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GCEAS and A Level Specification

French/German/Spanish

AS exams 2009 onwards

A2 exams 2010 onwards

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GCE French/German/Spanish Specication for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)

1

1 Introduction 2

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

1.3 How do I start using this specication? 3

1.4 How can I nd out more? 3

2 SpecicationataGlance 4

3 Subject Content 53.1 Unit 1 FREN1; GERM1; SPAN1 Listening, Reading and Writing 8

3.2 Unit 2 FRE2T/V; GER2T/V; SPA2T/V Speaking Test 10

3.3 Unit 3 FREN3; GERM3; SPAN3 Listening, Reading and Writing 12

3.4 Unit 4 FRE4T/V; GER4T/V; SPA4T/V Speaking Test 14

3.5 Grammatical Structures 16

4 SchemeofAssessment 194.1 Aims 19

4.2 Assessment Objectives 19

4.3 National Criteria 20

4.4 Prior Learning 20

4.5 Synoptic Assessment and Stretch and Challenge 21

4.6 Access to Assessment for Disabled Students 21

5 Administration 225.1 Availability of Assessment Units and Certication 22

5.2 Entries 225.3 Private Candidates 22

5.4 Access Arrangements and Special Consideration 23

5.5 Language of Examinations 23

5.6 Qualication Titles 23

5.7 Awarding Grades and Reporting Results 23

5.8 Re-sits and Shelf-life of Unit Results 23

Appendices 24A Performance Descriptions 24

B Spiritual, Moral, Ethical, Social, and other Issues 28

C Overlaps with other Qualications 29

D Key Skills Teaching, Developing and Providing Opportunities for 30

Generating Evidence

Vertical black lines indicate a signicant change or addition to the previous version of this specication.

Contents

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1 Introduction

1.1 Why choose AQA?

Its a fact that AQA is the UKs favourite examboard and more students receive their academicqualications from AQA than from any other board.But why does AQA continue to be so popular?

SpecicationsOurs are designed to the highest standards,so teachers, students and their parents canbe condent that an AQA award provides anaccurate measure of a students achievements.And the assessment structures have beendesigned to achieve a balance between rigour,

reliability and demands on candidates.

SupportAQA runs the most extensive programme ofsupport meetings; free of charge in the rst yearsof a new specication and at a very reasonablecost thereafter. These support meetings explainthe specication and suggest practical teachingstrategies and approaches that really work.

ServiceWe are committed to providing an efcient andeffective service and we are at the end of thephone when you need to speak to a person aboutan important issue. We will always try to resolveissues the rst time you contact us but, shouldthat not be possible, we will always come backto you (by telephone, email or letter) and keepworking with you to nd the solution.

EthicsAQA is a registered charity. We have noshareholders to pay. We exist solely for the goodof education in the UK. Any surplus income isploughed back into educational research and ourservice to you, our customers. We dont protfrom education, you do.

If you are an existing customer then we thank you foryour support. If you are thinking of moving to AQAthen we look forward to welcoming you.

1.2 Why choose French/German/Spanish? To enable students to develop and build on the

skills acquired at GCSE.

To enhance employment prospects.

To facilitate foreign travel.

To provide an insight into another culture andsociety.

To provide students with a sound basis for furtherstudy.

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AlreadyusingtheexistingAQAFrench/German/Spanishspecication?

Register to receive further information, such asmark schemes, past question papers, details ofteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.php

Information will be available electronically or inprint, for your convenience.

Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need for the examinations. This is particularly

important where examination material is issuedbefore the nal entry deadline. You can let usknow by completing the appropriate Intention toEnter and Estimated Entry forms. We will sendcopies to your Exams Ofcer and they are alsoavailable on our websitehttp://www.aqa.org.uk/admin/p_entries.html

NotusingtheAQAspecicationcurrently?

Almost all centres in England and Wales use AQAor have used AQA in the past and are approvedAQA centres. A small minority are not. If yourcentre is new to AQA, please contact our centreapproval team [email protected]

AskAQA

You have 24-hour access to useful information andanswers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php

If the answer to your question is not available,you can submit a query for our team. Our targetresponse time is one day.

TeacherSupport

Details of the full range of current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.html

There is also a link to our fast and convenient onlinebooking system for Teacher Support meetings athttp://events.aqa.org.uk/ebooking

If you need to contact the Teacher Support team,you can call us on 01483 477860 or email us [email protected]

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1.4 How can I nd out more?

1.3 How do I start using this specication?

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AS Examinations

Unit 1 FREN1; GERM1; SPAN1

Listening, Reading and Writing

70% of AS, 35% of A Level2 hour written examination110 marks

Available January and June

Unit 2 FRE2T/V; GER2T/V; SPA2T/VSpeaking Test

30% of AS, 15% of A Level35 minutes speaking test (including 20 minutes preparation)

50 marks

Available January (FRE2T, GER2T, SPA2T only) and June

A2 Examinations


Listening, Reading and Writing

35% of A Level2 hours 30 minutes written examination110 marks

Available June only

Unit 4 FRE4T/V; GER4T/V; SPA4T/VSpeaking Test

15% of A Level35 minutes speaking test (including 20 minutes preparation)50 marks

Available June only

2 Specication at a Glance

ASAward

French1651

German1661

Spanish1696

ALevelAward

French2651

German2661

Spanish2696

+AS A2 = ALevel

2

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3 Subject Content

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AS

For all four AS topics, the sub-topics must be studied.However, the bullet points given under the sub-topicsare only suggestions as to the general areas whichcould be covered as part of the teaching programme.They are neither prescriptive nor exhaustive and arenot to be covered in a specic order, but are intendedto clarify the scope of each sub-topic and will beused as a general steer by question setters in thepreparation of examination papers and assessmenttasks.

As Knowledge of Society is not a discrete assessmentobjective in the subject criteria for Modern ForeignLanguages, there is no requirement to study the

topics in the context of the target language-speakingcountry/community. However, assessment materialwill include authentic sources.

MEDIA

Television

TV viewing habits

Range of programmes, eg their appeal andpopularity

Range of channels including satellite and internet

Benets and dangers of watching TV

Advertising

Purposes of advertising

Advertising techniques

Curbs on advertising, eg tobacco, alcohol

Benets and drawbacks of advertising

Communication technology

Popularity of mobile phones, MP3 players, etc

Benets and dangers of mobile phones, MP3players, etc

Internet - its current and potential usage

Benets and dangers of the internet

POPULARCULTURE

Cinema

Types of lm, changing trends

The place of cinema in popular culture

A good lm I have seen

Cinema versus alternative ways of viewing lms

Music

Types of music, changing trends

The place of music in popular culture

Music I like

How music denes personal identity

Fashion/trends

How we can alter our image Does how we look dene who we are?

Lifestyle and leisure activities

The cult of the celebrity

HEALTHYLIVING/LIFESTYLE

Sport/exercise

Traditional sports versus fun sports

Reasons for taking part in sport / physical exercise

Factors inuencing participation in sport / physicalexercise

Links between physical exercise and healthHealth and well-being

Alcohol, tobacco, other drugs

Diet, including eating disorders

The work/life balance

Risks to health through accidents

Holidays

Types of holiday and holiday activities

The impact of tourism on holiday destinations

Purposes and benets of holidays

Changing attitudes to holidays

FAMILY/RELATIONSHIPS

Relationships within the family

Role of parents and importance of good parenting

Attitudes of young people towards other familymembers

Conict between young people and other familymembers

Changing models of family and parenting

Friendships

Characteristics and roles of friends

Conicts with friends Importance of friends

Friendship versus love

Marriage/partnerships

Changing attitudes towards marriage orcohabitation

Separation and divorce

Staying single: benets and drawbacks

Changing roles within the home

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A2

For A2, candidates must study two of the veCultural Topics listed, together with the remainingthree topics, ie Environment, the Multicultural Societyand Contemporary Social Issues.

The bullet points given under the sub-topicsfor Environment, the Multicultural Society andContemporary Social Issues are only suggestionsas to the general areas which could be covered aspart of the teaching programme. They are neitherprescriptive nor exhaustive and are not to be coveredin a specic order, but are intended to clarify thescope of each sub-topic and will be used as ageneral steer by question setters in the preparation of

examination papers and assessment tasks.As Knowledge of Society is not a discreteassessment objective in the subject criteria forModern Foreign Languages, there is no requirementto study the above topics in the context of the targetlanguage-speaking country/community. However,assessment material will include authentic sources.

The requirement in the subject criteria to studyaspects of the target language-speaking country/community is met in the Cultural Topics.

The bullet points for the Cultural Topics are notprescriptive, but are intended to provide someguidance for teachers and students choosing tostudy these topics.

ENVIRONMENT

Pollution

Types, causes and effects of pollution

Measures to reduce pollution

Individual action/responsibility versus collectiveaction/responsibility

Transport issues

Energy

Coal, oil and gas

Nuclear

Alternative energy sources

Changing attitudes to energy consumption

Protecting the planet

Ways of minimising environmental damage

The role of pressure groups

Initiatives to improve awareness and changebehaviour

Responsibilities towards other nations, especiallydeveloping countries

THEMULTICULTURALSOCIETY

Immigration Reasons for immigration

Benets and problems of immigration forimmigrants and for country of destination

Migration within the enlarged EU

Curbs on immigration

Integration

Factors making integration difcult

Factors facilitating integration

To which culture should immigrants show loyalty?

Experiences of individual immigrants

Racism

Victims of racism

Reasons for racism

Measures to eliminate racism and theireffectiveness

Experiences of individuals, including those of 2ndand 3rd generation immigrants

CONTEMPORARYSOCIALISSUES

Wealth and poverty

Causes of poverty in Europe and developing

countries Work of charitable organisations and governments

Attitudes to wealth and poverty

Link between wealth and health

Law and order

Examples of crime, especially committed by oraffecting young people

Reasons for criminal and anti-social behaviour

Measures to reduce crime and their effectiveness

Alternatives to imprisonment, theirappropriateness and effectiveness

Impact of scientic and technological progress Technology in the home and workplace, including

IT

Space and satellite technology

Medical research

Ethical issues linked to scientic and technologicalprogress

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3

CULTURALTOPIC

A target language-speaking region/community Its geography and how its geography has

inuenced/inuences/will inuence the region

Its history and how its history has inuenced/inuences/will inuence the region

Its industries and how these have changed in thelast 20 years. What about the future?

Its population and how it has changed in the last20 years. What about the future?

Its economy and how important this is/was

A personal perspective: Would I like to live/work inthis region?

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

Main events of the period

Causes of these events

The importance/inuence/effects of these events

The ideas and inuences of at least two individualswho made a signicant impact during the period

Specic actions of these individuals plus anappraisal of the importance of these actions

A personal perspective: Would I have liked to livein that period?

An author from a target language-speakingcountry/community

A detailed study of at least one novel or collectionof short stories, plus personal appraisal

The themes/ideas/messages of the author

How these themes/ideas/messages areexpressed

What/who inuences/inspires the author? Whydoes he/she feel as he/she does?

A personal evaluation of the authors work: Whydo I enjoy reading the work of this author?

A dramatist or poet from a target language-

speaking country/community

A detailed study of at least one play or collectionof poems, plus personal appraisal

The themes/ideas/messages of the dramatist/poet

How these themes/ideas/messages areexpressed

What/who inuences/inspires the dramatist/poet?Why does he/she feel as he/she does?

A personal evaluation of the dramatists/poetswork: Why do I enjoy the work of this dramatist/poet?

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

A detailed study of at least one work of the artist,plus a personal appraisal

The inuences on the artist events and people

The ideas/techniques of the artist, plus personalappraisal

The importance of the artist both in his/her ownlifetime and later

A personal evaluation: Why do I nd this artist sointeresting?

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3.1 Unit 1 FREN1; GERM1; SPAN1 Listening, Reading and

Writing

3

2 hours

110 marks

Listening Section

Candidates listen to approximately 5 minutes ofmaterial which is within their individual control. Theyanswer all questions.

This section comprises a task involving transfer ofmeaning into English and 2-4 items requiring shorttarget-language or non-verbal responses.

Candidates are advised to spend approximately30 minutes on this section.

Reading and Writing Section

Candidates answer all questions.

This section comprises 3-4 items requiring shorttarget-language or non-verbal responses, togetherwith a cloze test. The cloze test comprises tendiscrete sentences not based on any of the stimulustexts; in each case candidates will be required tomanipulate a given noun/verb/adjective.


Writing Section

Candidates respond to one question from a choice ofthree. There is one question on three of the four AStopic areas.

Candidates are advised to spend approximately45 minutes on this section and must write a minimumof 200 words.

The marks are allocated in the following way.

AO1 AO2 AO3

Listening Section (includes

transfer of meaning into Englishtask)

35

Reading and Writing Section(includes cloze test)

30 10

Writing Section 20 15

AssessmentCriteria:WritingSection

CONTENT

Marks Criteria

17-20 Very Good

Response to the task is fully relevantwith a good depth of treatment

Well-organised structure in a logical

sequence Points made are well expressed and

justied

13-16 Good

Response to the task is mostly relevantwith some depth of treatment

Structure is generally well ordered

Points made are mostly well expressedand justied

9-12 Sufcient

Response to the task is generally

relevant, but treatment is oftensupercial

Reasonable structure with occasionallapses

Points not always clearly expressed, andjustication is only just sufcient

5-8 Limited

Limited response to the task with somerelevant information conveyed

Limited evidence of structure

Points made sometimes difcult tounderstand, and justication is weak

1-4 Poor

Limited response to the task, with littlerelevant information conveyed

No real structure

Points difcult to understand, and littleor no justication

0 The answer shows no relevance to the taskset.

A zero score will automatically result in azero score for the answer as a whole.

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QUALITY OF LANGUAGE

Range of Vocabulary

Mark Criteria

5 Wide range of appropriate vocabulary

4 A range of appropriate vocabulary

3 Some variety of appropriate vocabulary

2 Limited variety of appropriate vocabulary

1 Very little use of appropriate vocabulary

0 No appropriate vocabulary

Range of Structures

Mark Criteria

5 Very good variety of grammatical structuresused

4 Good variety of grammatical structuresused

3 Some variety of grammatical structuresused

2 Limited variety of grammatical structures

used

1 Shows little grasp of grammatical structures

0 Shows no grasp of grammatical structures

Accuracy

Mark Criteria

5 There may be inaccuracies, but these tendto occur in attempts at more complexstructures

4 Largely accurate but with few basic errors

3 Generally accurate but still with some basicerrors

2 Basic errors are frequent

1 The number of errors make comprehensiondifcult

0 Errors are such that communication isseriously impaired

It should be noted that the marks awarded for eachofRange of Vocabulary, Range of Structures andAccuracycannot be more than one band higher thanthe band awarded for Content.

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3.2 Unit 2 FRE2T/V; GER2T/V; SPA2T/V Speaking Test

3

35 minutes (including 20 minutes preparation time)

50 marks

Part1Discussionofastimuluscard(5minutes)

Candidates have 20 minutes supervised preparationtime during which they should prepare one of twocards given to them by the examiner. The cards willbe selected at random from a set of six providedby AQA, ensuring that there is no overlap with thecandidates choice of topic for discussion in Part 2.

The cards will be based on the four topics prescribedfor AS, ie Media, Popular Culture, Healthy Living/Lifestyle and Family/Relationships. At least one cardwill be set on each of these topics. Each card willcover one sub-topic, eg a card on Television from thetopic Media.

Candidates may make notes during their preparationtime and may refer to these notes during this partof the test. There will be ve questions printed oneach card which will form the basis of the discussion.Candidates are also expected to respond to broaderissues within the sub-topic area prescribed on thecard.

Part2Conversation(10minutes)

The Conversation will cover three of the four AStopics. The rst topic in the Conversation will benominated by the candidate and can be any topicof his/her choice (3 minutes maximum) from the fourAS topic areas. The remaining two topics in theConversation will be chosen by the examiner from thetopics prescribed for AS, avoiding any overlap withthe topic of the stimulus card discussed in Part 1 andwith the candidates nominated topic.

The test will be conducted and recorded either bythe teacher or by an AQA examiner. All tests will be

marked by an AQA examiner.


AO1 AO2 AO3

Part 1 Stimulus material 10

Part 2 Conversation 25

Overall Knowledge ofgrammar

15

AssessmentCriteria

Part1Discussionofstimuluscard(AO2)

Mark In response to the stimulus questions

5 Develops a wide range of relevant points

4 Develops a number of relevant points

3Some relevant points made but with littledevelopment

2 Responses brief and lacking in development

0 - 1 No or very little meaningful response

Mark In the more general discussion

5Responds to all opportunities to expressand develop ideas and opinions

4Some evidence of developing ideas andopinions

3Ideas and opinions are simplistic and under-developed

2Meaningful ideas and opinions are rarelyexpressed

0 - 1 No or very little meaningful response

Part2Conversation(AO1)

Marks Fluency

9 - 10 A generally condent speakerdemonstrating a good pace of delivery, withsome slight hesitation between and during

utterances

7 - 8 Prompt to respond but hesitating regularlybetween and during utterances

5 - 6 Inappropriate pace of delivery (fast, slow orerratic) adversely affects the natural ow ofconversation

3 - 4 The pace of delivery (either hurried andgarbled or slow and halting) is such that theow of communication is severely impaired

0 - 2 Little or no uency

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Marks Interaction

9 - 10 Sustains a meaningful exchange; takesthe lead on occasions. Responds well toregular opportunities to react spontaneouslyin developing ideas

7 - 8 Reacts reasonably well with some, butinfrequent, evidence of spontaneity inresponse to opportunities to develop ideas

5 - 6 Tends to react rather than initiate, butattempts to give additional information.Little evidence of spontaneity and much usemade of pre-learned responses

3 - 4 Generally dependent on the examiner.Volunteering little additional information.Excessive use made of pre-learnedresponses

0 - 2 Little or no signicant reaction

Mark Pronunciation and Intonation

5 Good

4 Fairly good

3 Intelligible

2 Poor

0 -1 Barely intelligible

Knowledge of Grammar (AO3)

This is an overall assessment of the candidatesperformance in both parts of the test.

Marks

13 - 15 A variety of linguistic structures used,generally effectively. Limitations in theuse of more complex structures andmore sophisticated vocabulary. Errorsare generally minor but with some seriouserrors in more complex structures

10 - 12 Reasonable performance, tending touse unsophisticated constructions and

vocabulary. Grammatical errors do notgenerally interfere with communication

7 - 9 Generally comprehensible to a nativespeaker. Limited range of constructions,vocabulary and sentence patterns. Seriousgrammatical errors may sometimes causedifculties for immediate comprehension

4 - 6 Very limited range of constructions andvocabulary. Recurring serious errors.Inuence of English is intrusive

0 - 3 Little or no evidence of grammaticalawareness. Great difculty in constructing

basic sentences

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3.3 Unit 3 FREN3; GERM3; SPAN3 Listening, Reading and

Writing

3

2 hours

110 marks

Listening Section

Candidates listen to approximately 6 minutes ofmaterial which is within their individual control. Theyanswer all questions.

This section comprises 3-5 items requiring shorttarget-language or non-verbal responses.


Reading and Writing Section

Candidates answer all questions.

This section comprises 2-4 items requiring shorttarget-language or non-verbal responses, togetherwith a task involving transfer of meaning from thetarget language into English and a task involvingtransfer of meaning from English into the targetlanguage.

Candidates are advised to spend approximately1 hour on this section.

Writing SectionCandidates respond with one piece of writing to onequestion from a choice of two, based on each of theve A2 Cultural Topic areas, ie ten questions are set.

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


AO1 AO2 AO3

Listening Section 25

Reading and Writing Section(includes transfer of meaningfrom and into the targetlanguage)

35 10

Writing Section 25 15

AssessmentCriteria:WritingSection

CONTENT

Marks Criteria

21-25 Very Good

Thorough understanding and knowledgeof the task

Wide range of relevant examples andevidence

Clear evidence of evaluation and well-justied personal reaction

Well-organised structure with clearprogression

16-20 Good

Sound understanding and knowledge ofthe task

Good range of relevant examples andevidence

Some evidence of evaluation andpersonal reaction, but not alwaysconvincingly justied

Logical structure with some progression

11-15 Sufcient

Some understanding and knowledge ofthe task

Some relevant examples and evidence

Some evaluation and personal reactionevident but often not justied; over-reliance on received ideas

Structure is satisfactory though theremay be some deciencies

6-10 Limited

Limited understanding and knowledgeof the task

Limited use of relevant examples andevidence

Limited evaluation and personalreaction; mainly descriptive or factual

Structure limited often unclear orconfusing

0-5 Poor

Little understanding and knowledge ofthe task

Lack of relevant evidence; few examples

Little or no evaluation and/or personalreaction

Structure mainly unfocused and/ordisorganised

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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 Many errors which signicantly impedecommunication

It should be noted that the marks awarded for eachofRange of Vocabulary, Complexity of Language andAccuracycannot be in a higher band than the bandawarded for Content.

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3.4 Unit 4 FRE4T/V; GER4T/V; SPA4T/V Speaking Test

3

35 minutes (including 20 minutes preparation time)

50 marks

Part1Discussionofastimuluscard(5minutes)

Candidates have 20 minutes supervised preparationtime during which they should prepare one of twocards given to them by the examiner. The two cardswill cover two separate topics. The cards will beselected at random from a set of six provided byAQA. These will be based on three of the topics

prescribed for A2, ie Environment, the MulticulturalSocietyand Contemporary Social Issues. Two cardswill be set from each topic area, covering differentsub-topics, eg a card on Pollution and a card onEnergyfrom the topic Environment. Candidates areexpected to choose one of the two points of viewexpressed on their chosen card, present this point ofview for no more than one minute and then defend orjustify it.

Candidates may make notes during their preparationtime and may refer to these notes during this part ofthe test.

Part2Conversation(10minutes)The Conversation will cover both Cultural Topicsstudied by the candidate. Approximately 5 minutesshould be spent discussing each Cultural Topic.

The test will be conducted and recorded either bythe teacher or by an AQA examiner. All tests will bemarked by an AQA examiner.


AO1 AO2 AO3

Part 1 Stimulus material 15

Part 2 Conversation 20

Overall Knowledge ofgrammar

15

AssessmentCriteria

Part1Discussionofstimuluscard(AO2)

Mark In response to the stimulus material

5 Develops a wide range of relevant points

4 Develops a number of relevant points

3 Some relevant points made

2Response is brief and lacking in

development

0 - 1 Very little meaningful response

Marks In the face of challenges by the

examiner

9 - 10 Responds readily to all opportunitiesto develop views and defend or justifyopinions

7 - 8 Frequent evidence of developing viewsand defending or justifying opinions

5 - 6 Little evidence of developing views anddefending or justifying opinions

3 - 4 Meaningful views are rarely expressed

0 2 Very little meaningful response

Part2Conversation(AO1)

Mark Fluency

5 A thoroughly condent speaker; able tosustain a conversation at a natural pace

4 A general ly condent speakerdemonstrating a good pace of delivery,with some slight hesitation between andduring utterances

3 Prompt to respond but hesitating regularlybetween and during utterances

2 Lacking in condence. Inappropriatepace of delivery (fast, slow or erratic)adversely affects the natural ow ofconversation

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

the ow of communication is severelyimpaired

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Marks Interaction

9 - 10 Sustains a meaningful exchange with verylittle prompting. Responds well to regularopportunities to react spontaneously.Can develop ideas and counter views.

7 - 8 Responds reasonably well with someevidence of spontaneity. Reactsinfrequently to opportunities to developideas and counter views.

5 - 6 Tends to react rather than initiate. Limitedevidence of spontaneity in developingresponses to questions seeking viewsand opinions. More comfortable withfactual information.

3 - 4 Generally dependent on the examinersprompting, which elicits only occasionalattempts to give additional information.

0 - 2 Minimal reaction with little or nodevelopment of responses independentof any prompting.

Mark Pronunciation and Intonation

5 Very good

4 Good

3 Fairly good

2 Intelligible

0 - 1 Poor

Knowledge of Grammar (AO3)

This is an overall assessment of the candidatesperformance in both parts of the test.

Marks

13 - 15 Very good command of the language.Good use of idiom, complex structuresand range of vocabulary. Highly accurategrammar and sentence structure;occasional mistakes.

10 - 12 Good command of the language.Attempts to use complex constructionsand a wide range of vocabulary. Good

grammar and sentence structure;generally accurate.

7 - 9 A variety of linguistic structures used,generally effectively. Limitations in theuse of more complex structures and moresophisticated vocabulary. Errors generallyminor but with some serious errors inmore complex structures.

4 - 6 Reasonable performance. Tends touse unsophisticated constructions andvocabulary. Grammatical errors do notgenerally interfere with communication.

0 - 3 Generally comprehensible to anative speaker. Limited range ofconstructions, vocabulary and sentencepatterns. Serious grammatical errorsmay sometimes cause difculties forimmediate comprehension.

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AS and A level candidates are expected to havestudied the grammatical system and structures of thelanguage during their course. In the examination theyare required to use actively and accurately grammarand structures appropriate to the tasks set, drawnfrom the following lists. The lists are divided into ASand A Level. The examplesin italics are indicative,not exclusive. For structures marked (R), receptiveknowledge only is required.

FrenchAS

Nouns: gender,

singular and plural forms

Articles: denite, indenite and partitive

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

Adverbs: comparative and superlativeinterrogative (comment, quand)

Quantiers/intensiers (trs,assez,beaucoup)

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

interrogative (quoi) (R)use ofy, en

Verbs: regular and irregular verbs, including reexiveverbsmodes of address (tu, vous)impersonal verbsverbs followed by an innitive (with or without a

preposition)dependent innitives (faire rparer) (R)perfect innitivenegative formsinterrogative forms

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

passive voice: present tenseother tenses (R)

imperativepresent participlesubjunctive mood: present (common uses, eg after

expressions of possibility, necessity, obligation, andafter conjunctions such asbien que)

Indirect speech

Inversion after speech (R)

Prepositions

Conjunctions

Number, quantity and time (including use ofdepuis, venir de)

FrenchALevel

All grammar and structures listed for AS, plus:

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

Verbs: dependent innitives (faire rparer)future perfect tenseconditional perfect tensepassive voice: all tensessubjunctive mood: present

perfectimperfect (R)

Inversion after adverbs

Inversion after speech

3

3.5 Grammatical Structures

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3

GermanAS

The case systemNouns: gendersingular and plural formsgenitive singular and dative plural formsweak nounsadjectives used as nouns

Articles: denite and indenite, includingkein

Adjectives: adjectival endingscomparative and superlativedemonstrative (dieser,jeder)possessiveinterrogative (welcher)

Adverbs: comparative and superlativeinterrogative (wann, warum, wo, wie, wie viel)

Qualiers:sehr,besonders,kaum,recht, wenig

Particles: doch, eben,ja,mal,schon

Pronouns: personalposition and orderreexiverelativeindenite (jemand,niemand)possessiveinterrogative (wer, wen, wem, was)

Verbs: weak, strong, mixed and irregular forms of verbs

reexive usagesmodes of address (du,ihr, Sie)impersonal verbsseparable/inseparableinnitive constructions: lassen with innitive (R)modal verbs (drfen,knnen,mgen,mssen,sollen,

wollen): present and imperfect tenses;imperfect subjunctive ofmgen andknnen auxiliary (haben,sein, werden)

innitive constructions (um zu, ohne zu, verbswithzu)

innitive constructions:lassen with innitivenegative formsinterrogative formstenses: present

perfectperfect (modal verbs) (R)imperfect/simple past (all verbs)futureconditionalfuture perfect (R)conditional perfect (R)pluperfect

passive voice (verbs with a direct object) (R)passive voice (verbs with an indirect object) (R)imperativesubjunctive in conditional clauses (imperfect)

subjunctive in conditional clauses (pluperfect) (R)subjunctive in indirect speech (R)

Prepositions: xed case and dual case

Clause structures: main clause word ordersubordinate clauses (including relative clauses)

Conjunctions: coordinatingsubordinating: most common, including damit, ob,so

dasssubordinating:als ob,seitdem (R)

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

GermanALevel


Verbs innitive constructions:lassen with innitivetenses: perfect (all verbs, including modal verbs)

future perfectconditional perfect

passive voice (verbs with a direct or indirect object)subjunctive in conditional clauses (pluperfect)

Other uses of the subjunctive (withals,als ob)

Conjunctions: subordinating:als ob,seitdem

All forms of indirect speech

Variations of normal word order

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SpanishAS

Nouns: gendersingular and plural forms

Articles: denite and indenite (includinglo plusadjective)

Adjectives: agreementpositionapocopation (buen,mal)comparative and superlativedemonstrative (este, ese,aquel)indenite (alguno, cualquiera, otro)possessive (short and long forms) (mi,mo)interrogative (cunto, qu)relative (cuyo)

exclamatory (qu)

Adverbs: comparative and superlativeinterrogative (cmo, cundo, dnde)

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

Pronouns: subjectobject: direct and indirect

position and orderreexiverelative (que, quien, el que, el cual)disjunctive/emphaticdemonstrative (ste, se,aqul, esto, eso,aquello)

indenite (algo,alguien)possessive (el mo,la ma)interrogative (cul, qu, quin)

Verbs: regular and irregular forms of verbs, includingreexive verbsmodes of address (t, usted)radical-changing verbsimpersonal verbsverbs followed by an innitive (with or without a

preposition)perfect innitivenegative formsinterrogative forms

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

preteriteimperfectfutureconditionalperfectfuture perfect (R)conditional perfect (R)pluperfect

passive voice: present and preterite tensesother tenses (R)

continuous tensesimperativegerundpast participlesubjunctive mood: present

perfectimperfectpluperfect

uses of subjunctive: polite commandsnegative commandsafter verbs of wishing, command,

request, emotionto express purpose (para que)to express possibility/impossibilityafter conjunctions of time

(cuando lleguemos)in conditional sentences aftersiall other common uses (R)

Prepositions: personalauses ofporandpara

Conjunctions: common, includingy,pero, o,porque, como, cuando

Number, quantity and time: constructions withhace and desde hace

SpanishALevel


Verbs: future perfect tenseconditional perfect tensepassive voice: all tensessubjunctive mood: all common uses

3

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4.1 Aims

AS and A level courses based on this specicationshould encourage candidates to:

develop an interest in, and enthusiasm for,language learning

develop understanding of the language in a varietyof contexts and genres

communicate condently, clearly and effectively inthe language for a range of purposes

develop awareness and understanding of thecontemporary society, cultural background and

heritage of countries or communities where thelanguage is spoken

consider their study of the language in a broadercontext.

AS and A level specications in French/German/Spanish should enable students to:

derive enjoyment and benet from languagelearning

acquire knowledge, skills and understanding forpractical use, further study and/or employment

communicate with speakers of the language

take their place in a multilingual global society.

AS and A level specications should also:

provide a coherent, satisfying and worthwhilecourse of study for students who do not progressto further study in the subject.

In addition, A level specications in French/German/Spanish should:

provide a sufcient basis for the further study oflanguages at degree level or equivalent.

4 Scheme of Assessment

44.2 Assessment Objectives (AOs)

The Assessment Objectives are common to AS andA Level. The assessment units will assess thefollowing Assessment Objectives in the context ofthe content and skills set out in Section 3 (SubjectContent).

AO1 Understand and respond, in speech andwriting, to spoken language.

AO2 Understand and respond, in speech andwriting, to written language.

AO3 Show knowledge of and apply accuratelythe grammar and syntax prescribed in thespecication.

QualityofWrittenCommunication(QWC)

In GCE specications which require candidates toproduce written material in English, candidates must:

ensure that text is legible and that spelling,punctuation and grammar are accurate so thatmeaning is clear

select and use a form and style of writingappropriate to purpose and to complex subjectmatter

organise information clearly and coherently, usingspecialist vocabulary when appropriate.

In this specication QWC will be assessed in Units 1and 3 by means of the transfer of meaning tasks.

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WeightingofAssessmentObjectivesforALevel

The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2units.

WeightingofAssessmentObjectivesforAS

The table below shows the approximate weighting of each of the Assessment Objectives in the AS units.

4.3 National Criteria

AO1 22 15 37

AO2 32 6 38

AO3 16 9 25

Assessment Objectives Unit Weightings (%) Overall Weighting of AOs (%)

Unit 1 Unit 2

Overall weighting of units (%) 70 30 100

AO1 11 7 8 7 33

AO2 16 3 19 4 42

AO3 8 5 8 4 25

Overall weighting of units (%) 35 15 35 15 100

Assessment Objectives Unit Weightings (%) Overall Weighting of AOs (%)

Unit 1 Unit 2 Unit 3 Unit 4

This specication complies with the following.

The Subject Criteria for Modern ForeignLanguages

The Code of Practice for GCE

The GCE AS and A Level Qualication Criteria

The Arrangements for the Statutory Regulationof External Qualications in England, Wales andNorthern Ireland: Common Criteria

4.4 Prior Learning

There are no prior learning requirements.

We recommend that candidates should haveacquired the skills and knowledge associated with aGCSE French/German/Spanish course or equivalent.

However, any requirements set for entry to a coursefollowing this specication are at the discretion ofcentres.

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4

Synoptic assessment in French/German/Spanishis assessed in the A2 Units by tasks which requirecandidates to demonstrate understanding and theability to use advanced level language skills. Thesetasks draw on all A Level Assessment Objectives.

The requirement that Stretch and Challenge isincluded at A2 is met by the application of markingcriteria which enable differentiation by outcome ratherthan only by task.

4.5 Synoptic Assessment and Stretch and Challenge

4.6 Access to Assessment for Disabled Students

AS/A Levels often require assessment of a broader

range of competences. This is because theyare general qualications and, as such, preparecandidates for a wide range of occupations andhigher level courses.

The revised AS/A Level qualication and subjectcriteria were reviewed to identify whether any of thecompetences required by the subject presented apotential barrier to any disabled candidates. If thiswas the case, the situation was reviewed again toensure that such competences were included onlywhere essential to the subject. The ndings of thisprocess were discussed with disability groups andwith disabled people.

Reasonable adjustments are made for disabledcandidates in order to enable them to access theassessments. For this reason, very few candidateswill have a complete barrier to any part of theassessment.

Candidates who are still unable to access a signicant

part of the assessment, even after exploring allpossibilities through reasonable adjustments, may stillbe able to receive an award. They would be given agrade on the parts of the assessment they have takenand there would be an indication on their certicatethat not all the competences had been addressed.

A Level French, German and Spanish requiresassessment of the skills of speaking, listening,reading and writing. Some candidates may havedifculty in accessing aspects of the assessment,where reasonable adjustments cannot be applied, asfollows:

Speaking some candidates with a speech

impairment

Listening some candidates with a hearingimpairment and who cannot lip read

Reading some candidates with a visualimpairment who cannot read Braille

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

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5.1 Availability of Assessment Units and Certication

Examinations and certication for this specication are available as follows:

5 Administration

January 2009 4 *

June 2009 4 4

January 2010 4 * 4

June 2010 4 4 4 4

January 2011 onwards 4 * 4 4

June 2011 onwards 4 4 4 4

Availability of units Availability of certication

AS A2 AS A Level

5.2 Entries

Please refer to the current version ofEntryProcedures and Codes for up to date entryprocedures. You should use the following entrycodes for the units and for certication.


Unit 2 FRE2T/V; GER2T/V; SPA2T/V


Unit 4 FRE4T/V; GER4T/V; SPA4T/V

AS certication French 1651; German 1661;Spanish 1696

A Level certication French 2651; German 2661;Spanish 2696

Centres opting for centre-conducted tests (T option)must ensure that the teacher-examiner carries out

the tests in accordance with the requirements of thespecication and follows the detailed instructionsprovided in the Instructions for the Conduct of theExaminations which is published for each examinationseries. AQA will not normally consider an error inthe conduct of the test on the part of the teacher-examiner as justifying an application for specialconsideration.

Candidates may be entered for either the teacher-conducted option (FRE2T, GER2T, SPA2T) or theVisiting Examiner option (FRE2V, GER2V, SPA2V) butnot both in any single examination series.

Candidates may be entered for either the teacher-conducted option (FRE4T, GER4T, SPA4T) or theVisiting Examiner option (FRE4V, GER4V, SPA4V) butnot both in any single examination series.

5.3 Private Candidates

This specication is available to private candidates.Private candidates should write to AQA for a copy ofSupplementary Guidance for Private Candidates.

* In January sessions, Unit 2 tests must be conducted and recorded by the teacher. Centres may requesta Visiting Examiner in the June session only and must meet the requirement for a minimum number ofcandidates.

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5

5.4 Access Arrangements and Special Consideration

We have taken note of equality and discriminationlegislation and the interests of minority groups indeveloping and administering this specication.

We follow the guidelines in the Joint Councilfor Qualications (JCQ) document:AccessArrangements, Reasonable Adjustments andSpecial Consideration: General and VocationalQualifications. This is published on the JCQ website(http://www.jcq.org.uk) or you can follow the linkfrom our website (http://www.aqa.org.uk).

AccessArrangements

We can make arrangements so that candidateswith disabilities can access the assessment. Thesearrangements must be made before the examination.For example, we can produce a Braille paper for acandidate with a visual impairment.

SpecialConsideration

We can give special consideration to candidates whohave had a temporary illness, injury or indisposition atthe time of the examination. Where we do this, it isgiven after the examination.

Applications for access arrangements and specialconsideration should be submitted to AQA by theExaminations Ofcer at the centre.

5.5 Language of Examinations

We will provide units in English only.

5.6 Qualication Titles

Qualications based on this specication are:

AQA Advanced Subsidiary GCE in French, and

AQA Advanced Level GCE in French.

AQA Advanced Subsidiary GCE in German, and

AQA Advanced Level GCE in German.

AQA Advanced Subsidiary GCE in Spanish, and

AQA Advanced Level GCE in Spanish.

5.7 Awarding Grades and Reporting Results

The AS qualication will be graded on a ve-pointscale: A, B, C, D and E. The full A Level qualicationwill be graded on a six-point scale: A*, A, B, C, Dand E. To be awarded an A*, candidates will need toachieve a grade A on the full A Level qualication andan A* on the aggregate of the A2 units.

For AS and A Level, candidates who fail to reachthe minimum standard for grade E will be recordedas U (unclassied) and will not receive a qualicationcerticate. Individual assessment unit results will becerticated.

5.8 Re-Sits and Shelf-life of Unit Results

Unit results remain available to count towardscertication, whether or not they have already been

used, as long as the specication is still valid.Candidates may re-sit a unit any number of timeswithin the shelf-life of the specication. The bestresult for each unit will count towards the nalqualication. Candidates who wish to repeat a

qualication may do so by re-taking one or moreunits. The appropriate subject award entry, as well as

the unit entry/entries, must be submitted in order tobe awarded a new subject grade.

Candidates will be graded on the basis of the worksubmitted for assessment.

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A Performance Descriptions

These performance descriptions show the level of attainment characteristic of the grade boundaries at A Level.They give a general indication of the required learning outcomes at the A/B and E/U boundaries at AS andA2. The descriptions should be interpreted in relation to the content outlined in the specication; they are notdesigned to dene that content.

The grade awarded will depend in practice upon the extent to which the candidate has met the AssessmentObjectives (see Section 4) overall. Shortcomings in some aspects of the examination may be balanced bybetter performances in others.

ASperformancedescriptionsforFrench/German/Spanish

Assessment Objective 1 Assessment Objective 2 Assessment Objective 3

AssessmentObjectives

Understand and respond,in speech and writing, tospoken language.

Understand and respond, inspeech and writing, to writtenlanguage.

Show knowledge of andapply accurately the grammarand syntax prescribed in thespecication.

A/B boundaryperformancedescriptions

In the context of materialsappropriate to the ASspecication, candidatescharacteristically:

a) show a clearunderstanding of spokenlanguage

b) understand the main

points and details,including points of view

c) are able to infer meaningwith only a few omissions

d) are able to developtheir ideas, and expresspoints of view, with someappropriate justication

e) respond readily anduently and take theinitiative (Speaking)

f) have generally accurate

pronunciation andintonation (Speaking)

g) are able to deal withunpredictable elements(Speaking)

h) show the ability toorganise and structuretheir response coherently(writing)

i) offer relevant informationwhich addresses therequirements of the task

(Writing).


a) show a clearunderstanding of a rangeof written texts

b) understand the main

points and details,including points of view

c) are able to infer meaningwith only a few omissions

d) are able to developtheir ideas, and expresspoints of view, with someappropriate justication

e) respond readily anduently and take theinitiative (Speaking)

f) have generally accurate

pronunciation andintonation (Speaking)

g) show the ability toorganise and structuretheir response coherently(Writing)

h) offer relevant informationwhich addresses therequirements of the task(Writing).

In the context of grammarand syntax listed in the ASspecication, candidatescharacteristically:

a) make effective use of arange of vocabulary andstructures appropriate tothe task

b) The deployment ofgrammar, syntax andmorphology is generallyaccurate

c) are able to manipulatelanguage appropriatelywhen required.

Appendices

A

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A


E/U boundaryperformance

descriptions


a) show some understandingof basic, often concrete,spoken language, whileexperiencing difcultieswith more complex andabstract language

b) understand some of themain points and details,

including basic points ofview

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

d) are able to convey somebasic information whentransferring meaning

e) may be hesitant in theirresponse, and theiruency is mostly connedto pre-learned material.Their target languageperformance may beinuenced by their rstlanguage (Speaking)

f) may have some difcultycommunicating factualinformation, narratingevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask (Writing)

g) show some ability tostructure and organisetheir response whereappropriate.


a) show some understandingof straightforward writtentexts, but experiencedifculties with morecomplex 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) may have some difcultycommunicating factualinformation, narratingevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask (Writing)

g) show some ability tostructure and organisetheir response whereappropriate.

In the context of grammarand syntax listed in the ASspecication, candidatescharacteristically:

a) use a restricted range ofvocabulary and structures

b) have languagecharacterised by frequenterrors in grammar, syntaxand morphology

c) may be inuenced by therst language

d) demonstrate a very limitedability to manipulatelanguage where required.

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A2performancedescriptionsforFrench/German/Spanish


Assessment

ObjectivesUnderstand and respond,in speech and writing, tospoken language.

Understand and respond, inspeech and writing, to writtenlanguage.

Show knowledge of andapply accurately the grammarand syntax prescribed in thespecication.

A/B boundaryperformancedescriptions

In the context of materialsappropriate to the A Levelspecication, candidatescharacteristically:

a) show a clearunderstanding of spoken

language

b) understand the mainpoints and details,including points of view

c) demonstrate an ability toinfer meaning

d) are able to transfermeaning with only minoromissions

e) are able to develop theirideas, and express andjustify points of view

effectively

f) respond readily anduently and take theinitiative (Speaking)

g) have generally accuratepronunciation andintonation (Speaking)

h) are able to dealappropriately withunpredictable elements(Speaking)

i) show the ability to

organise and structuretheir response coherently(Writing)

j) offer relevant informationwhich addresses therequirements of the task(Writing).


a) show a clearunderstanding of a range

of written texts

b) understand the mainpoints and details,including points of view,and are able to infermeaning

c) demonstrate an ability toinfer meaning

d) are able to transfermeaning with only minoromissions

e) are able to develop their

ideas, and express andjustify points of vieweffectively

f) respond readily anduently and take theinitiative (Speaking)

g) have generally accuratepronunciation andintonation (Speaking)

h) are able to dealappropriately withunpredictable elements

(Speaking)i) show the ability to

organise and structuretheir response coherently(Writing).


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, butmay experience difcultywith 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) may have some difcultycommunicating factualinformation, narrativeevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask appropriately (Writing)

g) show some ability tostructure and organisetheir response, whereappropriate.


a) show some understandingof a range of written texts,usually straightforward, butmay experience difcultywith 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) may have some difcultycommunicating factualinformation, narrativeevents and expressingbasic points of view inresponse to the task set,and do not always addressthe requirements of thetask appropriately

g) show some ability tostructure and organisetheir response, whereappropriate.

In the context of grammarand syntax listed in theA Level specication,candidates characteristically:

a) use a restricted range ofvocabulary and structures.The deployment ofgrammar, syntax andmorphology containsfrequent error and maybe inuenced by their rstlanguage.

b) demonstrate a very limitedability to manipulatelanguage correctly whenrequired.

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B Spiritual, Moral, Ethical, Social and other Issues

The study of French/German/Spanish provides manyopportunities to develop candidates understandingof spiritual, moral and cultural issues.

Through the study of the topic areas for French/German/Spanish, candidates are able to explorethe human condition in general. The content ofthe course encourages understanding of moralissues: candidates will face challenge in debate andstudy which will foster recognition and sympatheticawareness of others beliefs and values.

Throughout the course candidates will beencouraged to form opinions and make judgements

within the appropriate context, be these historical orcontemporary, ethnic or religious.

The AS topics Media, Popular Culture, Healthy Living/Lifestyles and Family/Relationships would contributeto candidates understanding of these issues, aswould the A2 topics The Multicultural Society andContemporary Social Issues.

EuropeanDimension

AQA has taken account of the 1988 Resolution of theCouncil of the European Community in preparing thisspecication and specimen units.

As French/German/Spanish is a EuropeanCommunity language, the European dimension isclearly covered in every aspect of the specication.The A2 Cultural Topic would contribute to candidatesunderstanding of a specic aspect of the targetlanguage-speaking country/community.

EnvironmentalEducation

AQA has taken account of the 1988 Resolution ofthe Council of the European Community and theReport Environmental Responsibility: An Agenda forFurther and Higher Education 1993 in preparing this

specication and associated specimen units.

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

AvoidanceofBias

AQA has taken great care in the preparation of thisspecication and specimen units to avoid bias of anykind.

B

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C

C Overlaps with other Qualications

There are no overlaps with other qualications atLevel 3 of the qualications framework.

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D Key Skills - Teaching, Developing and Providing

Opportunities for Generating Evidence

Introduction

The Key Skills Qualication requires candidates todemonstrate levels of achievement in the Key Skillsof Communication, Application of Number andInformation Technology.

The units for the wider Key Skills of Improving ownLearning and Performance, Working with Others andProblem Solving are also available. The acquisitionand demonstration of ability in these wider Key Skills

is deemed highly desirable for all candidates, but theydo not form part of the Key Skills Qualication.

The units for each Key Skill comprise three sections:

What you need to know

What you must do

Guidance.

Candidates following a course of study based onthis specication for French/German/Spanish canbe offered opportunities to develop and generateevidence of attainment in aspects of the Key Skills of:

Communication

Application of Number

Information Technology

Working with Others

Improving own Learning and Performance

Problem Solving.

Areas of study and learning that can be used toencourage the acquisition and use of Key Skills, andto provide opportunities to generate evidence forPart B of the units, are signposted on the next page.

The above information is given in the context of theknowledge that Key Skills at level 3 will be availableuntil 2010 with last certication in 2012.

Key Skills Qualications of Communication,Application of Number and Information and

Communication Technology will be phased out andreplaced by Functional Skills qualications in English,Mathematics and ICT from September 2010 onwards.For further information see the AQA website:http://web.aqa.org.uk/qual/keyskills/com04.php.

D

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D


Communication*

C3.1a 4 4 4 4

C3.1b 4 4 4 4

C3.2 4 4 4 4

C3.3 4 4 4 4

KeySkillsOpportunitiesinFrench/German/Spanish

The broad and multidisciplinary nature of French/German/Spanish and its application to a wide range of currentissues that call upon candidates abilities to demonstrate the transferability of their knowledge, understandingand skills, make it an ideal vehicle to assist candidates in developing their knowledge and understanding of theKey Skills and to produce evidence of their application.

The matrices below signpost the opportunities for the acquisition, development and production of evidence forPart B of the Key Skills units at Level 3, in this specication.

* NB. QCA has indicated that evidence for the internal assessment component for the Key Skill ofCommunication must be presented in English, Welsh or Irish.

NB. The signposting in the ve tables above represents opportunities to acquire and produce evidence of theKey Skills which are possible through this specication.

There may be other opportunities to achieve these and other aspects of Key Skills via this specication but

such opportunities are dependent on the detailed course of study delivered within centres.


Information Technology

ICT3.1 4 4 4 4

ICT3.2 4 4 4 4

ICT3.3 4 4 4 4

Working With Others

WO3.1 4 4 4 4

WO3.2 4 4 4 4

WO3.3 4 4 4 4

Improving Own Learning andPerformance

LP3.1 4 4 4 4

LP3.2 4 4 4 4

LP3.3 4 4 4 4

Problem Solving

PS3.1 4 4 4 4

PS3.2 4 4 4 4

PS3.3 4 4 4 4

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GCE French (2650) /German (2660) /Spanish (2695) 2009 onwards

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

German AS 500/2207/6 - A Level 500/2208/8 Spanish AS 500/2206/4 - A Level 500/2214/3

To obtain free specification updates and support material or to ask us a question register with Ask AQA:

www.aqa.org.uk/ask-aqa/register

Support meetings are available throughout the life of the specification.Further information is available at:

http://events.aqa.org.uk/ebooking

aqa-2650-2660-2695-w-sp_nivel a

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