aqa french specification

7/27/2019 AQA French Specification

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GCEAS and A Level Specification

French/German/Spanish

For exams from June 2014 onwards

For certification from June 2014 onwards


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GCE French/German/Spanish for exams from June 2014 onwards (version 1.5)

1

1 Introduction 2

1.1 Why choose AQA? 21.2 Why choose French/German/Spanish? 2

1.3 HowdoIstartusingthisspecication? 3

1.4 HowcanIndoutmore? 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 AvailabilityofAssessmentUnitsandCertication 22

5.2 Entries 225.3 Private Candidates 22

5.4 Access Arrangements and Special Consideration 22

5.5 Language of Examinations 23

5.6 QualicationTitles 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 OverlapswithotherQualications 29

D Key Skills 30

Verticalblacklinesindicateasignicantchangeoradditiontothepreviousversionofthisspecication.

Contents


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2

1 Introduction

1.1 Why choose AQA?

Its a fact that AQA is the UKs favourite examboard and more students receive their academicqualicationsfromAQAthanfromanyotherboard.But why does AQA continue to be so popular?

SpecicationsOurs are designed to the highest standards,so teachers, students and their parents canbecondentthatanAQAawardprovidesanaccurate 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 ofsupportmeetings;freeofchargeintherstyearsofanewspecicationandataveryreasonablecost thereafter. These support meetings explainthespecicationandsuggestpracticalteachingstrategies and approaches that really work.

ServiceWearecommittedtoprovidinganefcientandeffective 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 resolveissuesthersttimeyoucontactusbut,shouldthat not be possible, we will always come backto you (by telephone, email or letter) and keepworkingwithyoutondthesolution.

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 ourservicetoyou,ourcustomers.Wedontprotfrom 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? Toenablestudentstodevelopandbuildonthe

skills acquired at GCSE.

Toenhanceemploymentprospects.

Tofacilitateforeigntravel.

Toprovideaninsightintoanothercultureandsociety.

Toprovidestudentswithasoundbasisforfurtherstudy.

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AlreadyusingtheexistingAQAFrench/German/Spanishspecication?

Registertoreceivefurtherinformation,suchasmark 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.

Tellusthatyouintendtoentercandidates.Thenwe can make sure that you receive all the materialyou need for the examinations. This is particularly

important where examination material is issuedbeforethenalentrydeadline.Youcanletusknow by completing the appropriate Intention toEnter and Estimated Entry forms. We will sendcopiestoyourExamsOfcerandtheyarealsoavailable on our websitehttp://www.aqa.org.uk/admin/p_entries.html

NotusingtheAQAspecicationcurrently?

AlmostallcentresinEnglandandWalesuseAQAor 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

Youhave24-houraccesstousefulinformationandanswers 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]

1

1.4 HowcanIndoutmore?

1.3 HowdoIstartusingthisspecication?


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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 June only

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 June only

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 SpecicationataGlance

ASAward

French1651

German1661

Spanish1696

ALevelAward

French2651

German2661

Spanish2696

+AS A2 = ALevel

2


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3 Subject Content

3

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 arenottobecoveredinaspecicorder,butareintendedto 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

TVviewinghabits

Rangeofprogrammes,egtheirappealandpopularity

Rangeofchannelsincludingsatelliteandinternet

BenetsanddangersofwatchingTV

Advertising

Purposesofadvertising

Advertisingtechniques

Curbsonadvertising,egtobacco,alcohol

Benetsanddrawbacksofadvertising

Communication technology

Popularityofmobilephones,MP3players,etc

Benetsanddangersofmobilephones,MP3players, etc

Internet-itscurrentandpotentialusage

Benetsanddangersoftheinternet

POPULARCULTURE

Cinema

Typesoflm,changingtrends

Theplaceofcinemainpopularculture

AgoodlmIhaveseen

Cinemaversusalternativewaysofviewinglms

Music

Typesofmusic,changingtrends

Theplaceofmusicinpopularculture

MusicIlike

Howmusicdenespersonalidentity

Fashion/trends

Howwecanalterourimage Doeshowwelookdenewhoweare?

Lifestyleandleisureactivities

Thecultofthecelebrity

HEALTHYLIVING/LIFESTYLE

Sport/exercise

Traditionalsportsversusfunsports

Reasonsfortakingpartinsport/physicalexercise

Factorsinuencingparticipationinsport/physicalexercise

LinksbetweenphysicalexerciseandhealthHealth and well-being

Alcohol,tobacco,otherdrugs

Diet,includingeatingdisorders

Thework/lifebalance

Riskstohealththroughaccidents

Holidays

Typesofholidayandholidayactivities

Theimpactoftourismonholidaydestinations

Purposesandbenetsofholidays

Changingattitudestoholidays

FAMILY/RELATIONSHIPS

Relationships within the family

Roleofparentsandimportanceofgoodparenting

Attitudesofyoungpeopletowardsotherfamilymembers

Conictbetweenyoungpeopleandotherfamilymembers

Changingmodelsoffamilyandparenting

Friendships

Characteristicsandrolesoffriends

Conictswithfriends Importanceoffriends

Friendshipversuslove

Marriage/partnerships

Changingattitudestowardsmarriageorcohabitation

Separationanddivorce

Stayingsingle:benetsanddrawbacks

Changingroleswithinthehome


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3

CULTURALTOPIC

A target language-speaking region/community Itsgeographyandhowitsgeographyhasinuenced/inuences/willinuencetheregion

Itshistoryandhowitshistoryhasinuenced/inuences/willinuencetheregion

Itsindustriesandhowthesehavechangedinthelast 20 years. What about the future?

Itspopulationandhowithaschangedinthelast20 years. What about the future?

Itseconomyandhowimportantthisis/was

Apersonalperspective:WouldIliketolive/workinthis region?

A period of 20th century history from a targetlanguage-speaking country/community

Maineventsoftheperiod

Causesoftheseevents

Theimportance/inuence/effectsoftheseevents

Theideasandinuencesofatleasttwoindividualswhomadeasignicantimpactduringtheperiod

Specicactionsoftheseindividualsplusanappraisal of the importance of these actions

Apersonalperspective:WouldIhavelikedtolivein that period?

An author from a target language-speakingcountry/community

Adetailedstudyofatleastonenovelorcollectionof short stories, plus personal appraisal

Thethemes/ideas/messagesoftheauthor

Howthesethemes/ideas/messagesareexpressed

What/whoinuences/inspirestheauthor?Whydoes he/she feel as he/she does?

Apersonalevaluationoftheauthorswork:Whydo I enjoy reading the work of this author?

A dramatist or poet from a target language-speaking country/community

Adetailedstudyofatleastoneplayorcollectionof poems, plus personal appraisal

Thethemes/ideas/messagesofthedramatist/poet

Howthesethemes/ideas/messagesareexpressed

What/whoinuences/inspiresthedramatist/poet?Why does he/she feel as he/she does?

Apersonalevaluationofthedramatists/poetswork:WhydoIenjoytheworkofthisdramatist/poet?

A director, architect, musician or painter from atarget language-speaking country/community

Adetailedstudyofatleastoneworkoftheartist,plus a personal appraisal

Theinuencesontheartisteventsandpeople

Theideas/techniquesoftheartist,pluspersonalappraisal

Theimportanceoftheartistbothinhis/herownlifetime and later

Apersonalevaluation:WhydoIndthisartistsointeresting?


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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.


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

Responsetothetaskisfullyrelevantwith a good depth of treatment

Well-organisedstructureinalogical

sequence Pointsmadearewellexpressedandjustied

13-16 Good

Responsetothetaskismostlyrelevantwith some depth of treatment

Structureisgenerallywellordered

Pointsmadearemostlywellexpressedandjustied

9-12 Sufcient

Responsetothetaskisgenerally

relevant, but treatment is oftensupercial

Reasonablestructurewithoccasionallapses

Pointsnotalwaysclearlyexpressed,andjusticationisonlyjustsufcient

5-8 Limited

Limitedresponsetothetaskwithsomerelevant information conveyed

Limitedevidenceofstructure

Pointsmadesometimesdifculttounderstand,andjusticationisweak

1-4 Poor

Limitedresponsetothetask,withlittlerelevant information conveyed

Norealstructure

Pointsdifculttounderstand,andlittleornojustication

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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3

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 partofthetest.Therewillbevequestionsprintedoneach 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.ThersttopicintheConversationwillbenominated 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.


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 Agenerallycondentspeakerdemonstrating 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)adverselyaffectsthenaturalowofconversation

3 - 4 The pace of delivery (either hurried andgarbled or slow and halting) is such that theowofcommunicationisseverelyimpaired

0 - 2 Littleornouency


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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 Littleornosignicantreaction

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 causedifcultiesforimmediatecomprehension

4 - 6 Very limited range of constructions andvocabulary. Recurring serious errors.InuenceofEnglishisintrusive

0 - 3 Little or no evidence of grammaticalawareness.Greatdifcultyinconstructing

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.


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 theveA2CulturalTopicareas,ietenquestionsareset.

Candidates are advised to spend approximately1 hour on this section and must write a minimum of250 words.


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

Thoroughunderstandingandknowledgeof the task

Widerangeofrelevantexamplesandevidence

Clearevidenceofevaluationandwell-justiedpersonalreaction

Well-organisedstructurewithclearprogression

16-20 Good

Soundunderstandingandknowledgeofthe task

Goodrangeofrelevantexamplesandevidence

Someevidenceofevaluationandpersonal reaction, but not alwaysconvincinglyjustied

Logicalstructurewithsomeprogression

11-15 Sufcient

Someunderstandingandknowledgeofthe task

Somerelevantexamplesandevidence

Someevaluationandpersonalreactionevidentbutoftennotjustied;over-reliance on received ideas

Structureissatisfactorythoughtheremaybesomedeciencies

6-10 Limited

Limitedunderstandingandknowledgeof the task

Limiteduseofrelevantexamplesandevidence

Limitedevaluationandpersonalreaction; mainly descriptive or factual

Structurelimitedoftenunclearorconfusing

0-5 Poor

Littleunderstandingandknowledgeofthe task

Lackofrelevantevidence;fewexamples

Littleornoevaluationand/orpersonalreaction

Structuremainlyunfocusedand/ordisorganised


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3

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 Manyerrorswhichsignicantlyimpedecommunication

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.


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

02 Very little meaningful response

Part2Conversation(AO1)

Mark Fluency

5 Athoroughlycondentspeaker;abletosustain a conversation at a natural pace

4 Agenerallycondentspeakerdemonstrating a good pace of delivery,with some slight hesitation between andduring utterances

3 Prompt to respond but hesitating regularlybetween and during utterances

2 Lackingincondence.Inappropriatepace of delivery (fast, slow or erratic)adverselyaffectsthenaturalowofconversation

0 - 1 The pace of delivery (either hurried andgarbled or slow and halting) is such that

theowofcommunicationisseverelyimpaired


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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 errorsmaysometimescausedifcultiesforimmediate 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,indeniteandpartitive

Adjectives:agreementpositioncomparative and superlativedemonstrative (ce, cet, cette, ces)indenite(chaque, quelque)possessiveinterrogative (quel, quelle)

Adverbs:comparativeandsuperlativeinterrogative (comment, quand)

Quantiers/intensiers (trs,assez,beaucoup)

Pronouns:personalsubjectobject:directandindirectposition and orderreexiverelative (qui, que)relative:lequel,auquel, dont(R)object:directandindirectdisjunctive/emphaticdemonstrative (celui) (R)indenite(quelquun)possessive (le mien) (R)interrogative (qui, que)

interrogative (quoi) (R)use ofy, en

Verbs:regularandirregularverbs,includingreexiveverbsmodes of address (tu, vous)impersonal verbsverbsfollowedbyaninnitive(withorwithouta

preposition)dependentinnitives(faire rparer) (R)perfectinnitivenegative formsinterrogative forms

tenses:presentperfect (including agreement of past participle)imperfectfutureconditionalfuture perfect (R)conditional perfect (R)pluperfectpast historic (R)

passivevoice:presenttenseother tenses (R)

imperativepresent participlesubjunctivemood:present(commonuses,egafter

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

AllgrammarandstructureslistedforAS,plus:

Pronouns:relative:lequel,auquel, dontpossessive (le mien)demonstrative (celui)interrogative (quoi)

Verbs:dependentinnitives(faire rparer)future perfect tenseconditional perfect tensepassivevoice:alltensessubjunctivemood: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:deniteandindenite,includingkein

Adjectives:adjectivalendingscomparative and superlativedemonstrative (dieser,jeder)possessiveinterrogative (welcher)

Adverbs:comparativeandsuperlativeinterrogative (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,mixedandirregularformsofverbs

reexiveusagesmodes of address (du,ihr, Sie)impersonal verbsseparable/inseparableinnitiveconstructions:lassenwithinnitive(R)modal verbs (drfen,knnen,mgen,mssen,sollen,

wollen):presentandimperfecttenses;imperfect subjunctive ofmgen andknnen auxiliary (haben,sein, werden)

innitiveconstructions(um zu, ohne zu, verbswithzu)

innitiveconstructions:lassenwithinnitivenegative 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:xedcaseanddualcase

Clause structures:mainclausewordordersubordinate clauses (including relative clauses)

Conjunctions:coordinatingsubordinating:mostcommon,includingdamit, ob,so

dasssubordinating:als ob,seitdem (R)

Number, quantity and time (including use ofseit,seitdem)

GermanALevel


Verbsinnitiveconstructions:lassenwithinnitivetenses:perfect(allverbs,includingmodalverbs)

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:deniteandindenite(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:comparativeandsuperlativeinterrogative (cmo, cundo, dnde)

Quantiers/intensiers (muy,bastante,poco,mucho)

Pronouns:subjectobject:directandindirect

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:regularandirregularformsofverbs,includingreexiveverbsmodes of address (t, usted)radical-changing verbsimpersonal verbsverbsfollowedbyaninnitive(withorwithouta

preposition)perfectinnitivenegative formsinterrogative forms

reexiveconstructions(se vende,se nos dice que)uses ofserand estartenses:present

preteriteimperfectfutureconditionalperfectfuture perfect (R)conditional perfect (R)pluperfect

passivevoice:presentandpreteritetensesother tenses (R)

continuous tensesimperativegerundpast participlesubjunctivemood:present

perfectimperfectpluperfect

usesofsubjunctive:politecommandsnegative 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:constructionswithhace and desde hace

SpanishALevel


Verbs:futureperfecttenseconditional perfect tensepassivevoice:alltensessubjunctivemood:allcommonuses

3


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4.1 Aims

ASandAlevelcoursesbasedonthisspecicationshouldencouragecandidatesto:

developaninterestin,andenthusiasmfor,language learning

developunderstandingofthelanguageinavarietyof contexts and genres

communicatecondently,clearlyandeffectivelyinthe language for a range of purposes

developawarenessandunderstandingofthecontemporary society, cultural background and

heritage of countries or communities where thelanguage is spoken

considertheirstudyofthelanguageinabroadercontext.

ASandAlevelspecicationsinFrench/German/Spanishshouldenablestudentsto:

deriveenjoymentandbenetfromlanguagelearning

acquireknowledge,skillsandunderstandingforpractical use, further study and/or employment

communicatewithspeakersofthelanguage

taketheirplaceinamultilingualglobalsociety.

ASandAlevelspecicationsshouldalso:

provideacoherent,satisfyingandworthwhilecourse of study for students who do not progressto further study in the subject.

Inaddition,AlevelspecicationsinFrench/German/Spanishshould:

provideasufcientbasisforthefurtherstudyoflanguages 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)

InGCEspecicationswhichrequirecandidatestoproducewrittenmaterialinEnglish,candidatesmust:

ensurethattextislegibleandthatspelling,punctuation and grammar are accurate so thatmeaning is clear

selectanduseaformandstyleofwritingappropriate to purpose and to complex subjectmatter

organiseinformationclearlyandcoherently,usingspecialist vocabulary when appropriate.

InthisspecicationQWCwillbeassessedinUnits1and 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

Thisspecicationcomplieswiththefollowing.

TheSubjectCriteriaforModernForeignLanguages

TheCodeofPracticeforGCE

TheGCEASandALevelQualicationCriteria

TheArrangementsfortheStatutoryRegulationofExternalQualicationsinEngland,WalesandNorthernIreland:CommonCriteria

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 coursefollowingthisspecicationareatthediscretionofcentres.

4


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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 theyaregeneralqualicationsand,assuch,preparecandidates for a wide range of occupations andhigher level courses.

TherevisedAS/ALevelqualicationandsubjectcriteria 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 onlywhereessentialtothesubject.Thendingsofthisprocess 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.

Candidateswhoarestillunabletoaccessasignicant

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 takenandtherewouldbeanindicationontheircerticatethat 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 havedifcultyinaccessingaspectsoftheassessment,where reasonable adjustments cannot be applied, asfollows:

Speakingsomecandidateswithaspeech

impairment

Listeningsomecandidateswithahearingimpairment and who cannot lip read

Readingsomecandidateswithavisualimpairment who cannot read Braille

This will be kept under review and may be amendedin the future.


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5.1 AvailabilityofAssessmentUnitsandCertication

AfterJune2013,examinationsandcerticationforthisspecicationareavailableinJuneonly.

5 Administration

5.2 Entries

Please refer to the current version ofEntryProcedures and Codes for up to date entryprocedures.Youshouldusethefollowingentrycodesfortheunitsandforcertication.

Unit1FREN1;GERM1;SPAN1

Unit2FRE2T/V;GER2T/V;SPA2T/V

Unit3FREN3;GERM3;SPAN3

Unit4FRE4T/V;GER4T/V;SPA4T/V

AScerticationFrench1651;German1661;Spanish 1696

ALevelcerticationFrench2651;German2661;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 thespecicationandfollowsthedetailedinstructionsprovided 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

Thisspecicationisavailabletoprivatecandidates.As we will no longer be producing supplementaryguidance in hard copy, see our website for guidanceand information on taking exams and assessments asaprivatecandidate:

www.aqa.org.uk/exams-administration/entries/private-candidates

5.4 Access Arrangements and Special Consideration

We have taken note of equality and discriminationlegislation and the interests of minority groups indevelopingandadministeringthisspecication.

We follow the guidelines in the Joint CouncilforQualications(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).

AccessArrangementsWe 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 theExaminationsOfceratthecentre.

5


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5

5.5 Language of Examinations

We will provide units in English only.

5.6 QualicationTitles

Qualicationsbasedonthisspecicationare:

AQAAdvancedSubsidiaryGCEinFrench,and

AQAAdvancedLevelGCEinFrench.

AQAAdvancedSubsidiaryGCEinGerman,and

AQAAdvancedLevelGCEinGerman.

AQAAdvancedSubsidiaryGCEinSpanish,and

AQAAdvancedLevelGCEinSpanish.

5.7 Awarding Grades and Reporting Results

TheASqualicationwillbegradedonave-pointscale:A,B,C,DandE.ThefullALevelqualicationwillbegradedonasix-pointscale:A*,A,B,C,DandE.TobeawardedanA*,candidateswillneedtoachieveagradeAonthefullALevelqualicationandanA*ontheaggregateoftheA2units.

For AS and A Level, candidates who fail to reachthe minimum standard for grade E will be recordedasU(unclassied)andwillnotreceiveaqualicationcerticate.Individualassessmentunitresultswillbecerticated.

5.8 Re-Sits and Shelf-life of Unit ResultsUnit results remain available to count towardscertication,whetherornottheyhavealreadybeenused,aslongasthespecicationisstillvalid.

Each unit is available in June only. Candidates mayre-sit a unit any number of times within the shelf-lifeofthespecication.Thebestresultforeachunitwillcounttowardsthenalqualication.Candidates

whowishtorepeataqualicationmaydosobyre-taking one or more units. The appropriate subjectaward entry, as well as the unit entry/entries, mustbe submitted in order to be awarded a new subjectgrade.

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.Thedescriptionsshouldbeinterpretedinrelationtothecontentoutlinedinthespecication;theyarenotdesignedtodenethatcontent.

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 someappropriatejustication

e) respond readily anduentlyandtaketheinitiative (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).


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 someappropriatejustication

e) respond readily anduentlyandtaketheinitiative (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


E/U boundaryperformance

descriptions


a) show some understandingof basic, often concrete,spoken language, whileexperiencingdifcultieswith 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 theiruencyismostlyconnedto pre-learned material.Their target languageperformance may beinuencedbytheirrstlanguage (Speaking)

f) mayhavesomedifcultycommunicating 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.


a) show some understandingof straightforward writtentexts, but experiencedifcultieswithmorecomplex and abstractlanguage


including limited points ofview

c) have a limited ability toinfer meaning whereappropriate to the task

d) are able to convey somebasic information whentransferring meaning


f) mayhavesomedifcultycommunicating 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)maybeinuencedbytherstlanguage

d) demonstrate a very limitedability to manipulatelanguage where required.


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A2performancedescriptionsforFrench/German/Spanish


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 anduentlyandtaketheinitiative (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).


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 anduentlyandtaketheinitiative (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).


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


E/U boundaryperformance

descriptions


a) show some understandingof spoken, usuallyconcrete, language, butmayexperiencedifcultywith more complex andabstract language



c) demonstrate a limitedability to infer meaning,where appropriate, to thetask

d) are able to convey thebasic information whentransferring meaning


f) mayhavesomedifcultycommunicating 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.


a) show some understandingof a range of written texts,usually straightforward, butmayexperiencedifcultywith more complex andabstract language



c) demonstrate a limitedability to infer meaning,where appropriate, to thetask

d) are able to convey thebasic information whentransferring meaning


f) mayhavesomedifcultycommunicating 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 theALevelspecication,candidatescharacteristically:

a) use a restricted range ofvocabulary and structures.The deployment ofgrammar, syntax andmorphology containsfrequent error and maybeinuencedbytheirrstlanguage.

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:candidateswillfacechallengeindebateandstudy 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 thisspecicationandspecimenunits.

As French/German/Spanish is a EuropeanCommunity language, the European dimension isclearlycoveredineveryaspectofthespecication.The A2 Cultural Topic would contribute to candidatesunderstandingofaspecicaspectofthetargetlanguage-speaking country/community.

EnvironmentalEducation

AQA has taken account of the 1988 Resolution ofthe Council of the European Community and theReportEnvironmentalResponsibility:AnAgendaforFurther and Higher Education 1993 in preparing this

specicationandassociatedspecimenunits.

The A2 topic Environment would contribute tocandidates understanding of environmental issues.

AvoidanceofBias

AQA has taken great care in the preparation of thisspecicationandspecimenunitstoavoidbiasofanykind.

B


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C

C OverlapswithotherQualications

TherearenooverlapswithotherqualicationsatLevel3ofthequalicationsframework.


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D Key Skills

KeySkillsqualicationshavebeenphasedoutandreplacedbyFunctionalSkillsqualicationsinEnglish,Mathematics and ICT from September 2010.

D


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GCE French (2650) /German (2660)/ Spanish (2695) For exams from June 2014 onwards

Qualification Accreditation Number: French AS 500/2210/6 - A Level 500/2209/X

For updates and further information on any of our specifications, to find answers or to ask a question:

Copyright 20 AQA and its licensors. All rights reserved.13

AQA Education (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723)

http://www.aqa.org.uk/professional-development

For information on courses and events please visit:

register with ASK AQA at:

http://www.aqa.org.uk/help-and-contacts/ask-aqa

Every specification is assigned a discounting code indicating the subject area to which it belongsfor performance measure purposes.

The discount codes for this specification are:

The definitive version of our specification will always be the one on our website,

this may differ from printed versions.

AS 500/22 / - A Level 500/22 / German Spanish A 08 807 6 S 500/2206/4 - A Level 500/2214/3

French AS FKF

French A Level 5650German AS FKG

German A Level

Spanish AS FKSSpanish A Level 5750

5670

aqa french specification

Documents