gcse japanese spec

8/2/2019 GCSE Japanese Spec

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Speci cationEdexcel GCSE in Japanese (2JA01)Edexcel GCSE (Short Course)in Japanese: Spoken Language (3JA0S)Edexcel GCSE (Short Course)in Japanese: Written Language (3JA0W)

For rst certi cation 2014

Issue 2



Pearson Education Ltd is one o the UK’s largest awarding organisations,o ering academic and vocational qualifcations and testing to schools, colleges,employers and other places o learning, both in the UK and internationally.Qualifcations o ered include GCSE, AS and A Level, NVQ and our BTEC suiteo vocational qualifcations, ranging rom Entry Level to BTEC Higher NationalDiplomas. Pearson Education Ltd administers Edexcel GCSE examinations.

Through initiatives such as onscreen marking and administration, Pearson isleading the way in using technology to modernise educational assessment, andto support teachers and learners.

This specifcation is Issue 2. Key changes are sidelined. We will in orm centres oany changes to this issue. The latest issue can be ound on the Edexcel website:www.edexcel.com

Re erences to third-party material made in this specifcation are made in goodaith. We do not endorse, approve or accept responsibility or the content o

materials, which may be subject to change, or any opinions expressed therein.(Material may include textbooks, journals, magazines and other publicationsand websites.)

Authorised by Martin Stretton

Prepared by Matthew GregoryPublications Code UG030021All the material in this publication is copyright© Pearson Education Limited 2012



Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012 1

Introduction

The Edexcel GCSE and Edexcel GCSE (Short Courses) in Japanese are designed for use in schoolsand colleges. They are part of a suite of GCSE quali cations offered by Edexcel.

About this specifcation ■ Choice of focus in the speaking unit.

■ 100% externally marked.

■ Outcome based, single tier of assessment.

■ Emphasis on active use and manipulation of language.

■ Builds on best practice from previous Edexcel GCSE quali cations.

■ Appropriate as additional or specialist learning (ASL) within the Diploma (Levels 1 and 2).

■ Short Courses in two skills: listening and speaking or reading and writing.

■ Provides logical progression route to GCE AS and Advanced studies.

Key subject aimsTo enable students to develop:

■ an understanding of Japanese in a variety of contexts

■ a knowledge of Japanese vocabulary and structures

■ transferable language learning skills

■ the ability to communicate effectively in Japanese

■ awareness and understanding of countries and communities where Japanese is spoken.



2

Contents

Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012

Specifcation at a glance 4

A Qualifcation content 8

Knowledge, skills and understanding 8Common topic areas 9

Choice o themes 10

Unit 1 Listening and Understanding in Japanese 11

Overview 11

Content overview 11

Assessment overview 11

Unit 2 Speaking in Japanese 13Overview 13

Content overview 13


Assessment criteria 15

Unit 3 Reading and Understanding in Japanese 17

Overview 17

Content overview 17Assessment overview 17

Unit 4 Writing in Japanese 18

Overview 18

Content overview 18


Assessment criteria or writing task 1 19

Assessment criteria or writing task 2 21

B Assessment 24

Assessment summary 24

Assessment Objectives and weightings 25

Relationship o Assessment Objectives to units 26

Entering your students or assessment 27

Student entry 27

Forbidden combinations and classifcation code 27



Contents

3Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012

Access arrangements and special requirements 27

Equality Act 2010 28

Assessing your students 28Your student assessment opportunities 28

Awarding and reporting 28

Unit results 29

Qualifcation results 29

Re-taking o qualifcations 30

Language o assessment 30

Stretch and challenge 31Malpractice and plagiarism 31

Student recruitment 31

Progression 31

Grade descriptions 32

C Resources, support and training 34Edexcel resources 34

Edexcel publications 34Endorsed resources 34

Edexcel support services 34

Training 35

D Appendices 36

Appendix 1 Key skills 37

Signposting 37

Development suggestions 37Appendix 2 Wider curriculum 38

Signposting 38

Development suggestions 39

Appendix 3 Codes 40

Appendix 4 Grammar list 41

Appendix 5 Minimum core vocabulary list 46

Appendix 6 Kanji list 88



4 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012

Specifcation at a glanceThe Edexcel GCSE in Japanese consists of four units based on the following skills: speaking,listening, reading and writing.

The Edexcel GCSE (Short Course) in Japanese: Spoken Language is formed of two of these units(speaking and listening) and the Edexcel GCSE (Short Course) in Japanese: Written Language isformed of the other two units (reading and writing). It is possible to amalgamate the results fromthe two Short Courses to form a GCSE quali cation.

All quali cations offer choice, exibility and focus.

The Edexcel GCSE Short Courses and the Edexcel GCSE is available for rst certi cation in 2014.

Students may be entered for a short course at the end of Year 10 or Year 11, however it is nolonger possible for students to ‘top up’ from a short course to the full GCSE.

Unit 1: Listening and Understanding in Japanese *Unit code: 5JA01

• Externally assessed

• Availability: June

46% of the totalGCSEShortCourse

23% of the totalGCSE

Overview of content

• This unit draws on vocabulary and structures from across the four speci ed common topicareas (in the Common topic areas section on page 9).

• Students will be tested on their ability to understand spoken Japanese. Testing is through avariety of tasks which require a response, written or non-verbal, to demonstrate understanding.

Overview of assessment

• This unit is externally assessed.

• The examination consists of a number of passages or interactions in Japanese with a variety of question types. The spoken material will include both formal (for example a telephone message)

and informal speech (for example social interaction). There is a single tier of entry for this paperwhich caters for a wide range of student pro les and rewards work from grades G to A*.

• Timing: 45 minutes (plus 5 minutes’ reading time).

• Total number of marks is 50.

*See Appendix 3 for description of this code and all other codes relevant to this quali cation.



5

Specifcation at a glance


Unit 2: Speaking in Japanese *Unit code: 5JA02





Overview of content

• The focus of the speaking unit will be chosen by the centre in consultation with thestudent and will relate to the following themes: media, travel and culture or sport, leisureand work.



• Students will be expected to demonstrate an ability to use the language for different purposesand in different settings although, these can relate to the same theme. The examinationfeatures two tasks.

1. A focused, picture-based discussion or presentation (with follow-up questions related to achosen theme).

2. A general conversation related to a chosen theme.

• Students must undertake these tasks in a speci ed/timetabled assessment window betweenMarch and May and all performances must be recorded.

• Timing: 8-10 minutes in total with half of the time (approximately) spent on each task.





6



Unit 3: Reading and Understanding in Japanese *Unit code: 5JA03





Overview of content

• This unit draws on vocabulary and structures from across the four speci ed common topicareas (in the Common topic areas section on page 9).

• Students will be tested on their ability to understand written Japanese. Testing is through a

variety of tasks which require a response (either written or non-verbal), to demonstrate theirunderstanding.



• The examination consists of a number of short texts, notices or short news reports in Japanesewhich include a range of settings and styles both formal and informal (for example textmessages, advertisements, emails). There is a single tier of entry for this paper which caters fora wide range of student pro les and rewards work from grades G to A*.

• Timing: 55 minutes.





7



Unit 4: Writing in Japanese *Unit code: 5JA04





Overview of content

• Students will produce two pieces of Japanese writing in response to a choice of questions thatrelate to the prescribed themes of this speci cation: media, travel and culture or sport,leisure and work.


• The writing unit is externally assessed through an examination paper consisting of two tasksfrom a choice of eight. The tasks and related assessment criteria have been designed toaccommodate a wide range of student pro les and reward work from grades G to A*.

• The papers reward students for effective communication and knowledge and application of language (as well as accuracy in the second longer task). Tasks will be set in English to ensurethat assessment is not over reliant on reading ability. Although elements of the second task areaccessible to students seeking grades G to C, the task provides opportunities for stretch andchallenge through a more extended writing requirement.

• Timing: 1 hour.






A Qualifcation content

Knowledge, skills and understanding

Knowledge and understanding

This Edexcel GCSE in Japanese requires students to develop their knowledge of vocabulary andstructures in a range of settings which:

• are of relevance and interest to the student

• correspond to students’ level of maturity

• re ect, and are appropriate to, the culture of countries andcommunities where the language is spoken

• relate, where appropriate, to other areas of the curriculum.

Skills

The Edexcel GCSE in Japanese quali cation requires students to:

• listen and respond to different types of spoken language

• communicate in speech for a variety of purposes

• read and respond to different types of written language

• communicate in writing for a variety of purposes

• use and understand a range of vocabulary and structures

• understand and apply the grammar of the language, as detailed in thespeci cation.

The Edexcel GCSE (Short Course) in Japanese: Spoken Language quali cation requires students to:

• listen and respond to different types of spoken language

• communicate in speech for a variety of purposes • use and understand a range of vocabulary and structures


The Edexcel GCSE (Short Course) in Japanese: Written Language quali cation requires students to:

• read and respond to different types of written language

• communicate in writing for a variety of purposes

• use and understand a range of vocabulary and structures




9

Qualifcation content A


Edexcel has prescribed the following four common topic areas and linked sub-topics. These,together with the minimum core vocabulary list ( Appendix 5 ) have been produced to aid teachersin planning and preparing students for success in Unit 1: Listening and Understanding in Japaneseand Unit 3: Reading and Understanding in Japanese .

Common topic areas

The papers for listening and reading skills refer to the generic content areas speci ed below andfeature scenarios set in a country where Japanese is spoken. All students, regardless of theirchosen pathway and theme(s), will be expected to become familiar with them.

Out and about

• Visitor information

• Basic weather

• Local amenities

• Accommodation

• Public transport

• Directions

Customer service and transactions

• Cafés and restaurants

• Shops

• Dealing with problems

Personal information

• General interests

• Leisure activities

• Family and friends

• Lifestyle (healthy eating and exercise)

Future plans, education and work

• Basic language of the internet

• Simple job advertisements

• Simple job applications and CV

• School and college

• Work and work experience



10



Choice o themes

For speaking and writing units, content will relate to the following broad themes. However, as thequali cation provides exibility, choice and, in the speaking unit, scope for personalised learning,students are free to focus on one of the following.

Theme Possible related content

The following content is indicative only.

1. Media, travel andculture

Music/ lm/reading

Fashion/celebrities/religion

Blogs/internet

Holidays

Accommodation

Eating, food, drink

2. Sport, leisureand work

Hobbies/interests

Sporting events

Lifestyle choicesWork experience/part-time jobs

Product or service information

Students can follow a vocationally focused pathway through the choice of theme in the speakingunit. Students should be familiar with all of the above themes for the writing unit.



11

Unit 1



Unit 1 Listening and Understanding in Japanese

Overview

Content overview

To prepare students for this unit, teachers should present and exploit arange of vocabulary relevant to all the common topic areas as listed onpage 9 and, where appropriate, building on the Key Stage 3 Programmeof Study. Students should become accustomed to hearing Japanese

language in a range of styles or different registers and in a variety of contexts, as appropriate to their age and level of understanding. Materialused will feature both male and female voices and represent differentage groups. Featured scenarios and situations are generally set in aJapanese-speaking country or community and students will be expectedto develop appropriate cultural awareness and understanding.

Assessment overview

• The general content of the assessment tasks should be familiar andaccessible to students.

• Students must demonstrate their understanding of pre-recordedspoken language. The recordings feature male and female nativeJapanese speakers who will speak at a rate that is appropriate to theexpected level of students’ understanding.

• In addition to the time indicated below, students have 5 minutes inwhich to read through the paper before the examination starts. Thisprovides an opportunity for students to familiarise themselves withthe length and the layout of the examination paper before hearing therecordings.

• Timing: 45 minutes (plus 5 minutes’ reading time).

•Each passage of Japanese is recorded twice, with pauses following thesecond hearing to allow each student suf cient time to write or notetheir response to each question, or part of a question, and to read thenext question before the related extract is played.

• The recordings are sent out in CD ROM format or as sound les thatcan be accessed via a secure download.

• The examination paper features questions that are asked in Englishrequiring non-verbal responses. A number of question types are usedfor this, including multiple-choice and matching exercises. A mixture of visual and short verbal cues in English may be provided.



12

Unit 1



• Students are also required to give their own short/written English-language responses (two or three words may suf ce) to certain

questions.

• To encourage students to complete the entire paper, the paper followsa ‘peaks and troughs’ model which means that questions appear in amixed order rather than in order of increasing dif culty.

• The paper carries a total of 50 marks.

• The question titles and rubrics will be in English throughout the paper.



13

Unit 2



Unit 2 Speaking in Japanese

Overview

Content overview

• Students are required to develop oral communication skills in differentsettings and for different purposes related to one (or both) of thefollowing themes:

{ media, travel and culture

{ sport, leisure and work.

• The above themes are broad and offer students scope to engagein activities that coincide with their true interests, experience andaspirations. Assessment scenarios should provide opportunities forthem to demonstrate knowledge and understanding of Japaneselanguage and grammar as well as to present, discuss, interact,respond to questions, express feelings and give opinions in Japanese.Students, in negotiation with their teacher, can choose to relate theirspeaking assessments to either of the above themes. Alternatively,they may undertake one task linked to media, travel and culture and

relate the other task to sport, leisure and work .

• Teachers are encouraged to engage students in a variety of speakingactivities as they develop their language skills. These may range fromparticipating in a simple 1:1 conversation to a more complex groupdiscussion or podcast production. Some possible subtopics appear onpage 10 and many more are possible.

• Students are expected to develop an appropriate awareness andunderstanding of the culture and society of Japanese-speakingcountries and communities as part of their Japanese language study.



14

Unit 2



Assessment overview

• Students must undertake two separate speaking tasks, each linkedto one or more of the prescribed themes. These must include both of the following task types:

{ picture-based discussion (or presentation) with follow-upquestions

{ general conversation linked to a theme.

• Each task should last for approximately 4-5 minutes and must occurin a timetabled assessment window usually between March and May.Exact dates will be published on the GCSE examinations timetable.

• Students must engage in a discussion related to a picture (orother visual) that they have chosen or give a presentation (1 to2 minutes maximum) and then respond to a series of linked follow-up questions and answers. These tasks give students choice of content and, therefore, enable them to take some ownership of theirassessment. It is intended that students use the picture as a promptto discussion and that it relates to something they have some interestor involvement in (for example an activity, club or a place). It is notenvisaged that students will be presented with an unseen picturea few minutes prior to assessment or that they are asked in-depthquestions on every aspect of its visual content. Similarly, studentsgiving a presentation must be able to choose its content and prepare.Students can prepare for picture/or presentation-based assessmenton an individual basis in advance of the assessment and must bepermitted access to an appropriate bilingual dictionary during thistime.

• Students may refer to an A5 sheet of paper with bulleted notes(30 words maximum).

As the assessment for both task types is outcome based, teachersshould ensure that they ask questions which are suf ciently challengingto maximise student performance. Teachers should be familiar with thegeneral content of their students’ discussions and/or presentations inadvance so that they can prepare accordingly. However, it is importantthat teachers do not inform students in advance about the speci cquestions that they intend to use in the live assessments and do not rehearse speci c individual assessments.

The general conversation enables students to demonstrate that theycan present information and give opinions as well as interact effectivelywith another Japanese speaker. This task is linked to a chosen theme.Students must be given an opportunity to respond to unpredictablelanguage and teachers should generally ensure that they provideadequate opportunities for students to perform at their optimal level. Itis, therefore, important that teachers do not prepare a speci c list of questions with their students in advance.



15

Unit 2



The tasks will attract a maximum of 50 marks (25 marks for each task)in accordance with the following assessment criteria. Marks are awarded

for content and response , range of language and accuracy . Students areable to score the highest marks without perfect or native speaker levelJapanese.

Assessment criteria

The following grids are common to all task types undertaken in this unit.

Content and response Mark

• Very con dent and uent.

• Frequently takes initiative and develops elaborate responses.

• No dif culty in explaining wide range of ideas and points of view. • Very little or no hesitation.

13-15

• Speaks con dently.

• Takes initiative and develops more elaborate responses.

• Expresses and explains ideas and points of view without undue dif culty.

• Little hesitation and little or no prompting necessary.

10-12

• Able to participate in familiar, straightforward discussions and conversations, butexperiences problems with more complex question forms.

• Conveys opinions, but rarely expands.

• Some hesitation, but able to deal with some unpredictable elements.

7-9

• Able to convey some simple information and opinions without ambiguity, but responsesvery limited.

• Very hesitant and reliant on teacher-examiner prompting.

4-6

• Conveys very little relevant information in minimal responses (mainly one-word replies)

• Very limited comprehension of basic questions.

• Wholly reliant on teacher-examiner prompting.

1-3

• No rewardable content. 0



16

Unit 2



Range of language Mark Accuracy Mark

• Uses wide range of appropriatevocabulary and structures, includingsome complex lexical items.

• Consistently competent use of different tenses.

5 • Very accurate, with only isolatedand usually insigni cant errors.

• Consistently good pronunciation andintonation.

5

• Good variety of appropriatevocabulary and structures.

• Unambiguous use of different verbtenses.

• Generally at ease withsubordination.

4 • Some errors, especially in morecomplex structures, but generallyaccurate.

• Pronunciation and intonationgenerally good.

4

• Adequate but predictable range of vocabulary and structures.

• May include different tenses ortime frames, perhaps with someambiguity.

• Some examples of subordination.

3 • A fair number of errors made,including some basic, butcommunication overall unaffected.

• Pronunciation and intonationgenerally accurate.

3

• Limited and/or repetitive range of vocabulary or structures.

• Predominantly uses shor t sentences.

2 • Many basic errors, but main pointscommunicated.

• Simple ‘pre-learnt’ stereotypescorrect.

• Pronunciation generallyunderstandable.

2

• Very limited range of basicstructures.

• Frequently resorts to non-targetlanguage.

• Rarely offers complete sentences.

1 • Consistently inaccurate languageand pronunciation frequentlyimpede basic communication.

• Only isolated examples of accuratelanguage.

1

• No rewardable language. 0 • No rewardable language. 0



17

Unit 3



Unit 3 Reading and Understanding in Japanese

Overview

Content overview

To prepare students adequately for this unit, teachers should presentand exploit a range of vocabulary relevant to all the common topic areas(page 9) and, where appropriate, build on the Key Stage 3 Programmeof Study. Students should be presented with Japanese language in a

range of styles or registers and in a variety of different contexts asappropriate to their age and level of understanding. In the questionpaper, students will encounter text in different fonts and formats, forexample, short printed messages, advertisements and email messages.Material presented will usually relate to a Japanese-speaking country orcommunity and students will be expected to develop appropriate culturalawareness and understanding.

Assessment overview

• Students will be asked to demonstrate their understanding of anumber of short texts. The texts will be in a range of contexts and

styles, both formal and informal. • A number of question types are used, including multiple-choice and

matching exercises, and a mixture of visual and short verbal cues inEnglish is provided.

• In addition, the paper awards marks for students’ short writtenEnglish-language responses (two or three words may suf ce) tocertain questions. To encourage students to complete the entire paper,the paper follows a ‘peaks and troughs’ model which means thatquestions appear in a mixed order rather than in order of increasingdif culty.

• Some questions may involve non-verbal Japanese language responses(for example selection of an appropriate Japanese language responsefrom a list) and these will appear towards the end of the paper.

• Timing: 55 minutes.

• The paper carries a total of 50 marks.

• The question titles and rubrics will be in English throughout the paper.



18

Unit 4



Unit 4 Writing in Japanese

Overview

Content overview

• To prepare students for this unit, teachers should present and exploit arange of vocabulary relevant to one (or both) of the themes below:

{ media, travel and culture.

{

sport, leisure and work. • Students need to demonstrate that they can apply their knowledge

and understanding of Japanese language and grammar to writeeffectively in Japanese for different purposes and in different contexts.Consequently, the examination paper requires students to undertakeboth a short task (for example, a simple email message) and amore extended Japanese writing task in which students can inform,describe, provide detail, express feelings or give opinions.

Assessment overview

• The writing unit is externally assessed through an examination paperconsisting of two tasks. These have been designed to accommodate awide range of student pro les and rewards work from gradesG to A*.

• The papers reward students for effective communication andknowledge and application of language as well as accuracy in thesecond longer task. Tasks will be set in English to ensure that theassessment is not over-reliant on reading ability. Although elementsof the second task are accessible to students seeking grades G to C,this task also provides opportunities for stretch and challenge throughextended writing. Students must be given access to an appropriatebilingual dictionary in Tasks 1 and 2.

• Task 1: Students are required to produce a short writing task inJapanese (75-180 characters) in response to a choice of four questionsthat relate to both of the prescribed themes. The task is assessed forcommunication and knowledge and application of language only.

• Task 2: Students will be expected to produce some extended writingin Japanese (at least 300 characters). They must choose one of fourpossible tasks that relate to both of the prescribed themes. Tasks offeropportunities for students to narrate, express opinions and to justifypoints of view. The task is assessed for communication, knowledgeand application and accuracy of language.



19

Unit 4



• Students will have one hour to complete this paper.

• The tasks attract a maximum of 50 marks in accordance with the

following assessment criteria.

Assessment criteria or writing task 1

Communication and content Mark

• Very detailed and fully relevant response to the stimulus.

• No ambiguity.

• Clear ability to narrate, describe, express opinion and expand.

• Excellent linking of the piece into a whole.• Coherent and pleasant to read.

9-10

• Detailed response to the stimulus but there may be minor omissions.

• Clear and coherent, with only occasional lapses.

• Reasonable attempt to link the piece into a whole.

• Evidence of description, opinion and expansion.

• Pedestrian or alternatively somewhat over ambitious.

7-8

• Most of the task is completed and relevant information is conveyed, although there

may be some omissions and/or irrelevancies.• Comprehensible overall, with some lapses.

• Evidence of ability to go beyond minimal response.

• Begins to expand ideas and express opinions.

• Some attempt to link piece into a whole.

5-6

• Main points conveyed, but may be major omissions and/or irrelevance.

• Some ambiguity.

• Short response, with no descriptions and minimal opinions.

• Sentences mostly written in isolation.

• Not easy to read.

3-4

• Little relevant information is conveyed.

• Much ambiguity and omission.

• Substantial degree of irrelevance and incoherence.

• Very limited, rarely comprehensible to native speaker.

1-2

• No content worthy of credit. 0



20

Unit 4



Knowledge and application of language Mark

• Wide range of appropriate vocabulary and structures, including some complexitems.

• Consistently competent use of more complex structures and different tenses.

• Clear ability to manipulate language and to produce longer, uent sentences withease.

9-10

• Good variety of appropriate vocabulary and structures.

• Some attempt to use ambitious structures with a fair measure of success.

• Unambiguous use of different verb tenses.

• Generally at ease with subordination.

7-8


• Correct syntax in simple, short sentences.

• Some longer sentences where syntax is not always correct.

• May include different tenses or time frames, perhaps with some ambiguity.


5-6


• Predominantly uses short sentences.

• Some attempts at tenses, but many mistakes.

• Language is basic and sometimes inappropriate to the task.

3-4

• Very limited range of basic structures.

• Frequently resorts to non-target language.


1-2

• No language worthy of credit. 0

A mark of zero for communication and content will mean a mark of zero for knowledgeand application of language and for accuracy.



21

Unit 4



Assessment criteria or writing task 2

Communication and content Mark • Very detailed and fully relevant response to the stimulus.

• No ambiguity.

• Clear ability to narrate, describe, express opinion and expand.

• Excellent linking of the piece into a whole.

• Coherent and pleasant to read.

13-15

• Detailed response to the stimulus but there may be minor omissions.

• Clear and coherent, with only occasional lapses.

• Reasonable attempt to link the piece into a whole.

• Evidence of description, opinion and expansion.

• Pedestrian or alternatively somewhat over ambitious.

10-12

• Most of the task is completed and relevant information is conveyed, although theremay be some omissions and/or irrelevancies.

• Comprehensible overall, with some lapses.

• Evidence of ability to go beyond minimal response.

• Begins to expand ideas and express opinions.

• Some attempt to link piece into a whole.

7-9

• Main points conveyed, but may be major omissions and/or irrelevance.

• Some ambiguity.

• Short response, with no descriptions and minimal opinions.

• Sentences mostly written in isolation.

• Not easy to read.

4-6

• Little relevant information is conveyed.

• Much ambiguity and omission.

• Substantial degree of irrelevance and incoherence.

• Very limited, rarely comprehensible to native speaker.

1-3

• No content worthy of credit. 0



22

Unit 4



Knowledge and application of language Mark

• Wide range of appropriate vocabulary and structures, including some complexitems.

• Consistently competent use of more complex structures and different tenses.

• Clear ability to manipulate language and to produce longer, uent sentences withease.

9-10

• Good variety of appropriate vocabulary and structures.

• Some attempt to use ambitious structures with a fair measure of success.

• Unambiguous use of different verb tenses.

• Generally at ease with subordination.

7-8


• Correct syntax in simple, short sentences.

• Some longer sentences where syntax is not always correct.

• May include different tenses or time frames, perhaps with some ambiguity.


5-6


• Predominantly uses short sentences.

• Some attempts at tenses, but many mistakes.

• Language is basic and sometimes inappropriate to the task.

3-4

• Very limited range of basic structures.

• Frequently resorts to non-target language.


1-2




23

Unit 4



Accuracy Mark

• Very accurate, though not necessarily faultless. • Consistently good spelling and manipulation of language.

• Secure when using more complex language with only a few minor errors.

5

• Generally accurate language.

• Most spelling and verb forms correct.

• When more complex structures are attempted, accuracy can be more variable.

4

• A fair number of errors made, including some basic, but communication overallunaffected.

• Straightforward and familiar language fairly accurately spelt and manipulated. • Verbs more correct than incorrect.

• The work is clearly more accurate than inaccurate.

3

• Many basic errors, but main points communicated.

• Simple ‘pre-learnt’ stereotypes correct.

• Frequent misspellings.

• Frequent incorrect verb forms.

2

• Consistently inaccurate language and misspellings frequently impede basic

communication.• Only isolated examples of accurate language and verb formation.

1


A mark of zero for communication and content will mean a mark of zero for knowledgeand application of language and for accuracy.




B Assessment

Assessment summaryUnits 1, 2, 3 and 4 are external units, set and marked by Edexcel.

Summary o table o assessment

Unit 1 Listening and Understanding in Japanese Unit code: 5JA01

This unit is externally set and assessed and can be entered in June only.

The examination consists of a number of passages or interactions in Japanese with a variety of question types. The spoken material will include both formal (for example a telephone message)and informal speech (for example social interaction). There is a single tier of entry for this paperwhich caters for a wide range of student pro les and rewards work from grades G to A*.

Content relates to prescribed common topic areas.

Timing: 45 minutes (plus 5 minutes’ reading time).

Total number of marks is 50.

Unit 2 Speaking in Japanese Unit code: 5JA02

This unit is externally marked and involves students carrying out two different tasks related to achosen theme (or themes). Tests are conducted by the teacher in a speci ed assessment window.The assessment criteria primarily reward students for communication (content and response ) although additional marks are awarded for range of language and accuracy .

Timing: 8-10 minutes in total (equally divided across both tasks).

Total number of marks is 50.

Unit 3 Reading and Understanding in Japanese Unit code: 5JA03

This unit is externally set and assessed and can be entered in June only.

The examination consists of a number of short texts, notices or short news reports in Japanesewhich include a range of settings and styles both formal and informal (for example text messages,advertisements, emails). There is a single tier of entry for this paper which caters for a wide rangeof student pro les and rewards work from grades G to A*.

Content relates to prescribed common topic areas.

Timing: 55 minutes.

Total number of marks is 50 marks.



Assessment B


Unit 4 Writing in Japanese Unit code: 5JA04

The writing unit is externally assessed through an examination paper consisting of two tasks froma choice of eight. The tasks and related assessment criteria have been designed to accommodatea wide range of student pro les and reward work at grades from G to A*.

The papers reward students for effective communication and knowledge and application of language (as well as accuracy in the second longer task). Tasks will be set in English to ensurethat assessment is not overreliant on reading ability. Although elements of the second task areaccessible to students seeking grades G to C, the task provides opportunities for stretch andchallenge through a more extended writing requirement.

Timing: 1 hour.

The number of marks is 50.

Assessment Objectives and weightings

% in GCSEShort

Course(Spoken

Language)

% in GCSEShort

Course(Written

Language)

% in GCSE

AO1: Understand spoken language. 46% 0% 23%

AO2: Communicate in speech. 54% 0% 27%

AO3: Understand written language. 0% 46% 23%

AO4: Communicate in writing. 0% 54% 27%

TOTAL 100% 100% 100%



B Assessment


Relationship o Assessment Objectives to units

Edexcel GCSE in Japanese

Unit number Assessment Objective

AO1 AO2 AO3 AO4 Total for AO1,AO2, AO3 andAO4

Unit 1 23% 0% 0% 0% 23%

Unit 2 0% 27% 0% 0% 27%

Unit 3 0% 0% 23% 0% 23%

Unit 4 0% 0% 0% 27% 27%

Total for GCSE 23% 27% 23% 27% 100%

Edexcel GCSE (Short Course) in Japanese: Spoken Language



Unit 1 46% 0% 0% 0% 46%

Unit 2 0% 54% 0% 0% 54%

Unit 3 0% 0% 0% 0% 0%

Unit 4 0% 0% 0% 0% 0%

Total for GCSEShort Course 46% 54% 0% 0% 100%

Edexcel GCSE (Short Course) in Japanese: Written Language



Unit 1 0% 0% 0% 0% 0%

Unit 2 0% 0% 0% 0% 0%

Unit 3 0% 0% 46% 0% 46%

Unit 4 0% 0% 0% 54% 54%

Total for GCSE

Short Course0% 0% 46% 54% 100%



Assessment B


Entering your students or assessment

Student entryFrom summer 2014 onwards students will be required to sit all theirexaminations at the end of the course.

Details of how to enter students for this quali cation can be found inEdexcel’s UK Information Manual , a copy is sent to all examinationsof cers. The information can also be found on Edexcel’s website:www.edexcel.com

Forbidden combinations and classifcation codeCentres should be aware that students who enter for more than oneGCSE quali cation with the same classi cation code will have only onegrade (the highest) counted for the purpose of the school and collegeperformance tables.

Students should be advised that, if they take two speci cations with thesame classi cation code, schools and colleges are very likely to take theview that they have achieved only one of the two GCSEs. The same viewmay be taken if students take two GCSE speci cations that have differentclassi cation codes but have signi cant overlap of content. Students who

have any doubts about their subject combinations should check withthe institution to which they wish to progress before embarking on theirprogrammes.

Access arrangements and special requirementsEdexcel’s policy on access arrangements and special considerationsfor GCE, GCSE, and Entry Level is designed to ensure equal accessto quali cations for all students (in compliance with the Equality Act2010) without compromising the assessment of skills, knowledge,understanding or competence.

Please see the Edexcel website (www.edexcel.com) for:

• the JCQ policy Access Arrangements, Reasonable Adjustments andSpecial Consideration

• the forms to submit for requests for access arrangements and specialconsiderations

• dates for submission of the forms.



B Assessment


Requests for access arrangements and special considerations must beaddressed to:

Special RequirementsEdexcelOne90 High Holborn London WC1V 7BH

Equality Act 2010Please see the Edexcel website (www.edexcel.com) for informationrelating to the Equality Act 2010.

Assessing your students

The rst assessment opportunity for all units of this quali cation will takeplace in the June 2014 series and in each following June series for thelifetime of the quali cation.

Your student assessment opportunities

Unit June 2014 June 2015

Unit 1: Listening and Understanding in Japanese Unit 2: Speaking in Japanese

Unit 3: Reading and Understanding in Japanese

Unit 4: Writing in Japanese

Awarding and reportingThe grading, awarding and certi cation of this quali cation will complywith the requirements of the current GCSE/GCE Code of Practice, whichis published by the Of ce of Quali cations and Examinations Regulations

(Ofqual). The GCSE quali cation will be graded and certi cated on aneight-grade scale from A* to G. Individual unit results will be reported.



Assessment B


Students whose level of achievement is below the minimum judged byEdexcel to be of suf cient standard to be recorded on a certi cate will

receive an unclassi ed U result.

Unit resultsThe minimum uniform marks required for each grade for each unit:

Units 1 and 3Unit grade *A A B C D E F G

Maximum uniformmark = 70

63 56 49 42 35 28 21 14

Students who do not achieve the standard required for a grade G willreceive a uniform mark in the range 0–13.

Units 2 and 4Unit grade *A A B C D E F G

Maximum uniformmark = 80 72 64 56 48 40 32 24 16


Qualifcation results

The minimum uniform marks required for each grade:

GCSE in Japanese, cash-in code: 2JA01Quali cation grade *A A B C D E F G

Maximum uniform

mark = 300

270 240 210 180 150 120 90 60




B Assessment


GCSE (Short Course) in Japanese: Spoken Language, cash-in code: 3JA0SGCSE (Short Course) in Japanese: Written Language, cash-in code: 3JA0WQuali cation grade *A A B C D E F G

Maximum uniformmark = 150 135 120 105 90 75 60 45 30


Re-taking o qualifcationsStudents wishing to re-take this GCSE and GCSE short course arerequired to re-take all the units in the quali cation.

Language o assessmentAssessment of this speci cation will be available in Japanese althoughsome questions will be set in English and require responses in English.Assessment materials will be published in English and in Japanese(where appropriate).



Assessment B


Stretch and challenge

Students can be stretched and challenged in all units through the use of different assessment strategies, for example:

• a requirement to use and recognise complex language structures andgrammar

• a requirement to recognise and conveying feelings and opinions

• use of open-ended questioning and stimuli

• a requirement to communicate effectively and accurately in the targetlanguage (Units 2 and 4)

• a requirement to produce extended target language.

Malpractice and plagiarismFor up-to-date advice on malpractice and plagiarism, please refer to theJoint Council for Quali cations Suspected Malpractice in Examinations:Policies and Procedures document on the JCQ website www.jcq.org.uk

Student recruitmentEdexcel’s access policy concerning recruitment to our quali cations isthat:

• they must be available to anyone who is capable of reaching therequired standard

• they must be free from barriers that restrict access and progression

• equal opportunities exist for all students.

ProgressionThis quali cation offers a suitable progression route to GCE AS and GCEAdvanced Level in Japanese language study as well as other Level 3quali cations. In addition, the study of one language at GCSE level can

facilitate and help promote the learning of other languages.

The quali cation may also add to an individual’s employability pro le.



B Assessment


Grade descriptions

A

Candidates show understanding of a variety of spoken language thatcontains some complex language and relates to a range of contexts.They can identify main points, details and points of view and draw simpleconclusions.

They initiate and develop conversations and discussions, presentinformation and narrate events. They express and explain ideas andpoints of view, and produce extended sequences of speech using a varietyof vocabulary, structures and verb tenses. They speak con dently, withreasonably accurate pronunciation and intonation. The message is clearbut there may be some errors, especially when they use more complexstructures.

They show understanding of a variety of written texts relating to a rangeof contexts. They understand some unfamiliar language and extractmeaning from more complex language and extended texts. They canidentify main points, extract details, recognise points of view, attitudes andemotions and draw simple conclusions.

They write for different purposes and contexts about real or imaginarysubjects. They express and explain ideas and points of view. They usea variety of vocabulary, structures and verb tenses. Their spelling andgrammar are generally accurate. The message is clear but there may besome errors, especially when they write more complex sentences.

C

Candidates show understanding of different types of spoken language thatcontain a variety of structures. The spoken material relates to a range of contexts, including some that may be unfamiliar, and may relate to pastand future events. They can identify main points, details and opinions.

They take part in conversations and simple discussions and presentinformation. They express points of view and show an ability to deal withsome unpredictable elements. Their spoken language contains a variety of structures and may relate to past and future events. Their pronunciationand intonation are more accurate than inaccurate. They convey a clearmessage but there may be some errors.

They show understanding of different types of written texts that contain avariety of structures. The written material relates to a range of contexts,including some that may be unfamiliar and may relate to past and futureevents. They can identify main points, extract details and recogniseopinions.

They write for different contexts that may be real or imaginary. Theycommunicate information and express points of view. They use a varietyof structures and may include different tenses or time frames. The style isbasic. They convey a clear message but there may be some errors.



Assessment B


F

Candidates show some understanding of simple language spoken clearlythat relates to familiar contexts. They can identify main points and extractsome details.

They take part in simple conversations, present simple information andcan express their opinion. They use a limited range of language. Theirpronunciation is understandable. There are grammatical inaccuracies butthe main points are usually conveyed.

They show some understanding of short, simple written texts that relate tofamiliar contexts. They show limited understanding of unfamiliar language.They can identify main points and some details.

They write short texts that relate to familiar contexts. They can express

simple opinions. They use simple sentences. The main points are usuallyconveyed but there are mistakes in spelling and grammar.




C Resources, support and training

Edexcel resourcesThe resources from Edexcel provide you and your students with

comprehensive support for our GCSE Japanese quali cation. Thesematerials have been developed by subject experts to ensure that you andyour department have appropriate resources to deliver the speci cation.

Edexcel publicationsYou can order further copies of the speci cation, sample assessmentmaterials (SAMs) and teacher’s guide documents from:

Edexcel Publications AdamswayMans eld Nottinghamshire NG18 4FN

Telephone: 01623 467467 Fax: 01623 450481 Email: [email protected] Website: www.edexcel.com

Endorsed resourcesEdexcel also endorses some additional materials written to support thisquali cation. Any resources bearing the Edexcel logo have been through

a quality assurance process to ensure complete and accurate support forthe speci cation. For up-to-date information about endorsed resources,please visit www.edexcel.com/endorsed

Please note that while resources are checked at the time of publication,materials may be withdrawn from circulation and website locations maychange.

Edexcel support servicesEdexcel has a wide range of support services to help you implement thisquali cation successfully.

ResultsPlus – ResultsPlus is an application launched by Edexcel to helpsubject teachers, senior management teams, and students by providingdetailed analysis of examination performance. Reports that compareperformance between subjects, classes, your centre and similar centrescan be generated in ‘one-click’. Skills maps that show performanceaccording to the speci cation topic being tested are available for somesubjects. For further information about which subjects will be analysedthrough ResultsPlus, and for information on how to access and use theservice, please visit www.edexcel.com/resultsplus



Resources, support and training C


Ask the Expert – To make it easier for you to raise a query with usonline, we have merged our Ask Edexcel and Ask the Expert services.

There is now one easy-to-use web query form that will allow you to askany question about the delivery or teaching of Edexcel quali cations.You’ll get a personal response, from one of our administrative or teachingexperts, sent to the email address you provide. You can access thisservice at www.edexcel.com/ask.

We’re always looking to improve the quantity and quality of informationin our FAQ database, so you’ll be able to nd answers to many questionsyou might have by searching before you submit the question to us.

Support for StudentsLearning ourishes when students take an active interest in theireducation; when they have all the information they need to make theright decisions about their futures. With the help of feedback fromstudents and their teachers, we’ve developed a website for students thatwill help them:

• Understand subject speci cations

• Access past papers and mark schemes

• Find out how to get exams remarked

• Learn about other students’ experiences at university, on their travels

and entering the workplaceWe’re committed to regularly updating and improving our online servicesfor students. The most valuable service we can provide is helping schoolsand colleges unlock the potential of their learners.www.edexcel.com/students

TrainingA programme of professional development and training courses, coveringvarious aspects of the speci cation and examination, will be arranged byEdexcel each year on a regional basis. Full details can be obtained from:

Training from EdexcelEdexcelOne90 High Holborn London WC1V 7BH

Telephone: 0844 576 0027 Email: [email protected] Website: www.edexcel.com




D Appendices

Appendix 1 Key skills 37

Appendix 2 Wider curriculum 38

Appendix 3 Codes 40

Appendix 4 Grammar list 41

Appendix 5 Minimum core vocabulary list 46

Appendix 6 Kanji 88



37

Appendix 1


Appendices D

Appendix 1 Key skills

SignpostingKey skills (Level 2) Unit 1 Unit 2 Unit 3 Unit 4

Communication

C2.1a

C2.1b

C2.2

C2.3

Information and communication technology

ICT2.1

ICT2.2

ICT2.3

Improving own learning and performance

LP2.1

LP2.2

LP2.3

Working with others

WO2.1

WO2.2

WO2.3

Teachers should note that assessment of the key skill of communicationmust be in English, Irish or Welsh and that, although foreign languagestudy clearly presents opportunities to develop skills in communication,assessment in the foreign language is not appropriate. For thisquali cation, all key skills communication evidence must be in English.

Development suggestionsPlease refer to the Edexcel website (www.edexcel.com) for key skillsdevelopment suggestions.



38

Appendix 2


D Appendices

Appendix 2 Wider curriculum

Signposting

Issue Unit 1 Unit 2 Unit 3 Unit 4

Spiritual

Moral

Ethical

Social

Cultural

Citizenship Environmental

European initiatives

Health and safety

Legislative

Economic

Sustainable development

In addition to acquiring knowledge about language structures and developing of practical languageskills, effective language learning involves a promotion of cultural understanding. This speci cationrequires students to consider a range of common topic areas, to focus on one or more broadthemes and develop an appreciation of the culture and society of Japanese-speaking countries andcommunities. Consequently, teachers can link their students’ language study to the issues listedabove.



39

Appendix 2


Appendices D

Development suggestions

Issue Units Opportunities for development or internal assessmentSpiritual Unit 4 A student may produce a report on a particular religious festival

and re ect on its meaning and signi cance.

Moral Unit 2 A student could refer to a moral tension that young people facewhen discussing an aspect of youth culture.

Ethical Unit 2 A student might wish to deliver a presentation advocating ‘fairtrade’ business.

Social Unit 4 A student considering work issues might produce a piece of writing on voluntary work and related social issues.

Cultural Unit 3 Reading a shor t passage on visitor information, a student mightbecome more aware of the different cultural activities and

facilities available.

Citizenship Units 1 and 3 When undertaking listening and reading activities, related to theprescribed common topic areas, students may become aware of issues that can be linked to citizenship.

Environmental Unit 1 A student might hear a recording in Japanese referring to theenvironmental bene ts of public transport.

European initiatives Unit 4 A student undertaking written work on a local amenity orvisitor attraction may discover that it has been partly supportedthrough the European Regional Development Fund.

Health and safety Unit 2 A student giving an oral presentation on a healthy lifestyle mayrefer to the negative impact of smoking, alcohol or drug abuse.

Legislative Units 2 and 4 Students may, through projects related to the world of work,become aware of workplace-related legislation.

Economic Units 2 A student undertaking work related to the leisure industry maybecome aware of the contribution of this sector to differentnational economies.

Sustainabledevelopment

Units 2 and 4 A student considering travel-related issues may considerprojects that promote sustainable tourism.



40

Appendix 3


D Appendices

Appendix 3 Codes

Type of code Use of code Code number

Nationalclassi cation codes

Every quali cation is assigned to a nationalclassi cation code indicating the subject area towhich it belongs. Centres should be aware thatstudents who enter for more than one GCSEquali cation with the same classi cation code willhave only one grade (the highest) counted for thepurpose of the school and college per formancetables.

6010

NationalQuali cationsFramework (NQF)codes

Each quali cation title is allocated a NationalQuali cations Framework (NQF) code.

The National Quali cations Framework (NQF) codeis known as a Quali cation Number (QN). This is thecode that features in the DfE Section 96 and on theLARA as being eligible for 16–18 and 19+ funding,and is to be used for all quali cation fundingpurposes. The QN is the number that will appear onthe student’s nal certi cation documentation.

The QNs for the quali cationsin this publication are:

GCSE in Japanese500/4461/8

GCSE (Short Course) inJapanese: Spoken Language500/4415/1

GCSE (Short Course) inJapanese: Written Language500/4499/0

Unit codes Each unit is assigned a unit code. This unit code isused as an entry code to indicate that a studentwishes to take the assessment for that unit. Centreswill need to use the entry codes only when enteringstudents for their examination.

Unit 1 – 5JA01

Unit 2 – 5JA02

Unit 3 – 5JA03

Unit 4 – 5JA04

Cash-in codes The cash-in code is used as an entr y code toaggregate the student’s unit scores to obtain theoverall grade for the quali cation. Centres will needto use the entry codes only when claiming students’ quali cations.

GCSE in Japanese – 2JA01

GCSE (Short Course) inJapanese: Spoken Language– 3JA0S

GCSE (Short Course) inJapanese: Written Language– 3JA0W

Entry codes The entry codes are used to:

• enter a student for the assessment of a unit

• aggregate the student’s unit to obtain the overallgrade for the quali cation.

Please refer to the EdexcelUK Information Manual ,available on the Edexcelwebsite.



41

Appendix 4


Appendices D

Appendix 4 Grammar list

Students will be expected to have acquired knowledge and understanding of the following aspectsof the grammar of the target language during their course.

Copula

Polite form

Linking form( 55 )

Plain form

Questions

Use of to form a question

Questions words

counter ( )

Or questions ( )

Question word plus plus negative ( )

Question word plus for ‘everything’ etc ( )

Question word plus for ‘something’ etc ( )

Question word plus for ‘anywhere’ etc ( )

Numbers and counting

Numbers 1 – 100,000,000

series

Counters:

(cups of drinks)

Verbs

Polite form Plain form



42

Appendix 4


D Appendices

Endings derived from form

( )

( )

for purpose,

+

Endings with form

+

+

+

+ link (eg )

+ ( )

+ for present progressive ( )

for present state ( )

Endings with form

(eg )

Endings derived from form

(eg )

(eg )

( )

Endings with dictionary form

(eg )

(eg )

(eg )

(eg )

(eg )

Speci c verbs

Verbs of existence and

With location, eg

With replacing the verb

With quantity

Verbs of giving and receiving and

Linking sentences

eg

for reasons

…… …



43

Appendix 4


Appendices D

Giving an opinion

Use of

Dates and time

Telling the date (including )

Giving the date

Days of the week

for length of time

words

I adjectives

With a noun eg

As a sentence ending: Polite form

Plain form

Linking form (eg )

As an adverb (eg ) (including )

Na Adjectives

With a noun

As a sentence ending: Polite form

Plain form

Linking form (eg )As an adverb (eg ) (including )

Adverbs

Of frequency

Of quantity

Of (non) completion



44

Appendix 4


D Appendices

Particles

(1) For questions

(2) For or

Approximately 200g

Approximately

(1) For possessive

(2) For pronoun

(3) For apposition

(1) For subject

(2) For negative

(3) For contrast

(1) Also

(2) Both... and…

(1) For location

(2) For a tool

(3) After a number

(4) For a reason

With verbs of motion

(1) With direct object

(2) With certain verbs

For non-exclusive and

(1) For and

(2) For with



45

Appendix 4


Appendices D

(1) After a time

(2) With verbs of motion

(3) With verbs of existence

(4) For an indirect object

(5) For frequency

(1) Subject marker

(2) Conjunction

Only

Only

(1) With time

(2) With place

(1) With time

(2) With place

Suggested example

Sentence ending

Sentence ending

Sentence ending

NB: Some of the particles above may be used as double particles, but a detailed treatment of

double particles is not expected.



46

Appendix 5


D Appendices

Appendix 5 Minimum core vocabulary list

The following vocabulary list is intended to assist teachers in planning their work. It is a minimumcore generic vocabulary that all students will need to acquire (regardless of chosen theme). It isan essential vocabulary list that students should refer to and build on when preparing for listeningand reading examinations.

All assessment tasks in Unit 1: Listening and Understanding in Japanese and Unit 3: Reading andUnderstanding in Japanese targeted at grades G-C will be based on this vocabulary list. Occasionalglossing of individual words may occur in the examinations although this will be avoided wheneverpossible.

In the speaking and writing units, it is important to note that the vocabulary requirements, evenwithin each of the chosen pathways (media, travel and culture or sport, leisure and work), couldvary between students.

If the whole word can be written with GCSE Kanji, it is written as such. However, if the wordincludes one or more of Kanji above GCSE level, it is written in Hiragana

High requency language (multiple contexts)

Verbs

to meet, see

to go up

to open (intransitive)

to open (transitive)

to play, have a good time

to gather

to collect

to wash

to walk

(to be) relieved

to say

to go

to hurry

to need



47

Appendix 5


Appendices D

to put in

to receive, sit examsto sing

to hit, type

to succeed, go well

to sell

to drive

to choose

to get up, to take place, happen

to put, place

to send

to be late

to get angry

to teach, tell

to push

to fall, fail (exams)

to drop

to remember, memorise

to remember, recall

to think

to nish, end

to buy

to return, give back

to return, go home

to change

to cost (money), take (time)

to write

to lend

to win

to borrow, rent

to change



48

Appendix 5


D Appendices

to think, consider

to try hard to hear, listen, ask

to be able to hear

to be decided

to decide

to cut

to wear

to be careful, mind

to compare

to come

(to) plan, project, organise

(to) experience

to turn off

(to) ght, argue

(to) study, research

to answer

to be at a loss, be in trouble

to fall over

to break (transitive)

to break (intransitive)

to look for

to go down

to touch

(to go for) a walk

(to) fail

(to ask) a question

to die

to close (intransitive)

to close (transitive)

(to) prepare, get ready



49

Appendix 5


Appendices D

(to) introduce

(to) inviteto inform, tell

to check, research

to know

to believe

(to) worry

to smoke, breath in

to throw away

to live

to do

to sit down

(to) live

(to) explain

(to) look after, take care of

(to) wash clothes

(to) clean

to take out, present, hand in

to help, save

to stand

to enjoy oneself

to ask, to request

to eat

to be different, wrong

(to be) careful, (to) warn

to follow

to use

to get tired

to arrive

to make, produce

to light, turn on



50

Appendix 5


D Appendices

to convey (a message)

to last, continueto continue

to take (person)

to bring (person)

to set out, depart

to be able to, can

to help, assist

to go out

(to) phone

to pass through

to y, jump

to stay

to stop (intransitive)

to stop (transitive)

to take, catch, take (photo, lm)

to repair, x, mend, cure

to be repaired, be cured, get well

to cry

to pass away

to throw

to learn

to become

to escape

to look like, resemble

to take off (clothing)

to go to bed, sleep

to climb

to drink

to enter

to begin



51

Appendix 5


Appendices D

to begin

to runto work

to speak, talk

to stick, paste

(to) oppose

to pull

(to be) surprised

to pick up

to increase

to decrease

(to) study

to lose

to make a mistake

to wait for

to be visible

to polish, brush

to show

to nd

to see

to have

to take (thing)

to bring (thing)

to return

(to) promise

to be useful

to rest, take holiday

to quit, stop, leave

to do

to call, invite

to read



52

Appendix 5


D Appendices

(to) reserve, (to) book

to drop in, stop by to be pleased

(to) practise

(to) contact, inform

to understand

to forget

to laugh, smile

I-Adjectiveslight, bright

warm

new

hot (to touch)

hot

dangerous

sweet

good

busy

painful

beautiful

noisy

happy, glad, pleased

delicious

many, numerous

big, large

funny, strange

late, slow

same

heavy

interesting, funny



53

Appendix 5


Appendices D

hard

sad, sorrowful hot, spicy

light

pretty, sweet, cute

dirty, untidy

strict, harsh, tough

dark

scary (afraid)

sad, lonely

cold

few, not many

great (slang)

cool

wonderful

narrow

tall, high, expensive

correct

happy, enjoyable

small

near, close

boring

cold (to touch)

strong

far

long

sleepy

embarrassed

fast

early

low



54

Appendix 5


D Appendices

wide, spacious

fat, thick old

want, wish for

thin, slender, narrow

disgusting/unpleasant

round

short

dif cult

rare, unusual

kind, gentle

easy

cheap

soft

weak

young

bad

Na-Adjectives

safe

terrible, dislike(d)

various

simple, easy

dislike

beautiful, clean

healthy, energetic

healthy

quiet, calm

rude

free

skilful, good



55

Appendix 5


Appendices D

kind

like, favouritenice

important

alright, safe

favourite

important, valuable

hard

good, able, capable

special

not good at, incompetent

bustling

handsome

free (time)

inconvenient

clumsy

strange

convenient

serious, diligent

famous

Colours

blue

red

colour

yellow

black

white

brown

grey

pink green



56

Appendix 5


D Appendices

Adverbs

diligently, with all one’s energy

together

full

enough

immediately

all the time, much more

de nitely, by all means

more or less

mostly, usually

for example

probably, perhaps

gradually

exactly, just

a little

especially

for the rst time

alone

almost

really

rst of all

straight ahead, straight on

once again

of course

more

slowly, leisurely

often, well



57

Appendix 5


Appendices D

Connecting words

however, but

(well) then, in that case

(and) then

(and) then, after that

besides, moreover

therefore

(well) then, in that case

however, but

Time expressions

New Year

‘Bon’ festival

for… (period of time)

number of months

autumn

morning

the day after tomorrow

tomorrow

later

all day

throughout the year

always

now

the day before yesterday

the year before last

end

yesterday

today

last year

Christmas



58

Appendix 5


D Appendices

this morning

Golden Week afternoon (pm)

morning (am)

this year

these days

this month

this week

this time, next time

this evening

recently, these days

a little while ago

time

for some time

weekend

New Year

last month

last week

next

the next day

summer

summer holiday

beginning

spring

spring holiday

evening

noon

winter

winter holiday

every morning

every week



59

Appendix 5


Appendices D

every month

every year every day

every night

past

soon

evening

night

next month

next week

next year

Other high requency words

rich person

after names

after names (formal)

after names

each, …by…

plural suf x (people & animals)

after names

and so on

about…

you, darling

you (plural)

no

meaning

number, gure

Katakana

shape

she, girlfriend

he, boyfriend



60

Appendix 5


D Appendices

they

Kanji oneself

all

type

free

for example

convenience

popular

yes

number

Hiragana

page

other

I

real

former

everyone, all

thing

I

we

Countries

Ireland

United States

United Kingdom

Italy

England

Wales

Canada

Scotland



61

Appendix 5


Appendices D

Spain

Germany France

Russia

Korea

China

Japan

Continents

Asia

Africa

Australia

Europe

South America

North America

Nationalities/languages

(nationality)

(language)

Areas

prefecture

city

town

village

Osaka

Okinawa

Kyushu

Kyoto

Shikoku

Tokyo

Tokyo Tower



62

Appendix 5


D Appendices

Mt Fuji

HokkaidoHonshu

London

Location

side

between

up, above

behind

north

under, below

outside

next to, near

vicinity

centre

next to

inside

west

east

left

in front of, before

middle

right

south

side

Social conventions

Well…, Excuse me…, I say…

May I help you? (shop, restaurant etc)

How are you?



63

Appendix 5


Appendices D

Please

Good morningCongratulations

Good night

It is I, not you, that…

Sorry.

Good afternoon. Good morning. Hello.

Good evening.

… Well…, I’m not sure.

Goodbye.

Excuse me. I’m sorry. Thank you.

Well then, see you again.

Here you are…

Thank you.

Thank you. (formal)

How do you do? Nice to meet you.

Welcome.

Language used in dialogues and messages(Some words may eature in other sections.)

sent to (letter)

sent by (letter)

No, it’s wrong.

That’s good.

That’s ne.

Good luck.

mobile phone

What a shame.

Excuse me, but…

Let’s do that.



64

Appendix 5


D Appendices

Is that so? I see.

That’s right. I agree.Fine.

That’s too bad

That’s not good

to answer the phone

telephone number

to make a phone call

to cut, cut off (phone)

Please call me

telephone

Here you are, please…

Yes, that’s right

text message

Hello (on the telephone)

That’s good. I’m pleased for you.

With pleasure.

OK

Language related to common topic areas

Out and about

castle

temple

old person

ower viewing (esp. cherry blossom)

bath

bathroom

festival

shop

to stop (raining, snowing, wind)



65

Appendix 5


Appendices D

to fall (rain, snow)

line, track degree

nights

track, platform

shop

bound for …

rain

to take place (event)

on foot

to guide, show around

information bureau

chair

country(side)

living room

entrance

reception, receptionist

to move

cow

horse

sea, ocean

driver

air conditioning

lm, movie

cinema

station

postcard

return ticket

motorbike

to withdraw money

recommendation



66

Appendix 5


D Appendices

toilets

sound adult

to take a bath

souvenir

to get off

hot spring

coast, beach

foreign country

foreigner

staircase

guide

guidebook

key

to lock

volcano

re

wind

to blow

petrol

petrol station

single ticket

corner

wall

river

environment

(to go) sightseeing

tourist

tree

temperature

opportunity



67

Appendix 5


Appendices D

season

guitar ticket

ticket of ce

(to) cancel

(to go) camping

holiday

church

Christianity

bank

neighbourhood

air

airport

country

cloud

cloudy, overcast

to become cloudy

to park

car, vehicle

economy

view, scenery

park

crossroads

factory

international

rubbish waste

to be crowded

service station

sign

cherry tree

train, bus timetable



68

Appendix 5


D Appendices

earthquake

naturebicycle

motor car

island

photograph

to take a shower

custom

religion

(to) depart

capital city

Shinkansen, bullet train

traf c lights

population

bedroom

shrine

Shinto

suitcase

heater

sumo

pickpocket

politics

world

sky

embassy

kitchen

typhoon

sun

taxi

taxi stand, rank

building



69

Appendix 5


Appendices D

shelf

rice eld (to) check out

(to) check in

basement

underground train

map

car park

tour

moon

desk

rainy season

table

way out, exit

television

weather

electricity, light

weather forecast

train

tradition

exhibition

door

toilets

(to) arrive

animal

zoo

far (away)

place

city

library

on the way



70

Appendix 5


D Appendices

traveller’s cheque

bird to queue up

luggage

admission (fee)

garden

to change trains etc

transport, vehicle

to get (ride) on

museum

to carry

bridge

place

bus

bus stop

passport

reworks

sunny, clear, ne weather

to become clear, ne

brochure, lea et

sun, day

beach

aeroplane

visa

art gallery, art museum

person

buffet

hospital

swimming pool

form

Buddhism



71

Appendix 5


Appendices D

bedding, futon

shipculture

bed

room

boat

platform

pocket

star

poster, notice

button

hotel

to turn

town

window

to be on time

to see off

lake

road, way

port

hot and humid

village

metre

forest

gate

rest, holiday

mountain

youth hostel

snow

Western-style room

plan, schedule



72

Appendix 5


D Appendices

rush hour

(to) recycleinn

travel agency

(to) travel

refrigerator

historic

hire car

locker

Japanese-style room

to leave something behind

the thing left behind

to cross

Customer service and transactions

money

rice

rice wine, alcoholic drink

dish, plate

sushi

noodles

tea

change

chopsticks

(packed) lunch

hot water

yen

dollar

pence

pound

euros



73

Appendix 5


Appendices D

Please give me …

ice cream(shop etc is) open

breakfast

foot, leg

head

ower arrangement

strawberry

potato

waiter, waitress

arm

udon

coat, jacket

escalator

lift

pencil

snack, sweet, cake

customer, visitor, guest

stomach, belly

to be full (stomach)

to feel hungry

memory

card

(to go) shopping

face

umbrella

cold, u

to catch a cold

bag

hair

camera



74

Appendix 5


D Appendices

body

curry and ricecafé, coffee shop

stamp

condition

feeling

kimono

ambulance

beef

milk

medicine

fruit

mouth

shoe

sock

neck

credit card

police

cake

(to be) injured

black (English) tea

police box

voice

coat

coffee

coke

ice

pepper

cup

/ cooked rice, meal

/ convenience store



75

Appendix 5


Appendices D

size

wallet, pursesh

raw sh dish

magazine

sugar

tea ceremony

salad

sandwich

jeans

salt

accident

underwear

vending machine

(shop etc is) closed

shirt

jam

juice

soy sauce

(to have) a meal

calligraphy

newspaper

suit

supermarket

soup

skirt

steak

spoon

trousers

slippers

sweater, jumper



76

Appendix 5


D Appendices

soap

back (to) leave hospital

towel

cigarette

food

egg

onion

cheese

(to) order

chocolate

to wrap

hand

dessert

department store

gloves

shop assistant

battery

tempura

toast

clock, watch

barber

to deliver

tomato

chicken

dress

thief

knife

to lose

to be lost, disappear, be used up

meat



77

Appendix 5


Appendices D

(to be) hospitalised

doll carrot

tie

price

fever

throat

to become thirsty

drink

tooth

postcard

to wear (trousers, shoes, socks, etc)

box

pasta

butter

nose

banana

to pay

bread

handkerchief

evening meal

hamburger

half

beer

pizza

hair salon

illness

lunch

envelope



78

Appendix 5


D Appendices

fork

pork grape

chips

present

pen

hat

to wear a hat

ballpoint pen

book

winter scarf

tangerine

water

swimsuit, trunks

miso soup

ear

glasses

menu

eye

problem

vegetable

yukata

nger

ring

Western food

‘raamen’ noodles

cuisine, dish

…cuisine (eg )

apple

till, cash desk

receipt



79

Appendix 5


Appendices D

restaurant

wine Japanese food

Personal in ormation

clothes

etc. … story (house, building etc)

to be interested in

CD CD (compact disc)

DVD DVD

baby

taste

clever

older brother

older sister

at

house, home

cousin

dog

younger sister

song

born

(to do) exercise

sports ground picture, painting, drawing

to paint, draw

(to) celebrate

orchestra

uncle

uncle, middle-aged man

grandfather, old man



80

Appendix 5


D Appendices

younger brother

manboy

to dance

aunt

aunt, middle-aged lady

grandmother, old lady

to swim

music

woman

girl

meeting place

conversation

housework

family

karaoke

karate

calendar

connection, relation

guitar

brother(s) (and sisters)

classical, classic (music)

club

(to play) a game

(theatre) play

(to) marry

wedding

child

golf

concert

to bloom



81

Appendix 5


Appendices D

football

match, game(to give) self-introduction

address

judo

husband

hobby

novel

woman

relative

swimming

skiing

skating

sport

lifestyle

tall

short

seat

athlete, player

grandfather

grandmother

table tennis

to build, erect

birthday

man

team

father

wife

letter

tennis

tennis court



82

Appendix 5


D Appendices

tool, equipment

readingyear, age

friend

night club

pot, pan

name

smell

smells good

diary

cat

party

basketball

ower

mother

(television, radio) programme

piano

to play (the piano, guitar, etc)

video

free time

fashion

frying pan

literature

vegetarian

pet

to keep a pet

ball

pop music

grandchild

cartoon, comic

surname



83

Appendix 5


Appendices D

son

daughter baseball

celebrity

radio

(to) divorce

parents

to cook

rock (music)

to be divided, part

Future plans, education and work

E email

period (school timetable)

marks, points

school year counter

club

part-time job

doctor

internet

website

English

meeting, conference

foreign language

company

company employee

chemistry

science

student

school term

school



84

Appendix 5


D Appendices

paper

school subject nurse

keyboard

technique

rule, regulation

coffee (tea, lunch) break

salary

education

textbook

classroom

banker

school class

to click

result, outcome

(to) exchange

senior high school

senior high school student

advertisement

head teacher

answer

word, language

to photocopy

computer

essay, composition

writer

salary man

timetable

examination

work, job

(to) work



85

Appendix 5


Appendices D

dictionary

( )(to check) the dictionary question

of ce

society

company president

lesson

cram school

homework

housewife

primary school student

primary school

future

canteen

work experience

actress

document

maths

screen

stress

pupil

uniform

biology

player (sports)

teacher

one’s senior

major

(to) graduate

PE

gym

university



86

Appendix 5


D Appendices

university student

junior high school student junior high school

geography

to be employed

test

training

(to) enter school

news

notebook

actor

password

(to) talk, speech, story

businessman

art

lunch break

fax

(to) revise

physics

printer

to print

professional

lawyer

(to) reply

bonus

website

postbox, letter box

mouse (computer)

business card

post of ce

dream



87

Appendix 5


Appendices D

(to) prepare for lessons

student studying abroad dormitory

history

report



88

Appendix 6


D Appendices

Appendix 6 Kanji

GCSE Kanji list

1 stroke

2 strokes

3 strokes

4 strokes

5 strokes

6 strokes

7 strokes

8 strokes

9 strokes

10 strokes

11 strokes

12 strokes

13 strokes

14 strokes

16 strokes

18 strokes

1903db13108S:\LT\PD\GCSE 2009\GCSE JAPANESE SPEC.INDD.1–88/3



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