aqa-2650-2660-2695-w-sp_nivel a
TRANSCRIPT
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GCEAS and A Level Specification
French/German/Spanish
AS exams 2009 onwards
A2 exams 2010 onwards
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GCE French/German/Spanish Specication for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)
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1 Introduction 2
1.1 Why choose AQA? 21.2 Why choose French/German/Spanish? 2
1.3 How do I start using this specication? 3
1.4 How can I nd out more? 3
2 SpecicationataGlance 4
3 Subject Content 53.1 Unit 1 FREN1; GERM1; SPAN1 Listening, Reading and Writing 8
3.2 Unit 2 FRE2T/V; GER2T/V; SPA2T/V Speaking Test 10
3.3 Unit 3 FREN3; GERM3; SPAN3 Listening, Reading and Writing 12
3.4 Unit 4 FRE4T/V; GER4T/V; SPA4T/V Speaking Test 14
3.5 Grammatical Structures 16
4 SchemeofAssessment 194.1 Aims 19
4.2 Assessment Objectives 19
4.3 National Criteria 20
4.4 Prior Learning 20
4.5 Synoptic Assessment and Stretch and Challenge 21
4.6 Access to Assessment for Disabled Students 21
5 Administration 225.1 Availability of Assessment Units and Certication 22
5.2 Entries 225.3 Private Candidates 22
5.4 Access Arrangements and Special Consideration 23
5.5 Language of Examinations 23
5.6 Qualication Titles 23
5.7 Awarding Grades and Reporting Results 23
5.8 Re-sits and Shelf-life of Unit Results 23
Appendices 24A Performance Descriptions 24
B Spiritual, Moral, Ethical, Social, and other Issues 28
C Overlaps with other Qualications 29
D Key Skills Teaching, Developing and Providing Opportunities for 30
Generating Evidence
Vertical black lines indicate a signicant change or addition to the previous version of this specication.
Contents
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1 Introduction
1.1 Why choose AQA?
Its a fact that AQA is the UKs favourite examboard and more students receive their academicqualications from AQA than from any other board.But why does AQA continue to be so popular?
SpecicationsOurs are designed to the highest standards,so teachers, students and their parents canbe condent that an AQA award provides anaccurate measure of a students achievements.And the assessment structures have beendesigned to achieve a balance between rigour,
reliability and demands on candidates.
SupportAQA runs the most extensive programme ofsupport meetings; free of charge in the rst yearsof a new specication and at a very reasonablecost thereafter. These support meetings explainthe specication and suggest practical teachingstrategies and approaches that really work.
ServiceWe are committed to providing an efcient andeffective service and we are at the end of thephone when you need to speak to a person aboutan important issue. We will always try to resolveissues the rst time you contact us but, shouldthat not be possible, we will always come backto you (by telephone, email or letter) and keepworking with you to nd the solution.
EthicsAQA is a registered charity. We have noshareholders to pay. We exist solely for the goodof education in the UK. Any surplus income isploughed back into educational research and ourservice to you, our customers. We dont protfrom education, you do.
If you are an existing customer then we thank you foryour support. If you are thinking of moving to AQAthen we look forward to welcoming you.
1.2 Why choose French/German/Spanish? To enable students to develop and build on the
skills acquired at GCSE.
To enhance employment prospects.
To facilitate foreign travel.
To provide an insight into another culture andsociety.
To provide students with a sound basis for furtherstudy.
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GCE French/German/Spanish Specication for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)
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AlreadyusingtheexistingAQAFrench/German/Spanishspecication?
Register to receive further information, such asmark schemes, past question papers, details ofteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.php
Information will be available electronically or inprint, for your convenience.
Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need for the examinations. This is particularly
important where examination material is issuedbefore the nal entry deadline. You can let usknow by completing the appropriate Intention toEnter and Estimated Entry forms. We will sendcopies to your Exams Ofcer and they are alsoavailable on our websitehttp://www.aqa.org.uk/admin/p_entries.html
NotusingtheAQAspecicationcurrently?
Almost all centres in England and Wales use AQAor have used AQA in the past and are approvedAQA centres. A small minority are not. If yourcentre is new to AQA, please contact our centreapproval team [email protected]
AskAQA
You have 24-hour access to useful information andanswers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php
If the answer to your question is not available,you can submit a query for our team. Our targetresponse time is one day.
TeacherSupport
Details of the full range of current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.html
There is also a link to our fast and convenient onlinebooking system for Teacher Support meetings athttp://events.aqa.org.uk/ebooking
If you need to contact the Teacher Support team,you can call us on 01483 477860 or email us [email protected]
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1.4 How can I nd out more?
1.3 How do I start using this specication?
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GCE French/German/Spanish Specication for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)
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AS Examinations
Unit 1 FREN1; GERM1; SPAN1
Listening, Reading and Writing
70% of AS, 35% of A Level2 hour written examination110 marks
Available January and June
Unit 2 FRE2T/V; GER2T/V; SPA2T/VSpeaking Test
30% of AS, 15% of A Level35 minutes speaking test (including 20 minutes preparation)
50 marks
Available January (FRE2T, GER2T, SPA2T only) and June
A2 Examinations
Unit 3 FREN3; GERM3; SPAN3
Listening, Reading and Writing
35% of A Level2 hours 30 minutes written examination110 marks
Available June only
Unit 4 FRE4T/V; GER4T/V; SPA4T/VSpeaking Test
15% of A Level35 minutes speaking test (including 20 minutes preparation)50 marks
Available June only
2 Specication at a Glance
ASAward
French1651
German1661
Spanish1696
ALevelAward
French2651
German2661
Spanish2696
+AS A2 = ALevel
2
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3 Subject Content
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AS
For all four AS topics, the sub-topics must be studied.However, the bullet points given under the sub-topicsare only suggestions as to the general areas whichcould be covered as part of the teaching programme.They are neither prescriptive nor exhaustive and arenot to be covered in a specic order, but are intendedto clarify the scope of each sub-topic and will beused as a general steer by question setters in thepreparation of examination papers and assessmenttasks.
As Knowledge of Society is not a discrete assessmentobjective in the subject criteria for Modern ForeignLanguages, there is no requirement to study the
topics in the context of the target language-speakingcountry/community. However, assessment materialwill include authentic sources.
MEDIA
Television
TV viewing habits
Range of programmes, eg their appeal andpopularity
Range of channels including satellite and internet
Benets and dangers of watching TV
Advertising
Purposes of advertising
Advertising techniques
Curbs on advertising, eg tobacco, alcohol
Benets and drawbacks of advertising
Communication technology
Popularity of mobile phones, MP3 players, etc
Benets and dangers of mobile phones, MP3players, etc
Internet - its current and potential usage
Benets and dangers of the internet
POPULARCULTURE
Cinema
Types of lm, changing trends
The place of cinema in popular culture
A good lm I have seen
Cinema versus alternative ways of viewing lms
Music
Types of music, changing trends
The place of music in popular culture
Music I like
How music denes personal identity
Fashion/trends
How we can alter our image Does how we look dene who we are?
Lifestyle and leisure activities
The cult of the celebrity
HEALTHYLIVING/LIFESTYLE
Sport/exercise
Traditional sports versus fun sports
Reasons for taking part in sport / physical exercise
Factors inuencing participation in sport / physicalexercise
Links between physical exercise and healthHealth and well-being
Alcohol, tobacco, other drugs
Diet, including eating disorders
The work/life balance
Risks to health through accidents
Holidays
Types of holiday and holiday activities
The impact of tourism on holiday destinations
Purposes and benets of holidays
Changing attitudes to holidays
FAMILY/RELATIONSHIPS
Relationships within the family
Role of parents and importance of good parenting
Attitudes of young people towards other familymembers
Conict between young people and other familymembers
Changing models of family and parenting
Friendships
Characteristics and roles of friends
Conicts with friends Importance of friends
Friendship versus love
Marriage/partnerships
Changing attitudes towards marriage orcohabitation
Separation and divorce
Staying single: benets and drawbacks
Changing roles within the home
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A2
For A2, candidates must study two of the veCultural Topics listed, together with the remainingthree topics, ie Environment, the Multicultural Societyand Contemporary Social Issues.
The bullet points given under the sub-topicsfor Environment, the Multicultural Society andContemporary Social Issues are only suggestionsas to the general areas which could be covered aspart of the teaching programme. They are neitherprescriptive nor exhaustive and are not to be coveredin a specic order, but are intended to clarify thescope of each sub-topic and will be used as ageneral steer by question setters in the preparation of
examination papers and assessment tasks.As Knowledge of Society is not a discreteassessment objective in the subject criteria forModern Foreign Languages, there is no requirementto study the above topics in the context of the targetlanguage-speaking country/community. However,assessment material will include authentic sources.
The requirement in the subject criteria to studyaspects of the target language-speaking country/community is met in the Cultural Topics.
The bullet points for the Cultural Topics are notprescriptive, but are intended to provide someguidance for teachers and students choosing tostudy these topics.
ENVIRONMENT
Pollution
Types, causes and effects of pollution
Measures to reduce pollution
Individual action/responsibility versus collectiveaction/responsibility
Transport issues
Energy
Coal, oil and gas
Nuclear
Alternative energy sources
Changing attitudes to energy consumption
Protecting the planet
Ways of minimising environmental damage
The role of pressure groups
Initiatives to improve awareness and changebehaviour
Responsibilities towards other nations, especiallydeveloping countries
THEMULTICULTURALSOCIETY
Immigration Reasons for immigration
Benets and problems of immigration forimmigrants and for country of destination
Migration within the enlarged EU
Curbs on immigration
Integration
Factors making integration difcult
Factors facilitating integration
To which culture should immigrants show loyalty?
Experiences of individual immigrants
Racism
Victims of racism
Reasons for racism
Measures to eliminate racism and theireffectiveness
Experiences of individuals, including those of 2ndand 3rd generation immigrants
CONTEMPORARYSOCIALISSUES
Wealth and poverty
Causes of poverty in Europe and developing
countries Work of charitable organisations and governments
Attitudes to wealth and poverty
Link between wealth and health
Law and order
Examples of crime, especially committed by oraffecting young people
Reasons for criminal and anti-social behaviour
Measures to reduce crime and their effectiveness
Alternatives to imprisonment, theirappropriateness and effectiveness
Impact of scientic and technological progress Technology in the home and workplace, including
IT
Space and satellite technology
Medical research
Ethical issues linked to scientic and technologicalprogress
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CULTURALTOPIC
A target language-speaking region/community Its geography and how its geography has
inuenced/inuences/will inuence the region
Its history and how its history has inuenced/inuences/will inuence the region
Its industries and how these have changed in thelast 20 years. What about the future?
Its population and how it has changed in the last20 years. What about the future?
Its economy and how important this is/was
A personal perspective: Would I like to live/work inthis region?
A period of 20th century history from a targetlanguage-speaking country/community
Main events of the period
Causes of these events
The importance/inuence/effects of these events
The ideas and inuences of at least two individualswho made a signicant impact during the period
Specic actions of these individuals plus anappraisal of the importance of these actions
A personal perspective: Would I have liked to livein that period?
An author from a target language-speakingcountry/community
A detailed study of at least one novel or collectionof short stories, plus personal appraisal
The themes/ideas/messages of the author
How these themes/ideas/messages areexpressed
What/who inuences/inspires the author? Whydoes he/she feel as he/she does?
A personal evaluation of the authors work: Whydo I enjoy reading the work of this author?
A dramatist or poet from a target language-
speaking country/community
A detailed study of at least one play or collectionof poems, plus personal appraisal
The themes/ideas/messages of the dramatist/poet
How these themes/ideas/messages areexpressed
What/who inuences/inspires the dramatist/poet?Why does he/she feel as he/she does?
A personal evaluation of the dramatists/poetswork: Why do I enjoy the work of this dramatist/poet?
A director, architect, musician or painter from atarget language-speaking country/community
A detailed study of at least one work of the artist,plus a personal appraisal
The inuences on the artist events and people
The ideas/techniques of the artist, plus personalappraisal
The importance of the artist both in his/her ownlifetime and later
A personal evaluation: Why do I nd this artist sointeresting?
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3.1 Unit 1 FREN1; GERM1; SPAN1 Listening, Reading and
Writing
3
2 hours
110 marks
Listening Section
Candidates listen to approximately 5 minutes ofmaterial which is within their individual control. Theyanswer all questions.
This section comprises a task involving transfer ofmeaning into English and 2-4 items requiring shorttarget-language or non-verbal responses.
Candidates are advised to spend approximately30 minutes on this section.
Reading and Writing Section
Candidates answer all questions.
This section comprises 3-4 items requiring shorttarget-language or non-verbal responses, togetherwith a cloze test. The cloze test comprises tendiscrete sentences not based on any of the stimulustexts; in each case candidates will be required tomanipulate a given noun/verb/adjective.
Candidates are advised to spend approximately45 minutes on this section.
Writing Section
Candidates respond to one question from a choice ofthree. There is one question on three of the four AStopic areas.
Candidates are advised to spend approximately45 minutes on this section and must write a minimumof 200 words.
The marks are allocated in the following way.
AO1 AO2 AO3
Listening Section (includes
transfer of meaning into Englishtask)
35
Reading and Writing Section(includes cloze test)
30 10
Writing Section 20 15
AssessmentCriteria:WritingSection
CONTENT
Marks Criteria
17-20 Very Good
Response to the task is fully relevantwith a good depth of treatment
Well-organised structure in a logical
sequence Points made are well expressed and
justied
13-16 Good
Response to the task is mostly relevantwith some depth of treatment
Structure is generally well ordered
Points made are mostly well expressedand justied
9-12 Sufcient
Response to the task is generally
relevant, but treatment is oftensupercial
Reasonable structure with occasionallapses
Points not always clearly expressed, andjustication is only just sufcient
5-8 Limited
Limited response to the task with somerelevant information conveyed
Limited evidence of structure
Points made sometimes difcult tounderstand, and justication is weak
1-4 Poor
Limited response to the task, with littlerelevant information conveyed
No real structure
Points difcult to understand, and littleor no justication
0 The answer shows no relevance to the taskset.
A zero score will automatically result in azero score for the answer as a whole.
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QUALITY OF LANGUAGE
Range of Vocabulary
Mark Criteria
5 Wide range of appropriate vocabulary
4 A range of appropriate vocabulary
3 Some variety of appropriate vocabulary
2 Limited variety of appropriate vocabulary
1 Very little use of appropriate vocabulary
0 No appropriate vocabulary
Range of Structures
Mark Criteria
5 Very good variety of grammatical structuresused
4 Good variety of grammatical structuresused
3 Some variety of grammatical structuresused
2 Limited variety of grammatical structures
used
1 Shows little grasp of grammatical structures
0 Shows no grasp of grammatical structures
Accuracy
Mark Criteria
5 There may be inaccuracies, but these tendto occur in attempts at more complexstructures
4 Largely accurate but with few basic errors
3 Generally accurate but still with some basicerrors
2 Basic errors are frequent
1 The number of errors make comprehensiondifcult
0 Errors are such that communication isseriously impaired
It should be noted that the marks awarded for eachofRange of Vocabulary, Range of Structures andAccuracycannot be more than one band higher thanthe band awarded for Content.
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3.2 Unit 2 FRE2T/V; GER2T/V; SPA2T/V Speaking Test
3
35 minutes (including 20 minutes preparation time)
50 marks
Part1Discussionofastimuluscard(5minutes)
Candidates have 20 minutes supervised preparationtime during which they should prepare one of twocards given to them by the examiner. The cards willbe selected at random from a set of six providedby AQA, ensuring that there is no overlap with thecandidates choice of topic for discussion in Part 2.
The cards will be based on the four topics prescribedfor AS, ie Media, Popular Culture, Healthy Living/Lifestyle and Family/Relationships. At least one cardwill be set on each of these topics. Each card willcover one sub-topic, eg a card on Television from thetopic Media.
Candidates may make notes during their preparationtime and may refer to these notes during this partof the test. There will be ve questions printed oneach card which will form the basis of the discussion.Candidates are also expected to respond to broaderissues within the sub-topic area prescribed on thecard.
Part2Conversation(10minutes)
The Conversation will cover three of the four AStopics. The rst topic in the Conversation will benominated by the candidate and can be any topicof his/her choice (3 minutes maximum) from the fourAS topic areas. The remaining two topics in theConversation will be chosen by the examiner from thetopics prescribed for AS, avoiding any overlap withthe topic of the stimulus card discussed in Part 1 andwith the candidates nominated topic.
The test will be conducted and recorded either bythe teacher or by an AQA examiner. All tests will be
marked by an AQA examiner.
The marks are allocated in the following way.
AO1 AO2 AO3
Part 1 Stimulus material 10
Part 2 Conversation 25
Overall Knowledge ofgrammar
15
AssessmentCriteria
Part1Discussionofstimuluscard(AO2)
Mark In response to the stimulus questions
5 Develops a wide range of relevant points
4 Develops a number of relevant points
3Some relevant points made but with littledevelopment
2 Responses brief and lacking in development
0 - 1 No or very little meaningful response
Mark In the more general discussion
5Responds to all opportunities to expressand develop ideas and opinions
4Some evidence of developing ideas andopinions
3Ideas and opinions are simplistic and under-developed
2Meaningful ideas and opinions are rarelyexpressed
0 - 1 No or very little meaningful response
Part2Conversation(AO1)
Marks Fluency
9 - 10 A generally condent speakerdemonstrating a good pace of delivery, withsome slight hesitation between and during
utterances
7 - 8 Prompt to respond but hesitating regularlybetween and during utterances
5 - 6 Inappropriate pace of delivery (fast, slow orerratic) adversely affects the natural ow ofconversation
3 - 4 The pace of delivery (either hurried andgarbled or slow and halting) is such that theow of communication is severely impaired
0 - 2 Little or no uency
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Marks Interaction
9 - 10 Sustains a meaningful exchange; takesthe lead on occasions. Responds well toregular opportunities to react spontaneouslyin developing ideas
7 - 8 Reacts reasonably well with some, butinfrequent, evidence of spontaneity inresponse to opportunities to develop ideas
5 - 6 Tends to react rather than initiate, butattempts to give additional information.Little evidence of spontaneity and much usemade of pre-learned responses
3 - 4 Generally dependent on the examiner.Volunteering little additional information.Excessive use made of pre-learnedresponses
0 - 2 Little or no signicant reaction
Mark Pronunciation and Intonation
5 Good
4 Fairly good
3 Intelligible
2 Poor
0 -1 Barely intelligible
Knowledge of Grammar (AO3)
This is an overall assessment of the candidatesperformance in both parts of the test.
Marks
13 - 15 A variety of linguistic structures used,generally effectively. Limitations in theuse of more complex structures andmore sophisticated vocabulary. Errorsare generally minor but with some seriouserrors in more complex structures
10 - 12 Reasonable performance, tending touse unsophisticated constructions and
vocabulary. Grammatical errors do notgenerally interfere with communication
7 - 9 Generally comprehensible to a nativespeaker. Limited range of constructions,vocabulary and sentence patterns. Seriousgrammatical errors may sometimes causedifculties for immediate comprehension
4 - 6 Very limited range of constructions andvocabulary. Recurring serious errors.Inuence of English is intrusive
0 - 3 Little or no evidence of grammaticalawareness. Great difculty in constructing
basic sentences
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3.3 Unit 3 FREN3; GERM3; SPAN3 Listening, Reading and
Writing
3
2 hours
110 marks
Listening Section
Candidates listen to approximately 6 minutes ofmaterial which is within their individual control. Theyanswer all questions.
This section comprises 3-5 items requiring shorttarget-language or non-verbal responses.
Candidates are advised to spend approximately30 minutes on this section.
Reading and Writing Section
Candidates answer all questions.
This section comprises 2-4 items requiring shorttarget-language or non-verbal responses, togetherwith a task involving transfer of meaning from thetarget language into English and a task involvingtransfer of meaning from English into the targetlanguage.
Candidates are advised to spend approximately1 hour on this section.
Writing SectionCandidates respond with one piece of writing to onequestion from a choice of two, based on each of theve A2 Cultural Topic areas, ie ten questions are set.
Candidates are advised to spend approximately1 hour on this section and must write a minimum of250 words.
The marks are allocated in the following way.
AO1 AO2 AO3
Listening Section 25
Reading and Writing Section(includes transfer of meaningfrom and into the targetlanguage)
35 10
Writing Section 25 15
AssessmentCriteria:WritingSection
CONTENT
Marks Criteria
21-25 Very Good
Thorough understanding and knowledgeof the task
Wide range of relevant examples andevidence
Clear evidence of evaluation and well-justied personal reaction
Well-organised structure with clearprogression
16-20 Good
Sound understanding and knowledge ofthe task
Good range of relevant examples andevidence
Some evidence of evaluation andpersonal reaction, but not alwaysconvincingly justied
Logical structure with some progression
11-15 Sufcient
Some understanding and knowledge ofthe task
Some relevant examples and evidence
Some evaluation and personal reactionevident but often not justied; over-reliance on received ideas
Structure is satisfactory though theremay be some deciencies
6-10 Limited
Limited understanding and knowledgeof the task
Limited use of relevant examples andevidence
Limited evaluation and personalreaction; mainly descriptive or factual
Structure limited often unclear orconfusing
0-5 Poor
Little understanding and knowledge ofthe task
Lack of relevant evidence; few examples
Little or no evaluation and/or personalreaction
Structure mainly unfocused and/ordisorganised
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QUALITY OF LANGUAGE
Range of Vocabulary
Mark Criteria
5 Very wide range of vocabulary used
4 A wide range of vocabulary used
3 Some variety in the use of vocabulary
2 Little variety in the use of vocabulary
0-1 Vocabulary simple and very limited
Complexity of Language
Mark Criteria
5 Very wide range of complex structures
4 A wide range of structures includingcomplex constructions
3 A variety of structures used, with someattempts at complex constructions
2 Structures mainly simple, with little variety
0-1 Structures very simple and limited inscope
Accuracy
Mark Criteria
5 Highly accurate with only occasionalerrors
4 Generally accurate with few errors
3 More accurate than inaccurate; errorsrarely impede communication
2 Some errors but these generally do notimpede communication
0-1 Many errors which signicantly impedecommunication
It should be noted that the marks awarded for eachofRange of Vocabulary, Complexity of Language andAccuracycannot be in a higher band than the bandawarded for Content.
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3.4 Unit 4 FRE4T/V; GER4T/V; SPA4T/V Speaking Test
3
35 minutes (including 20 minutes preparation time)
50 marks
Part1Discussionofastimuluscard(5minutes)
Candidates have 20 minutes supervised preparationtime during which they should prepare one of twocards given to them by the examiner. The two cardswill cover two separate topics. The cards will beselected at random from a set of six provided byAQA. These will be based on three of the topics
prescribed for A2, ie Environment, the MulticulturalSocietyand Contemporary Social Issues. Two cardswill be set from each topic area, covering differentsub-topics, eg a card on Pollution and a card onEnergyfrom the topic Environment. Candidates areexpected to choose one of the two points of viewexpressed on their chosen card, present this point ofview for no more than one minute and then defend orjustify it.
Candidates may make notes during their preparationtime and may refer to these notes during this part ofthe test.
Part2Conversation(10minutes)The Conversation will cover both Cultural Topicsstudied by the candidate. Approximately 5 minutesshould be spent discussing each Cultural Topic.
The test will be conducted and recorded either bythe teacher or by an AQA examiner. All tests will bemarked by an AQA examiner.
The marks are allocated in the following way.
AO1 AO2 AO3
Part 1 Stimulus material 15
Part 2 Conversation 20
Overall Knowledge ofgrammar
15
AssessmentCriteria
Part1Discussionofstimuluscard(AO2)
Mark In response to the stimulus material
5 Develops a wide range of relevant points
4 Develops a number of relevant points
3 Some relevant points made
2Response is brief and lacking in
development
0 - 1 Very little meaningful response
Marks In the face of challenges by the
examiner
9 - 10 Responds readily to all opportunitiesto develop views and defend or justifyopinions
7 - 8 Frequent evidence of developing viewsand defending or justifying opinions
5 - 6 Little evidence of developing views anddefending or justifying opinions
3 - 4 Meaningful views are rarely expressed
0 2 Very little meaningful response
Part2Conversation(AO1)
Mark Fluency
5 A thoroughly condent speaker; able tosustain a conversation at a natural pace
4 A general ly condent speakerdemonstrating a good pace of delivery,with some slight hesitation between andduring utterances
3 Prompt to respond but hesitating regularlybetween and during utterances
2 Lacking in condence. Inappropriatepace of delivery (fast, slow or erratic)adversely affects the natural ow ofconversation
0 - 1 The pace of delivery (either hurried andgarbled or slow and halting) is such that
the ow of communication is severelyimpaired
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Marks Interaction
9 - 10 Sustains a meaningful exchange with verylittle prompting. Responds well to regularopportunities to react spontaneously.Can develop ideas and counter views.
7 - 8 Responds reasonably well with someevidence of spontaneity. Reactsinfrequently to opportunities to developideas and counter views.
5 - 6 Tends to react rather than initiate. Limitedevidence of spontaneity in developingresponses to questions seeking viewsand opinions. More comfortable withfactual information.
3 - 4 Generally dependent on the examinersprompting, which elicits only occasionalattempts to give additional information.
0 - 2 Minimal reaction with little or nodevelopment of responses independentof any prompting.
Mark Pronunciation and Intonation
5 Very good
4 Good
3 Fairly good
2 Intelligible
0 - 1 Poor
Knowledge of Grammar (AO3)
This is an overall assessment of the candidatesperformance in both parts of the test.
Marks
13 - 15 Very good command of the language.Good use of idiom, complex structuresand range of vocabulary. Highly accurategrammar and sentence structure;occasional mistakes.
10 - 12 Good command of the language.Attempts to use complex constructionsand a wide range of vocabulary. Good
grammar and sentence structure;generally accurate.
7 - 9 A variety of linguistic structures used,generally effectively. Limitations in theuse of more complex structures and moresophisticated vocabulary. Errors generallyminor but with some serious errors inmore complex structures.
4 - 6 Reasonable performance. Tends touse unsophisticated constructions andvocabulary. Grammatical errors do notgenerally interfere with communication.
0 - 3 Generally comprehensible to anative speaker. Limited range ofconstructions, vocabulary and sentencepatterns. Serious grammatical errorsmay sometimes cause difculties forimmediate comprehension.
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AS and A level candidates are expected to havestudied the grammatical system and structures of thelanguage during their course. In the examination theyare required to use actively and accurately grammarand structures appropriate to the tasks set, drawnfrom the following lists. The lists are divided into ASand A Level. The examplesin italics are indicative,not exclusive. For structures marked (R), receptiveknowledge only is required.
FrenchAS
Nouns: gender,
singular and plural forms
Articles: denite, indenite and partitive
Adjectives: agreementpositioncomparative and superlativedemonstrative (ce, cet, cette, ces)indenite (chaque, quelque)possessiveinterrogative (quel, quelle)
Adverbs: comparative and superlativeinterrogative (comment, quand)
Quantiers/intensiers (trs,assez,beaucoup)
Pronouns: personalsubjectobject: direct and indirectposition and orderreexiverelative (qui, que)relative:lequel,auquel, dont(R)object: direct and indirectdisjunctive/emphaticdemonstrative (celui) (R)indenite (quelquun)possessive (le mien) (R)interrogative (qui, que)
interrogative (quoi) (R)use ofy, en
Verbs: regular and irregular verbs, including reexiveverbsmodes of address (tu, vous)impersonal verbsverbs followed by an innitive (with or without a
preposition)dependent innitives (faire rparer) (R)perfect innitivenegative formsinterrogative forms
tenses: presentperfect (including agreement of past participle)imperfectfutureconditionalfuture perfect (R)conditional perfect (R)pluperfectpast historic (R)
passive voice: present tenseother tenses (R)
imperativepresent participlesubjunctive mood: present (common uses, eg after
expressions of possibility, necessity, obligation, andafter conjunctions such asbien que)
Indirect speech
Inversion after speech (R)
Prepositions
Conjunctions
Number, quantity and time (including use ofdepuis, venir de)
FrenchALevel
All grammar and structures listed for AS, plus:
Pronouns: relative:lequel,auquel, dontpossessive (le mien)demonstrative (celui)interrogative (quoi)
Verbs: dependent innitives (faire rparer)future perfect tenseconditional perfect tensepassive voice: all tensessubjunctive mood: present
perfectimperfect (R)
Inversion after adverbs
Inversion after speech
3
3.5 Grammatical Structures
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3
GermanAS
The case systemNouns: gendersingular and plural formsgenitive singular and dative plural formsweak nounsadjectives used as nouns
Articles: denite and indenite, includingkein
Adjectives: adjectival endingscomparative and superlativedemonstrative (dieser,jeder)possessiveinterrogative (welcher)
Adverbs: comparative and superlativeinterrogative (wann, warum, wo, wie, wie viel)
Qualiers:sehr,besonders,kaum,recht, wenig
Particles: doch, eben,ja,mal,schon
Pronouns: personalposition and orderreexiverelativeindenite (jemand,niemand)possessiveinterrogative (wer, wen, wem, was)
Verbs: weak, strong, mixed and irregular forms of verbs
reexive usagesmodes of address (du,ihr, Sie)impersonal verbsseparable/inseparableinnitive constructions: lassen with innitive (R)modal verbs (drfen,knnen,mgen,mssen,sollen,
wollen): present and imperfect tenses;imperfect subjunctive ofmgen andknnen auxiliary (haben,sein, werden)
innitive constructions (um zu, ohne zu, verbswithzu)
innitive constructions:lassen with innitivenegative formsinterrogative formstenses: present
perfectperfect (modal verbs) (R)imperfect/simple past (all verbs)futureconditionalfuture perfect (R)conditional perfect (R)pluperfect
passive voice (verbs with a direct object) (R)passive voice (verbs with an indirect object) (R)imperativesubjunctive in conditional clauses (imperfect)
subjunctive in conditional clauses (pluperfect) (R)subjunctive in indirect speech (R)
Prepositions: xed case and dual case
Clause structures: main clause word ordersubordinate clauses (including relative clauses)
Conjunctions: coordinatingsubordinating: most common, including damit, ob,so
dasssubordinating:als ob,seitdem (R)
Number, quantity and time (including use ofseit,seitdem)
GermanALevel
All grammar and structures listed for AS, plus:
Verbs innitive constructions:lassen with innitivetenses: perfect (all verbs, including modal verbs)
future perfectconditional perfect
passive voice (verbs with a direct or indirect object)subjunctive in conditional clauses (pluperfect)
Other uses of the subjunctive (withals,als ob)
Conjunctions: subordinating:als ob,seitdem
All forms of indirect speech
Variations of normal word order
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SpanishAS
Nouns: gendersingular and plural forms
Articles: denite and indenite (includinglo plusadjective)
Adjectives: agreementpositionapocopation (buen,mal)comparative and superlativedemonstrative (este, ese,aquel)indenite (alguno, cualquiera, otro)possessive (short and long forms) (mi,mo)interrogative (cunto, qu)relative (cuyo)
exclamatory (qu)
Adverbs: comparative and superlativeinterrogative (cmo, cundo, dnde)
Quantiers/intensiers (muy,bastante,poco,mucho)
Pronouns: subjectobject: direct and indirect
position and orderreexiverelative (que, quien, el que, el cual)disjunctive/emphaticdemonstrative (ste, se,aqul, esto, eso,aquello)
indenite (algo,alguien)possessive (el mo,la ma)interrogative (cul, qu, quin)
Verbs: regular and irregular forms of verbs, includingreexive verbsmodes of address (t, usted)radical-changing verbsimpersonal verbsverbs followed by an innitive (with or without a
preposition)perfect innitivenegative formsinterrogative forms
reexive constructions (se vende,se nos dice que)uses ofserand estartenses: present
preteriteimperfectfutureconditionalperfectfuture perfect (R)conditional perfect (R)pluperfect
passive voice: present and preterite tensesother tenses (R)
continuous tensesimperativegerundpast participlesubjunctive mood: present
perfectimperfectpluperfect
uses of subjunctive: polite commandsnegative commandsafter verbs of wishing, command,
request, emotionto express purpose (para que)to express possibility/impossibilityafter conjunctions of time
(cuando lleguemos)in conditional sentences aftersiall other common uses (R)
Prepositions: personalauses ofporandpara
Conjunctions: common, includingy,pero, o,porque, como, cuando
Number, quantity and time: constructions withhace and desde hace
SpanishALevel
All grammar and structures listed for AS, plus:
Verbs: future perfect tenseconditional perfect tensepassive voice: all tensessubjunctive mood: all common uses
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4.1 Aims
AS and A level courses based on this specicationshould encourage candidates to:
develop an interest in, and enthusiasm for,language learning
develop understanding of the language in a varietyof contexts and genres
communicate condently, clearly and effectively inthe language for a range of purposes
develop awareness and understanding of thecontemporary society, cultural background and
heritage of countries or communities where thelanguage is spoken
consider their study of the language in a broadercontext.
AS and A level specications in French/German/Spanish should enable students to:
derive enjoyment and benet from languagelearning
acquire knowledge, skills and understanding forpractical use, further study and/or employment
communicate with speakers of the language
take their place in a multilingual global society.
AS and A level specications should also:
provide a coherent, satisfying and worthwhilecourse of study for students who do not progressto further study in the subject.
In addition, A level specications in French/German/Spanish should:
provide a sufcient basis for the further study oflanguages at degree level or equivalent.
4 Scheme of Assessment
44.2 Assessment Objectives (AOs)
The Assessment Objectives are common to AS andA Level. The assessment units will assess thefollowing Assessment Objectives in the context ofthe content and skills set out in Section 3 (SubjectContent).
AO1 Understand and respond, in speech andwriting, to spoken language.
AO2 Understand and respond, in speech andwriting, to written language.
AO3 Show knowledge of and apply accuratelythe grammar and syntax prescribed in thespecication.
QualityofWrittenCommunication(QWC)
In GCE specications which require candidates toproduce written material in English, candidates must:
ensure that text is legible and that spelling,punctuation and grammar are accurate so thatmeaning is clear
select and use a form and style of writingappropriate to purpose and to complex subjectmatter
organise information clearly and coherently, usingspecialist vocabulary when appropriate.
In this specication QWC will be assessed in Units 1and 3 by means of the transfer of meaning tasks.
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WeightingofAssessmentObjectivesforALevel
The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2units.
WeightingofAssessmentObjectivesforAS
The table below shows the approximate weighting of each of the Assessment Objectives in the AS units.
4.3 National Criteria
AO1 22 15 37
AO2 32 6 38
AO3 16 9 25
Assessment Objectives Unit Weightings (%) Overall Weighting of AOs (%)
Unit 1 Unit 2
Overall weighting of units (%) 70 30 100
AO1 11 7 8 7 33
AO2 16 3 19 4 42
AO3 8 5 8 4 25
Overall weighting of units (%) 35 15 35 15 100
Assessment Objectives Unit Weightings (%) Overall Weighting of AOs (%)
Unit 1 Unit 2 Unit 3 Unit 4
This specication complies with the following.
The Subject Criteria for Modern ForeignLanguages
The Code of Practice for GCE
The GCE AS and A Level Qualication Criteria
The Arrangements for the Statutory Regulationof External Qualications in England, Wales andNorthern Ireland: Common Criteria
4.4 Prior Learning
There are no prior learning requirements.
We recommend that candidates should haveacquired the skills and knowledge associated with aGCSE French/German/Spanish course or equivalent.
However, any requirements set for entry to a coursefollowing this specication are at the discretion ofcentres.
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4
Synoptic assessment in French/German/Spanishis assessed in the A2 Units by tasks which requirecandidates to demonstrate understanding and theability to use advanced level language skills. Thesetasks draw on all A Level Assessment Objectives.
The requirement that Stretch and Challenge isincluded at A2 is met by the application of markingcriteria which enable differentiation by outcome ratherthan only by task.
4.5 Synoptic Assessment and Stretch and Challenge
4.6 Access to Assessment for Disabled Students
AS/A Levels often require assessment of a broader
range of competences. This is because theyare general qualications and, as such, preparecandidates for a wide range of occupations andhigher level courses.
The revised AS/A Level qualication and subjectcriteria were reviewed to identify whether any of thecompetences required by the subject presented apotential barrier to any disabled candidates. If thiswas the case, the situation was reviewed again toensure that such competences were included onlywhere essential to the subject. The ndings of thisprocess were discussed with disability groups andwith disabled people.
Reasonable adjustments are made for disabledcandidates in order to enable them to access theassessments. For this reason, very few candidateswill have a complete barrier to any part of theassessment.
Candidates who are still unable to access a signicant
part of the assessment, even after exploring allpossibilities through reasonable adjustments, may stillbe able to receive an award. They would be given agrade on the parts of the assessment they have takenand there would be an indication on their certicatethat not all the competences had been addressed.
A Level French, German and Spanish requiresassessment of the skills of speaking, listening,reading and writing. Some candidates may havedifculty in accessing aspects of the assessment,where reasonable adjustments cannot be applied, asfollows:
Speaking some candidates with a speech
impairment
Listening some candidates with a hearingimpairment and who cannot lip read
Reading some candidates with a visualimpairment who cannot read Braille
This will be kept under review and may be amendedin the future.
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5.1 Availability of Assessment Units and Certication
Examinations and certication for this specication are available as follows:
5 Administration
January 2009 4 *
June 2009 4 4
January 2010 4 * 4
June 2010 4 4 4 4
January 2011 onwards 4 * 4 4
June 2011 onwards 4 4 4 4
Availability of units Availability of certication
AS A2 AS A Level
5.2 Entries
Please refer to the current version ofEntryProcedures and Codes for up to date entryprocedures. You should use the following entrycodes for the units and for certication.
Unit 1 FREN1; GERM1; SPAN1
Unit 2 FRE2T/V; GER2T/V; SPA2T/V
Unit 3 FREN3; GERM3; SPAN3
Unit 4 FRE4T/V; GER4T/V; SPA4T/V
AS certication French 1651; German 1661;Spanish 1696
A Level certication French 2651; German 2661;Spanish 2696
Centres opting for centre-conducted tests (T option)must ensure that the teacher-examiner carries out
the tests in accordance with the requirements of thespecication and follows the detailed instructionsprovided in the Instructions for the Conduct of theExaminations which is published for each examinationseries. AQA will not normally consider an error inthe conduct of the test on the part of the teacher-examiner as justifying an application for specialconsideration.
Candidates may be entered for either the teacher-conducted option (FRE2T, GER2T, SPA2T) or theVisiting Examiner option (FRE2V, GER2V, SPA2V) butnot both in any single examination series.
Candidates may be entered for either the teacher-conducted option (FRE4T, GER4T, SPA4T) or theVisiting Examiner option (FRE4V, GER4V, SPA4V) butnot both in any single examination series.
5.3 Private Candidates
This specication is available to private candidates.Private candidates should write to AQA for a copy ofSupplementary Guidance for Private Candidates.
* In January sessions, Unit 2 tests must be conducted and recorded by the teacher. Centres may requesta Visiting Examiner in the June session only and must meet the requirement for a minimum number ofcandidates.
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5
5.4 Access Arrangements and Special Consideration
We have taken note of equality and discriminationlegislation and the interests of minority groups indeveloping and administering this specication.
We follow the guidelines in the Joint Councilfor Qualications (JCQ) document:AccessArrangements, Reasonable Adjustments andSpecial Consideration: General and VocationalQualifications. This is published on the JCQ website(http://www.jcq.org.uk) or you can follow the linkfrom our website (http://www.aqa.org.uk).
AccessArrangements
We can make arrangements so that candidateswith disabilities can access the assessment. Thesearrangements must be made before the examination.For example, we can produce a Braille paper for acandidate with a visual impairment.
SpecialConsideration
We can give special consideration to candidates whohave had a temporary illness, injury or indisposition atthe time of the examination. Where we do this, it isgiven after the examination.
Applications for access arrangements and specialconsideration should be submitted to AQA by theExaminations Ofcer at the centre.
5.5 Language of Examinations
We will provide units in English only.
5.6 Qualication Titles
Qualications based on this specication are:
AQA Advanced Subsidiary GCE in French, and
AQA Advanced Level GCE in French.
AQA Advanced Subsidiary GCE in German, and
AQA Advanced Level GCE in German.
AQA Advanced Subsidiary GCE in Spanish, and
AQA Advanced Level GCE in Spanish.
5.7 Awarding Grades and Reporting Results
The AS qualication will be graded on a ve-pointscale: A, B, C, D and E. The full A Level qualicationwill be graded on a six-point scale: A*, A, B, C, Dand E. To be awarded an A*, candidates will need toachieve a grade A on the full A Level qualication andan A* on the aggregate of the A2 units.
For AS and A Level, candidates who fail to reachthe minimum standard for grade E will be recordedas U (unclassied) and will not receive a qualicationcerticate. Individual assessment unit results will becerticated.
5.8 Re-Sits and Shelf-life of Unit Results
Unit results remain available to count towardscertication, whether or not they have already been
used, as long as the specication is still valid.Candidates may re-sit a unit any number of timeswithin the shelf-life of the specication. The bestresult for each unit will count towards the nalqualication. Candidates who wish to repeat a
qualication may do so by re-taking one or moreunits. The appropriate subject award entry, as well as
the unit entry/entries, must be submitted in order tobe awarded a new subject grade.
Candidates will be graded on the basis of the worksubmitted for assessment.
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A Performance Descriptions
These performance descriptions show the level of attainment characteristic of the grade boundaries at A Level.They give a general indication of the required learning outcomes at the A/B and E/U boundaries at AS andA2. The descriptions should be interpreted in relation to the content outlined in the specication; they are notdesigned to dene that content.
The grade awarded will depend in practice upon the extent to which the candidate has met the AssessmentObjectives (see Section 4) overall. Shortcomings in some aspects of the examination may be balanced bybetter performances in others.
ASperformancedescriptionsforFrench/German/Spanish
Assessment Objective 1 Assessment Objective 2 Assessment Objective 3
AssessmentObjectives
Understand and respond,in speech and writing, tospoken language.
Understand and respond, inspeech and writing, to writtenlanguage.
Show knowledge of andapply accurately the grammarand syntax prescribed in thespecication.
A/B boundaryperformancedescriptions
In the context of materialsappropriate to the ASspecication, candidatescharacteristically:
a) show a clearunderstanding of spokenlanguage
b) understand the main
points and details,including points of view
c) are able to infer meaningwith only a few omissions
d) are able to developtheir ideas, and expresspoints of view, with someappropriate justication
e) respond readily anduently and take theinitiative (Speaking)
f) have generally accurate
pronunciation andintonation (Speaking)
g) are able to deal withunpredictable elements(Speaking)
h) show the ability toorganise and structuretheir response coherently(writing)
i) offer relevant informationwhich addresses therequirements of the task
(Writing).
In the context of materialsappropriate to the ASspecication, candidatescharacteristically:
a) show a clearunderstanding of a rangeof written texts
b) understand the main
points and details,including points of view
c) are able to infer meaningwith only a few omissions
d) are able to developtheir ideas, and expresspoints of view, with someappropriate justication
e) respond readily anduently and take theinitiative (Speaking)
f) have generally accurate
pronunciation andintonation (Speaking)
g) show the ability toorganise and structuretheir response coherently(Writing)
h) offer relevant informationwhich addresses therequirements of the task(Writing).
In the context of grammarand syntax listed in the ASspecication, candidatescharacteristically:
a) make effective use of arange of vocabulary andstructures appropriate tothe task
b) The deployment ofgrammar, syntax andmorphology is generallyaccurate
c) are able to manipulatelanguage appropriatelywhen required.
Appendices
A
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A
Assessment Objective 1 Assessment Objective 2 Assessment Objective 3
E/U boundaryperformance
descriptions
In the context of materialsappropriate to the ASspecication, candidatescharacteristically:
a) show some understandingof basic, often concrete,spoken language, whileexperiencing difcultieswith more complex andabstract language
b) understand some of themain points and details,
including basic points ofview
c) have a limited ability toinfer meaning whereappropriate to the task
d) are able to convey somebasic information whentransferring meaning
e) may be hesitant in theirresponse, and theiruency is mostly connedto pre-learned material.Their target languageperformance may beinuenced by their rstlanguage (Speaking)
f) may have some difcultycommunicating factualinformation, narratingevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask (Writing)
g) show some ability tostructure and organisetheir response whereappropriate.
In the context of materialsappropriate to the ASspecication, candidatescharacteristically:
a) show some understandingof straightforward writtentexts, but experiencedifculties with morecomplex and abstractlanguage
b) understand some of themain points and details,
including limited points ofview
c) have a limited ability toinfer meaning whereappropriate to the task
d) are able to convey somebasic information whentransferring meaning
e) may be hesitant in theirresponse, and theiruency is mostly connedto pre-learned material.Their target languageperformance may beinuenced by their rstlanguage (Speaking)
f) may have some difcultycommunicating factualinformation, narratingevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask (Writing)
g) show some ability tostructure and organisetheir response whereappropriate.
In the context of grammarand syntax listed in the ASspecication, candidatescharacteristically:
a) use a restricted range ofvocabulary and structures
b) have languagecharacterised by frequenterrors in grammar, syntaxand morphology
c) may be inuenced by therst language
d) demonstrate a very limitedability to manipulatelanguage where required.
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A2performancedescriptionsforFrench/German/Spanish
Assessment Objective 1 Assessment Objective 2 Assessment Objective 3
Assessment
ObjectivesUnderstand and respond,in speech and writing, tospoken language.
Understand and respond, inspeech and writing, to writtenlanguage.
Show knowledge of andapply accurately the grammarand syntax prescribed in thespecication.
A/B boundaryperformancedescriptions
In the context of materialsappropriate to the A Levelspecication, candidatescharacteristically:
a) show a clearunderstanding of spoken
language
b) understand the mainpoints and details,including points of view
c) demonstrate an ability toinfer meaning
d) are able to transfermeaning with only minoromissions
e) are able to develop theirideas, and express andjustify points of view
effectively
f) respond readily anduently and take theinitiative (Speaking)
g) have generally accuratepronunciation andintonation (Speaking)
h) are able to dealappropriately withunpredictable elements(Speaking)
i) show the ability to
organise and structuretheir response coherently(Writing)
j) offer relevant informationwhich addresses therequirements of the task(Writing).
In the context of materialsappropriate to the A Levelspecication, candidatescharacteristically:
a) show a clearunderstanding of a range
of written texts
b) understand the mainpoints and details,including points of view,and are able to infermeaning
c) demonstrate an ability toinfer meaning
d) are able to transfermeaning with only minoromissions
e) are able to develop their
ideas, and express andjustify points of vieweffectively
f) respond readily anduently and take theinitiative (Speaking)
g) have generally accuratepronunciation andintonation (Speaking)
h) are able to dealappropriately withunpredictable elements
(Speaking)i) show the ability to
organise and structuretheir response coherently(Writing).
In the context of materialsappropriate to the A Levelspecication, candidatescharacteristically:
a) make effective use of awide range of vocabulary
and a variety of complexstructures as appropriate
b) predominantly usegrammar, syntax andmorphology in an accurateway
c) are able to manipulatelanguage accuratelyand appropriately whererequired.
A
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A
Assessment Objective 1 Assessment Objective 2 Assessment Objective 3
E/U boundaryperformance
descriptions
In the context of materialsappropriate to the A Levelspecication, candidatescharacteristically:
a) show some understandingof spoken, usuallyconcrete, language, butmay experience difcultywith more complex andabstract language
b) understand some of themain points and details,
including basic points ofview
c) demonstrate a limitedability to infer meaning,where appropriate, to thetask
d) are able to convey thebasic information whentransferring meaning
e) may be hesitant in theirresponse, and theiruency is mostly connedto pre-learned material.Their target languageperformance may beinuenced by their rstlanguage (Speaking)
f) may have some difcultycommunicating factualinformation, narrativeevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask appropriately (Writing)
g) show some ability tostructure and organisetheir response, whereappropriate.
In the context of materialsappropriate to the A Levelspecication, candidatescharacteristically:
a) show some understandingof a range of written texts,usually straightforward, butmay experience difcultywith more complex andabstract language
b) understand some of themain points and details,
including basic points ofview
c) demonstrate a limitedability to infer meaning,where appropriate, to thetask
d) are able to convey thebasic information whentransferring meaning
e) may be hesitant in theirresponse, and theiruency is mostly connedto pre-learned material.Their target languageperformance may beinuenced by their rstlanguage (Speaking)
f) may have some difcultycommunicating factualinformation, narrativeevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask appropriately
g) show some ability tostructure and organisetheir response, whereappropriate.
In the context of grammarand syntax listed in theA Level specication,candidates characteristically:
a) use a restricted range ofvocabulary and structures.The deployment ofgrammar, syntax andmorphology containsfrequent error and maybe inuenced by their rstlanguage.
b) demonstrate a very limitedability to manipulatelanguage correctly whenrequired.
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B Spiritual, Moral, Ethical, Social and other Issues
The study of French/German/Spanish provides manyopportunities to develop candidates understandingof spiritual, moral and cultural issues.
Through the study of the topic areas for French/German/Spanish, candidates are able to explorethe human condition in general. The content ofthe course encourages understanding of moralissues: candidates will face challenge in debate andstudy which will foster recognition and sympatheticawareness of others beliefs and values.
Throughout the course candidates will beencouraged to form opinions and make judgements
within the appropriate context, be these historical orcontemporary, ethnic or religious.
The AS topics Media, Popular Culture, Healthy Living/Lifestyles and Family/Relationships would contributeto candidates understanding of these issues, aswould the A2 topics The Multicultural Society andContemporary Social Issues.
EuropeanDimension
AQA has taken account of the 1988 Resolution of theCouncil of the European Community in preparing thisspecication and specimen units.
As French/German/Spanish is a EuropeanCommunity language, the European dimension isclearly covered in every aspect of the specication.The A2 Cultural Topic would contribute to candidatesunderstanding of a specic aspect of the targetlanguage-speaking country/community.
EnvironmentalEducation
AQA has taken account of the 1988 Resolution ofthe Council of the European Community and theReport Environmental Responsibility: An Agenda forFurther and Higher Education 1993 in preparing this
specication and associated specimen units.
The A2 topic Environment would contribute tocandidates understanding of environmental issues.
AvoidanceofBias
AQA has taken great care in the preparation of thisspecication and specimen units to avoid bias of anykind.
B
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GCE French/German/Spanish Specication for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)
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C
C Overlaps with other Qualications
There are no overlaps with other qualications atLevel 3 of the qualications framework.
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GCE French/German/Spanish Specication for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)
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D Key Skills - Teaching, Developing and Providing
Opportunities for Generating Evidence
Introduction
The Key Skills Qualication requires candidates todemonstrate levels of achievement in the Key Skillsof Communication, Application of Number andInformation Technology.
The units for the wider Key Skills of Improving ownLearning and Performance, Working with Others andProblem Solving are also available. The acquisitionand demonstration of ability in these wider Key Skills
is deemed highly desirable for all candidates, but theydo not form part of the Key Skills Qualication.
The units for each Key Skill comprise three sections:
What you need to know
What you must do
Guidance.
Candidates following a course of study based onthis specication for French/German/Spanish canbe offered opportunities to develop and generateevidence of attainment in aspects of the Key Skills of:
Communication
Application of Number
Information Technology
Working with Others
Improving own Learning and Performance
Problem Solving.
Areas of study and learning that can be used toencourage the acquisition and use of Key Skills, andto provide opportunities to generate evidence forPart B of the units, are signposted on the next page.
The above information is given in the context of theknowledge that Key Skills at level 3 will be availableuntil 2010 with last certication in 2012.
Key Skills Qualications of Communication,Application of Number and Information and
Communication Technology will be phased out andreplaced by Functional Skills qualications in English,Mathematics and ICT from September 2010 onwards.For further information see the AQA website:http://web.aqa.org.uk/qual/keyskills/com04.php.
D
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D
Unit 1 Unit 2 Unit 3 Unit 4
Communication*
C3.1a 4 4 4 4
C3.1b 4 4 4 4
C3.2 4 4 4 4
C3.3 4 4 4 4
KeySkillsOpportunitiesinFrench/German/Spanish
The broad and multidisciplinary nature of French/German/Spanish and its application to a wide range of currentissues that call upon candidates abilities to demonstrate the transferability of their knowledge, understandingand skills, make it an ideal vehicle to assist candidates in developing their knowledge and understanding of theKey Skills and to produce evidence of their application.
The matrices below signpost the opportunities for the acquisition, development and production of evidence forPart B of the Key Skills units at Level 3, in this specication.
* NB. QCA has indicated that evidence for the internal assessment component for the Key Skill ofCommunication must be presented in English, Welsh or Irish.
NB. The signposting in the ve tables above represents opportunities to acquire and produce evidence of theKey Skills which are possible through this specication.
There may be other opportunities to achieve these and other aspects of Key Skills via this specication but
such opportunities are dependent on the detailed course of study delivered within centres.
Unit 1 Unit 2 Unit 3 Unit 4
Information Technology
ICT3.1 4 4 4 4
ICT3.2 4 4 4 4
ICT3.3 4 4 4 4
Working With Others
WO3.1 4 4 4 4
WO3.2 4 4 4 4
WO3.3 4 4 4 4
Improving Own Learning andPerformance
LP3.1 4 4 4 4
LP3.2 4 4 4 4
LP3.3 4 4 4 4
Problem Solving
PS3.1 4 4 4 4
PS3.2 4 4 4 4
PS3.3 4 4 4 4
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GCE French (2650) /German (2660) /Spanish (2695) 2009 onwards
Qualification Accreditation Number: French AS 500/2210/6 - A Level 500/2209/X
German AS 500/2207/6 - A Level 500/2208/8 Spanish AS 500/2206/4 - A Level 500/2214/3
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