articles providing information on a theme or event. The candidates will study a brief which will require them to write a summary in continuous Manx in which they will need to draw conclusions, make comparisons and express opinions on the theme or event.

Part (ii) Translation into English 12.5% + 12.5% + 12.5% + 12.5%
This part of the paper will consist of four Manx texts to be translated into accurate English.


Society and Culture: Module 6

Project(s) 100%
Candidates will be required to write either a single project in Manx of 2500 - 3000 words or two shorter projects of 1250 - 1500 words each, on a topic or topics from the list in Section 3 above. The shorter projects may be written on separate topics or be on two themes from a single topic. The topic(s) chosen must be different from those chosen in Module 1 Part (ii), Module 3 Part (ii) and in Module 4 Part (ii).

11. RULES OF COMBINATION AND CERTIFICATION

Certification may take two distinct forms as detailed below:

1. For the Advanced Certificate in Manx
To qualify for the Advanced Certificate in Manx a candidate must take and pass all three First Tier modules and any Second Tier module, within a maximum period of five years.
This is the minimum required for a Grade N.

Aggregation of credit points (see Table Two) leading to the award of higher grades will be according to the table below. Higher grades are achieved by accumulation of higher assessments in individual modules and/or success in a greater number of modules. The progression is thus qualitative and not merely quantitative.


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TABLE SIX
Aggregation of Points for Advanced Level Certification

Grade     Points     Total   -  Example Route
A             16-18         3 distinctions (T1) and 2 merits and 1 distinction (T2)
B             13-15         2 merits and 1 distinction (T1) 1 pass, 1 merit and 1 distinction (T2)
C             10-12         3 merits (T1) and 2 passes and 1 merit (T2)
D                 7-9         1 pass and 2 merits (T1) and 2 passes (T2)
E                 5-6         2 passes and 1 merit (T1) and 1 pass (T2)
N                     4         3 passes (T1) and 1 pass (T2)
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2. Module Certificates
Module Certificates showing results achieved in each Area of Study will be also available to those students who are not attempting the full 4-6 module course leading to the Advanced Certificate.
The Module Certificate will show the Area of Study and result achieved as in Table Seven below.
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TABLE SEVEN
Results on Certificates
Area of Study First Tier Second Tier
A Listening and Reading Aloud/Speaking pass/merit/distinction pass/merit/distinction
(Spoken Word)

B Reading and Writing pass/merir/distinction pass/merit/distinction
(Written Word)

C Society and Culture pass/merit/distinction pass/merit/distinction
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TABLE EIGHT
Summary of Certification
Advanced Certificate Module Certificate

Minimum T3 passes at First Tier A pass
Requirement plus 1 pass at Second Tier

Credit points are accumulated and ‘banked’. Pass, Merit and Distinction will be awarded for each module in each Area of Study.
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12. PROCEDURES FOR SETTING THRESHOLDS FOR DISTINCTION, MERIT AND PASS

1. General Principles

Each module consists of two components. Each component is marked and thresholds are arrived at judgementally for Distinction and Pass. The Merit threshold is at the half-way point between Distinction and Pass.

When setting and marking, awarders work to the general brief that:

(i) components with detailed paper-specific mark schemes will have thresholds in the region of:

Distinction 65% Merit 55% Pass 45%
(except for the Contemporary References paper - see below).

(ii) components with descriptive mark schemes will have thresholds in the region of either:

Distinction 80% Merit 62.5% Pass 45 % for orals and essays

or for Projects and the Contemporary References paper:

Distinction 80% Merit 66% Pass 54%


Note: For Contemporary References, the thresholds are apparently higher than those of the other components with paper-specific mark schemes, but it should be remembered that the top mark is in itslef only 75-80% of the total available scoring points of about 100. Thus a Distinction threshold of 60/75 is 80% of 75, but only 60% of the available scoring points.

2. Module Thresholds

Once the thresholds for the two components in a module have been established, the thresholds for the overall module grades can be calculated.

Firstly, the two components must be weighted equally in order to compy with the syllabus.

e.g. Module 5:
Part 1 ‘Written Report’ is marked out of 40
Part 2 ‘Translations’ is marked out of 60.

To achieve equal weighting, all marks in the Written Report are scaled up to 60. The total mark for the Module is thus 120.

To achieve Distinction in this module, the candidate would in theory need 80% on Part 1, i.e. 48, and 65% on Part 2, i.e. 39. The module threshold for Distinction would thus be 87.

A similar procedure is used to calculate the Pass threshold. The Merit threshold is the mid-point between the Distinction and Pass.

3. Overall Syllabus Grades

Each module grade has a credit point value as given in the syllabus. The overall syllabus grade can be calculated by aggregating the credit points achieved and reading off the syllabus grade from Table Six. The general Rules of Combination or Certification must be observed to qualify for an Advanced Level certificate.








13. ASSESSMENT CRITERIA

Listening Comprehension, Module 1, part (i)

(a) For replies in Manx to traditional-type questions and for completions of sentences:

(i) the essential minimum only for the correct answer will be marked. Additional material will be ignored except when it invalidates the answer. Where this happens it will be penalised each time.

(ii) the Manx should be accurate with only minor errors, e.g., gender, will be tolerated. Minor spelling errors will be tolerated unless they interfere with communication.

(b) For completion of sentences in the words of the extract:

Accurate Manx required.

(c) Non-linguistic responses:

marked as indicated on mark scheme.


Listening Task, Module 4, part (i)
The written report will be assessed for accuracy and content in the ratio 50 : 50.
See criteria grids for Written Reports, page 16.


Oral Task, Module 1, part (ii)
Assessed under the following three headings:

Quality of language (maximum of 5 marks)
Quality of pronunciation, intonation and fluency (maximum of 5 marks)
Content (maximum of 5 marks)

Marks will be awarded as follows:

Quality of language
5 Excellent Natural, varied, accurate use of vocabulary, tenses and structure.

4 Very good High standard of accuracy in structure and tenses. Generally ambitious.

3 Good Mostly accurate. Fair range of vocabulary and structure. Straighforward structures and tenses.

2 Adequate Fairly accurate. Narrow range. Repetitive. Difficulty over handling tenses.

1 Poor Oversimplified. Elementary or inappropriate vocabulary. Very faulty grammar.

0 Very poor Little evidence of grammatical awareness. Meaning not clear.





Quality of pronunciation, intonation and fluency
5 Excellent Impressive all-round.

4 Very good Few pronunciation or intonation errors. Sounds convincing.

3 Good. Satisfactory phrasing and stress. Attempts correct intonation, but sometimes faulty. Working hard to sound Manx.

2 Adequate. Fair articulation, but marked pauses between Manx words; or very English, despite fluency.

1 Poor Heavily anglicised.

0 Very poor Almost incomprehensible.

Content
5 Shows thorough coverage of the topic; evidence of breadth and depth and shows personal initiative. Links between sections clearly made.

4 Has considered most aspects of the topic. Content relevant, up to date and coherent. Personal initiative shown in gathering evidence. Links between sections clearly made.

3 Some omissions in coverage, but most main aspects of topic covered satisfactorily. Some personal initiative and originality shown in gathering evidence. Weak or superficial links made between sections.

2 Coverage of the topics falls appreciably below what could reasonably be expected. Little personal initiative shown in gathering material. Content is mostly a series of independent units, not a coherent whole.

1 - 0 Very poor coverage of the topic. Little coherence. No personal initiative shown in gathering material.

Total of 15 marks.

Oral Test, Module 4, part (ii), sub-parts (a) and (b)
Assessment Principles
In sub-parts (a) and (b), candidates will be assessed under the three separate headings:

Quality of language (maximum of 5 marks)
Quality of pronunciation, intonation and fluency (maximum of 5 marks)
Content (maximum of 5 marks)

Marks will be awarded as follows:

Quality of language
5 Excellent Natural, varied, accurate use of vocabulary, tenses and structure.

4 Very good High standard of accuracy in structure and tenses. Generally ambitious.

3 Good Mostly accurate. Fair range of vocabulary and structure. Straighforward structures and tenses.


2 Adequate Fairly accurate. Narrow range. Repetitive. Difficulty over handling tenses.

1 Poor Oversimplified. Elementary of inappropriate vocabulary, Very faulty grammar.

0 Very poor Little evidence of grammatical awareness. Meaning not clear.

Quality of pronunciation, intonation and fluency
5 Excellent Impressive all-round.

4 Very good Few pronunciation or intonation errors. Sounds convincing.

3 Good. Satisfactory phrasing and stress. Attempts correct intonation, but sometimes faulty. Working hard to sound Manx.

2 Adequate. Fair articulation, but marked pauses between Manx words; or very English, despite fluency.

1 Poor Heavily anglicised.

0 Very poor Almost incomprehensible.

Content
5 Shows thorough coverage of the topic; evidence of breadth and depth and shows personal initiative. Links between sections clearly made.

4 Has considered most aspects of the topic. Content relevant, up to date and coherent.
Personal initiative shown in gathering evidence. Links between sections clearly made.

3 Some omissions in coverage, but most main aspects of topic covered satisfactorily. Some personal initiative and originality shown in gathering evidence. Weak or superficial links made between sections.

2 Coverage of the topics falls appreciably below what could reasonably be expected. Little personal initiative shown in gathering material. Content is mostly a series of independent units, not a coherent whole.

1 - 0 Very poor coverage of the topic. Little coherence. No personal initiative shown in gathering material.

Total of 15 marks each for sub-parts (a) and (b) giving a grand total of 30 marks for Module 4, part (ii).


Summary in English, Module 2, part (ii)

Assessment Principles
The mark scheme is drawn up on the basis of a list of the main points in the article. No prioritising of the importance of each point is made, since opinions will vary geatly and the importance of some points may be affected by the way in which the brief is interpreted.

The candidates are assessed on the premise that anyone including about three quarters of the points identified will have achieved all that can be reasonably expected and will thus receive full marks.

Since candidates may also phrase their summaries in such a way that some points are referred to only

by implication and thus may be difficult to identify by the marker, this system ensures a fair assessment of performance.

Marking Principles
Statements which are wrong do not score anything even though they may contain certain correct information.

One mark per point. Award 1/2 for a point which is incomplete, partly (but not seriously) misunderstood, is poorly expressed, or contains a wrong tense (which should be penalised on each occurrence).

Total number of scoring points will usually be approximately 40. A candidate who scores 30 is deemed to have gained full marks.

A final impression mark out of10 should normally confirm the mark gained above (i.e. be mathematically in proportion to it), but examiners at their discretion may use the impression mark to penalise or compensate a candidate, e.g. poor style and a large number of halves; or ambitious style, but short on facts. Otherwise calculate as from the table:

score 1 for 1 - 3 6 for 16 - 18
2 for 4 - 6 7 for 19 - 21
3 for 7 - 9 8 for 22 - 24
4 for 10 - 12 9 for 25 - 27
5 for 13 - 15 10 for 28 - 30

If the summary is longer than 200 words (the exact number may vary), rule off and mark only to the line.


Translation

(a) Translation of Letters (Module 2, part (i))

Assessment Principles
In both letters, we are looking for natural language which will reflect the style of the original and convey the information points. Good stylish renderings are acceptable as along as they do not alter in any way the sense of the original.

The mark schemes are divided into section each of which is worth one mark. The candidate cannot lose more than one mark per section and the omission of some sections is permitted without penaly where indicated.

When marking the translation into Manx, all errors (including non-controversial spelling errors) are -1. When the maximum penalty for any section has been reached (usually 1), further errors are indicated by an oblique stroke but no deduction is made.


(b) Translations, Module 5, part (ii)

Assessment Principles

In both tests we are looking for natural English which will reflect the style and register of the original and convey the information points. Good stylish renderings are acceptable as long as they do not alter in any way the sense of the original.
ASSESSMENT CRITERIA (CONTD.)

The mark schemes are divided into sections each of which is worth one mark. The candidate cannot lose more than one mark per section and the omission of some sections is permitted without penalty where indicated.


Contemporary References, Module 3, part (i)

Assessment Principles

Unlike traditional comprehension tests which test only linguistic knowledge, this test is designed to examine and reward background and cultural background. The aim is to encourage intelligent and informed understanding of contemporary aspects of the Isle of Man.

Since the test covers a wide spectrum of knowledge, a candidate who scores about 75% of the possible maximum is deemed to have achieved all that can be reaonably expected at this level and will be awarded full marks. For example, if approximately 100 scoring marks are available, then a score of 75 will be full marks. All marks above 75 will be awarded the maximum, 75. Marks below 75 will be taken at face value (e.g., a score of 50 would be awarded 50/75).


Written Reports in Manx, Module 4, part (i), and Module 5, part (i)

The written reports in Manx will be assessed for accuracy and content in the ratio 50:50.
The assessments will be made according to the criteria in the grids below:

Content Assessment Criteria, Module 4, part (i), and Module 5, part (i)

20 - 18 (i) Excellent use of arguments and facts and skilful use and presentation of material in an organised way.

(ii) Shows full grasp of implications of the brief and develops full and convincing arguments.

(iii) Analysis and conclusions show originality and are convincingly handled.
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17 - 13 (i) Sound organisation of ideas showing clear progression and coherence.

(ii) Has considered most aspects of the brief and arguments are presented with good supporting evidence.

(iii) Shows ability to handle abstract ideas, to analyse implications, draw conclusions and to propose solutions on further action.
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12- 8 (i) Shows adequate ability to organise material and ideas into a structured argument.

(ii) Considers rather more than half the number of ideas or arguments which might be expected in order to respond to the brief with some supporting evidence.

(iii) Analysis of implications attempted and some proposals for further action made.
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7 - 3 (i) Shows some ability to organise material and ideas into a structured argument.

(ii) Makes a reasonable number of relevant points and moving towards covering about half the number of ideas or arguments which are needed to respond adequately to the brief.

(iii) Ideas presented are analysed to some extent and conclusions beginning to be drawn.
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2 - 0 (i) Limited attempt to organise the material into a structured whole.

(ii) A few relevant points made to address the brief, but largely unsupported.

(iii) Little analysis of ideas made, mostly simplistic or superficial.
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Accuracy Assessment Criteria (Module 4, part (i), and Module 5, part (i))

20 - 18 (i) Entirely appropriate use of language

(ii) Sophisticated use of vocabulary, expression, idiom and structures.

(iii) High level of fluency and accuracy throughout.
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17 - 13 (i) Good all-round use of language.

(ii) Largely appropriate vocabulary and idiom; complex grammatical structures are used with increasing success.

(iii) fluency and accuracy are the norm.
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12 - 8 (i) Moderately appropriate use of language.

(ii) Reasonable choice of vocabulary and idiom and some successful use of more complex formations. Poorer features will be matched by better ones.

(iii) Tense and verb forms broadly accurate.
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7 - 3 (i) Use of language not always appropriate but not grossly inappropriate.

(ii) Some variety of vocabulary and use of idiom or more complex grammatical structures attempted but with a limited degree of success.

(iii) Some awareness of tense and verb forms with occasional accuracy in agreements.
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2 - 0 (i) Use of language inappropriate or simply inaccurate.

(ii) Very little variety of vocabulary and use of idiom.

(iii) Little or no awareness of tense, verb forms, agreements, etc.
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Discretion
marks
0 - 5 Discretion marks (up to a maximum of 5) will be used to reward candidates whose language is more ambitious than others: even when some errors occur, structural, grammatical and lexical sophistication can differentiate those who take risks from those who play safe. Discretion marks may not raise the total marks above 20.
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Projects (Module 3, part (ii), and Module 6)

The topics must be chosen from the list in Section 3 above.

Assessment of Projects
Projects should be assessed according to the criteria and mark scheme below:

Descriptive Marking Scheme and Criteria for Assessment of Projects (Module 3, part (ii), and Module 6)

Marks will be awarded as in the tables which follow, taking into account the associated criteria:

Presentation (5 marks) Award of marks
5 Clear, neat, well illustrated and fully documented. Enhances the reading and
understanding of the content.

4 Excellent standard; some inadequacies or omissions*; illustrations, documents, diagrams enhance the reading and understanding of content. Or, very few illustrations, etc., are used. More like an extended essay.

3 Adequately presented - few omissions*; illustrations, etc., make neutral contribution to understanding of the project for the reader.

2 Inadequate - many omissions*. May hinder the accessibility of the text for the reader. Illustrations, etc., are merely decorative for the most part, if present at all.

1 Large number of omissions*. Hinders the accessibilty of the text for the reader.

0 Unacceptable; little attempt to present the work properly.

* See Presentation Criteria (iii) below.

Presentation Criteria
Points to take into account include:

(i) whether the project is carefully and clearly set out;

(ii) the use of illustrations and diagrams: are they contributing or are they merely decorative?

(iii) bibliography, ackowledgements, attributions of quotations and data.
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Structure (5 marks) Award of marks
5 Excellent use of arguments and facts. Skilful use and presentation of material in an organised way. Clear line of argument, theme or purpose, consistently handled.


4 Sound organisation of ideas; project shows progression and coherence, including full introduction and conclusion. Clear theme followed throughout.

3 Shows adequate ability to organise relevant material into a logical and planned project. Introduction and conclusion perform their proper role, albeit briefly. Straightforward theme maintained, but not much elaboration.

2 Shows some ability to organise material into a logical argument. Some irrelevant material and
weak introduction and conclusion. Or, no introduction and/or conclusion.

1 Limited attempt to organise material into a structured project. Inadequate introduction and conclusion. Or, no introduction and/or conclusion.

0 Very little discernible structure or organisation.

Structure Criteria
Points to take into account include:

(i) whether there is a clear purpose and line of argument;

(ii) the quality of the introduction and conclusion;

(iii) the extent to which the individual sections contribute to the theme.
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Content (10 marks) Award of marks
10 - 9 Shows thorough coverage of the topic; evidence of breadth and depth and shows personal initiative.

8 - 7 Has considered most aspects of the topic and produced good supporting evidence. Content relevant, up to date and coherent. Persoanl initiative shown in gathering evidence. Links between sections clearly made.

6 - 5 Some omissions in coverage, but most main aspects of topic covered satisfactorily. Supporting evidence adequate. Generalities kept to a minimum (!). Some personal initiative
and originality shown in gathering evidence. Weak or superficial links made between sections.

4 - 3 Coverage of the topics falls significantly below what could reasonably be expected. Little supporting evidence. Many generalities. Little personal initiative shown in gathering and presenting evidence. Content is mostly a series of independent units, not a whole.

2 - 0 Very poor coverage of the topic. Points unsupported. No personal initiative shown in gathering evidence.

Content Criteria (See Note (i) below)

Points to take into account include:

(i) breadth and depth of research; personal initiative shown in efficient use of resources;

(ii) type of source material; whether it is up to date;

(iii) thoroughness of the coverage of the topic;

(iv) ability of the candidate to keep to the aim of the project, to maintain relevance and

topicality and to avoid generalities.
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Analysis (10 marks) Award of marks
10 - 9 Analysis and conclusions show originality and are convincigly handled. Independent judgements made and comparisons drawn throughout.

8 - 7 Shows ability to handle abstract ideas, to analyse implications convincingly, draw overall
conclusions, and, where appropriate, propose further action for solutions. Independent thought evident.

6 - 5 Some analysis of the facts attempted; some overall conclusions drawn. Some independent thought present. The analysis shows depth rather than superficiality.

4 - 3 The facts and ideas are reporte on rather than commented upon or analysed. Very few overall conclusions drawn. Some independent thought, but considerable reliance on reporting other sources’ conclusions.

2 - 0 Almost no analysis of ideas made - what there is, is simplistic or very superficial. Opinions expressed show little or no independent thought and are copied from sources.

Analysis Criteria (See Note (i) below)

Points to take into account include:

(i) has the candidate made any attempt at independent analysis, judgement or comparison?

(ii) does the candidate show understanding of the material gathered?

(iii) are the opinions expressed drawn together from evidence gathered, or merely copied from others?
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Notes: (i) Marks awarded for Content and Analysis will take into account the
intelligibilty of the (Manx) language used. There is no separate mark for
language accuracy. (This is assessed elsewhere in the syllabus.)

(ii) Projects which fall short of the stipulated length should be assessed as above and the final mark reduced in proportion to the amount of shortfall.
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RECOMMENDED READING AND STUDY

1. Yn Vible Chasherick.

2. Pargys Caillit. Manx translation of part of Milton’s ‘Paradise Lost’ plus ‘The Hermit’.
Edited with introduction and notes by Rev R L Thomson. Centre for Manx Studies, 1995.
ISBN 1 899 338 02 0

3. Yn Fer-Raauee Creestee. A bilingual edition of ‘The Christian Monitor’ with notes and introduction by Rev R L Thomson. Yn Çheshaght Ghailckagh, 1998.

4. Noo Ean & Lessoonyn Sodjey sy Ghailck Vanninagh. St John’s Gospel reprinted from the Manx Bible of 1819: ISBN 1 870029 119 + ‘Further Lessons in Manx’ by Rev R L Thomson: a linguistic commentary on the text of St John’s Gospel, 1981:
ISBN 1 870029 12 7

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