AQA Level 1/2 Certificate in French Specification

Transcription

AQA Level 1/2 Certificate in French
Specification
For exams June 2014 onwards
For certification June 2014 onwards
Level 1/2
Specification
Certificate in
French
8655
Our specification is published on our website (www.aqa.org.uk). We will let centres know in writing about
any changes to the specification. We will also publish changes on our website. The definitive version of our
specification will always be the one on our website, this may differ from printed versions.
You can get further copies of this specification from:
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Unit 2
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Or, you can download a copy from our website (www.aqa.org.uk).
Copyright © 2012 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications, including the specifications. However, registered centres for
AQA are permitted to copy material from this specification booklet for their own internal use.
The Assessment and Qualifications Alliance (AQA), is a company limited by guarantee registered in England
and Wales (company number 3644723), and a registered charity 1073334.
Registered address:
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Devas Street,
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M15 6EX
Level 1/2 Certificate in French for teaching from September 2012 onwards (version 1.0)
Contents
1
Introduction
2
1a
Why choose AQA?
2
1b
Why choose AQA Certificate in French
2
1c
How do I start using this specification?
3
1d
How can I find out more?
3
2
Specification at a Glance
4
3
Subject Content
5
3a
Topics
5
3b
Summary of assessment
5
3c
Grammar
8
3d
Vocabulary
9
4
Scheme of Assessment
23
4a
Aims and learning outcomes
23
4b
Assessment objectives (AOs)
23
4c
National criteria
23
4d
Previous learning requirements
24
4e
Access to assessment: diversity and inclusion
24
4f
Differentiation
24
4g
Progression
24
5
Administration
25
5a
Availability of assessment components and certification
25
5b
Entries
25
5c
Private candidates
25
5d
Access arrangements, reasonable adjustments and special consideration
25
5e
Examination language
26
5f
Qualification title
26
5g
Awarding grades and reporting results
26
5h
Re-sits
26
Appendices
27
A
Grade descriptions
27
B
Spiritual, moral, ethical, social, legislative, sustainable development,
economic and cultural issues, and health and safety considerations
29
C
Overlaps with other qualifications
30
D
Wider Key Skills
31
E
Assessment Criteria
32
1
1 Introduction
1a
1
Why choose AQA?
We are the United Kingdom’s favourite exam board
and more students get their academic qualifications
from us than from any other board. But why are we
so popular?
24-hour support through our website and
online with Ask AQA.
We understand the different requirements of
each subject by working with teachers.
Our qualifications:
a wide range of printed and electronic
resources for teachers and students.
help students achieve their full potential.
are relevant for today’s challenges.
are manageable for schools and colleges.
are easy to understand by students of all levels
of ability.
lead to accurate results, delivered on time.
are affordable and value for money.
past question papers and mark schemes.
free online results analysis, with Enhanced
Results Analysis.
We are an educational charity focused on the needs
of the learner. All our income is spent on improving
the quality of our specifications, examinations and
support services. We don’t aim to profit from
education, we want you to.
If you are already a customer we thank you for your
support. If you are thinking of joining us we look
forward to welcoming you.
We provide a wide range of support services for
teachers, including:
access to subject departments.
training for teachers, including practical
teaching strategies and approaches that work,
presented by senior examiners.
1b
Why choose AQA Certificate in French?
The aims and objectives of this qualification are listed
in Section 4a of the specification. The AQA certificate
in French provides:
alternative accreditation to GCSE.
the opportunity to develop language skills in a
variety of contexts.
suitable assessment for a wide age and ability
range through Key Stage 3, Key Stage 4 and
beyond.
updated and manageable content to engage
students and teachers and offers the
possibility of incorporating a more vocational
option to language study.
some similar content to the current AQA
GCSE French so as not to place an
unnecessary burden upon teachers and
resources.
2
Listening and Reading assessments which
also carry forward the structure of the AQA
GCSE specification, offering continuity for
teachers.
answers a call for change from teachers and
offers the possibility of a qualification which is
entirely assessed through external
assessment.
a continuation of study from AQA’s ELC and
FCSE specifications and facilitates progression
to further language study.
Please also refer to Section 4g of the specification.
1c
How do I start using this specification?
You need to register at www.aqa.org.uk/
askaqa.php to ensure that you receive regular
updates and have access to mark schemes, past
question papers, a whole range of teacher support
materials and details of teacher support meetings.
Once you have decided to enter students you need
to tell us so we can make sure that you get all the
material you need for the examinations. This is very
important where examination material is sent to you
before the final entry deadline. You can let us know
by filling in the appropriate ‘Intention to Enter’ and
‘Estimated Entry’ forms.
1d
If your school/college is registered on e-AQA
you will receive an email prompting you to
submit entry information on-line.
1
If you are not e-AQA registered we will send
copies to your exams officer. Both forms can
be downloaded from our website
(www.aqa.org.uk/admin/p_entries.php).
If your school/college has not used AQA for any
examinations in the past, please contact our centre
approval team at [email protected].
How can I find out more?
You can choose to find out more about this
specification or the services that AQA offers in
a number of ways.
Ask AQA
You have 24-hour access to useful information and
answers to the most commonly asked questions at
www.aqa.org.uk/askaqa
If the answer to your question is not available, you
can submit a query through Ask AQA for our team.
We will respond within 2 working days.
Speak to your subject team
Teacher Support Meetings
Details of the full range of our Teacher Support
meetings are available on our website at
www.aqa.org.uk/support/teachers.php.
There is also a link to our fast and convenient online
booking system for our Teacher Support meetings at
www.events.aqa.org.uk/ebooking
Latest information online
You can find out more including the latest news, how
to register for support and downloadable resources
on our website at www.aqa.org.uk
You can talk directly to the languages subject team
about this specification either by e-mailing
[email protected] or by calling 01423 534381
3
2 Specification at a Glance
The scheme of assessment is linear. There is an option of Foundation or Higher Tier in the Listening, Reading
and Writing tasks. The speaking component is untiered.
Paper 1
Listening (25%)
Foundation
2
or
Higher
40 marks
40 marks
30 minutes
40 minutes
+5 minutes reading time
+ 5 minutes reading time
PLUS
Paper 2
Reading (25%)
Foundation
or
Higher
40 marks
40 marks
35 minutes
45 minutes
PLUS
Paper 3
Speaking (25%)
Untiered
45 marks
maximum 9 minutes + 2 minutes preparation time
PLUS
Paper 4
Writing (25%)
Foundation
4
or
Higher
30 marks
50 marks
30 minutes
60 minutes
3 Subject Content
3a
Topics
The specification is set out to cover four distinct topic
areas. These topic areas apply to all four papers
which are available at both Foundation and Higher
Tier in Listening, Reading and Writing. Speaking is
untiered.
Students are expected to understand and provide
information and opinions about these topic areas
relating to their own experiences and that of other
people including people in countries/communities
where French is spoken.
Topic 2 – Travelling abroad
Going on a trip.
Holiday preferences and experiences.
Being a guest and a host.
Topic 3 – Being part of a community
Home and local issues.
School and college.
Topic 1 – Socialising
Helping others.
Meeting people.
Personal interests.
Friendships and relationships.
Topic 4 – Making choices
3
Lifestyle choices and impact.
Material choices.
Future plans and ambitions.
3b
Summary of assessment
Paper 1 Listening
25% of the marks
Foundation: 40 marks–30 minutes
Higher:
40 marks–40 minutes
Students can be entered at either Foundation or
Higher Tier, but not both.
The test will be pre-recorded using native
speakers.
Each item will be heard twice.
responses in English. The test will consist of items of
varying length which will not place an undue burden
on memory. For example, comprehension of
announcements, short conversations, instructions,
news bulletins and telephone messages plus some
more extended material which may
include reference to past, present and future events.
Students will be expected to identify main points and
extract details and opinions.
The test will consist of a number of discrete items and
will be marked according to a detailed mark scheme.
Students will be allowed to make notes during
the test.
Marks will be awarded if the student has satisfactorily
communicated his or her understanding, even though
the response may contain some errors.
The use of dictionaries will not be permitted.
Higher Tier (only)
Students will be given 5 minutes reading time
at the beginning of the test to give them time
to read the questions.
In addition at Higher Tier the test will contain material
which may include some complex, unfamiliar
language in a range of registers, together with nonfactual and narrative material.
The Listening assessment tasks at Foundation Tier
will be based on the Foundation and the General
Vocabulary list. Students should also expect to
encounter some unfamiliar vocabulary, but they will
not be tested on it.
Foundation and Higher Tier
Students will need to understand gist and detail, use
context and other clues to interpret meaning, draw
conclusions and summarise what they have heard.
They will also be expected to recognise points of
view, attitudes, emotions and to draw conclusions.
Students’ comprehension will be tested by a range of
question types, normally requiring non-verbal
5
Paper 2 Reading
List. Students should also expect to encounter some
unfamiliar vocabulary, but they will not be tested on it.
25% of the marks
Foundation 40 marks
Higher 40 marks
35 minutes
45 minutes
3
Students’ comprehension will be tested by a range of
question types, normally requiring non-verbal
responses or responses in English. The test will
consist of short items testing comprehension. For
example: instructions, public notices, advertisements
etc and some longer extracts from brochures, guides,
letters, magazines, faxes, e-mails and websites.
These may include reference to past, present and
future events.
The Reading assessment tasks at Foundation Tier will
be based on the Foundation and the General
Vocabulary
Paper 3 Speaking
25% of the marks
45 marks
Maximum 9 minutes
+ 2 minutes preparation time
The Speaking test is untiered and externally
set.
Students will attend a session of a maximum of 11
minutes (including 2 minutes preparation time). The
test will be conducted and recorded by the teacher
and marked by an AQA examiner.
Students will be expected to identify main points and
extract details and opinions.
The test will consist of a number of discrete items and
will be marked according to a detailed mark scheme.
Marks will be awarded if the student has satisfactorily
communicated his or her understanding, even though
the response may contain some errors.
Higher Tier (only)
In addition at Higher Tier the material may include
some complex, unfamiliar language together with non
– factual and imaginative material, including narrative.
Students will be expected to use their knowledge of
grammar and structure in order to demonstrate
understanding of specific points and of gist/main
message. They will also be expected to recognise
points of view, attitudes, emotions and to draw
conclusions.
students so that they are fully aware of the
requirements of the test. Teachers should study the
material for Part one of the test. It is most important
to prepare suitable questions which can be adapted
both to the ability of the student and to the student’s
utterances when necessary.
This cannot be achieved by the rigid use of a list of
prepared questions. The questions on the stimulus
card must be asked first and then supplemented with
appropriate follow-up questions to enable a relevant
discussion to take place.
A maximum of 3 minutes should be spent discussing
what is in the photo and its theme.
The test will consist of two sections.
Part 2 – General Conversation
Part 1 – Photo Stimulus Card
(maximum 6 minutes)
(maximum 5 minutes including 2 minutes
preparation time)
30 marks
15 marks
Students will have two minutes supervised
preparation time during which they should prepare
one of the two cards given to them by the teacherexaminer. These will be based on the topics listed in
Section 3a of the specification. Students will be
asked the compulsory questions and the teacherexaminer will then ask his/her own additional
questions to follow up. Teacher-examiners should
ensure that the questions they prepare are
appropriate to the ability of each student and allow
him/her to gain full access to the assessment criteria.
The assessment criteria should be shared with
6
The General Conversation will cover the two topic
areas listed in the Teachers Booklet. A maximum of 3
minutes should be spent discussing each topic.
Teacher-examiners should ensure that the questions
asked in this section of the test are appropriate to the
ability of each student and allow him/her to gain full
access to the assessment criteria.
The assessment criteria for the Speaking test can be
found in Appendix E of this specification.
A three week period will be timetabled for the
Speaking test, during which schools/colleges will be
free to test their students at any time.
Detailed instructions for the teacher-examiner will be
issued prior to the examination. In order that teacher-
examiners may prepare for the tests, the examination
material may be opened up to three working days
before the three week period. It is essential that the
confidentiality of the examination materials is strictly
maintained prior to, and throughout, the period of
tests. Its content must not be disclosed to anyone
not conducting the tests (especially students). The
material must be kept on the school’s premises under
secure storage and can be accessed via the
Examinations Officer.
The school/college must ensure that the Speaking
test is checked in and out of secure storage both
during the preparation period and during the period of
the test.
Paper 4 Writing
25% of the marks
The use of dictionaries will be permitted.
Foundation Tier
(30 marks) 30 minutes
Students will be required to write in French:
Question 1
a message or other form of communication
eg: writing an e-mail, a text, a blog which
demonstrates their ability to write
phrases/short sentences
Question 2
a text which offers the opportunity to use a
variety of vocabulary and structures and to
express personal opinions. Students choose
either Question 2(a) or Question 2(b) each of
which covers a different topic.
AQA relies on the professional integrity of teachers
during this period. For further information please see
the Modern Foreign Languages – Instructions for the
Conduct of the Examinations.
Each year in the Spring term, AQA will provide face to
face training meetings to support teachers in the
conduct of the Speaking examination. These
meetings will provide language specific examples of
the speaking tests, best practice for the conduct of
the tests and guidance on how to ensure that
students have full access to the mark ranges of the
assessment criteria.
For further information and advice please see the
Speaking test handbook which can be found in the
Teacher Resource bank on www.aqa.org.uk.
Students choose either Question 1(a) or Question 1(b)
each of which covers a different topic.
Question 2
a text which offers the opportunity to write
descriptively or imaginatively, expressing and
explaining ideas and points of view eg: an
article, a survey, a letter/e-mail etc. Students
choose either Question 2(a) or 2(b) each of
which covers a different topic.
For both Foundation and Higher Tier papers the
questions and instructions will be in English. There
will be some target language support at Foundation
Tier and for Higher Tier Questions 1(a) and 1(b).
Foundation Tier Question 2 and Higher Tier Question
1 are likely to require between 80 and 100 words
each. Higher Tier Question 2 is likely to require
between 150 and 200 words each.
The assessment criteria for the Writing test can be
found in Appendix E of this specification.
Higher Tier
(50 marks) 60 minutes
Students will be required to write in French:
Question 1
a text which offers the opportunity to use a
variety of vocabulary and structures and to
express personal opinions.
7
3
3c
Grammar
Students will be expected to have acquired
knowledge and understanding of French grammar
during their course. In the examination they will be
required to apply their knowledge and understanding,
drawing from the following lists. The examples in
brackets are indicative, not exclusive. For structures
marked (R), only receptive knowledge is required.
Verbs:
regular and irregular verbs, including reflexive verbs
all persons of the verb, singular and plural
negative forms
interrogative forms
modes of address: tu, vous
French (Foundation Tier)
impersonal verbs (il faut)
Nouns:
verbs followed by an infinitive, with or without a
preposition
gender
singular and plural forms
Articles:
3
definite, indefinite and partitive, including use of de
after negatives
Adjectives:
agreement
position
comparative and superlative: regular and meilleur
demonstrative (ce, cet, cette, ces)
indefinite (chaque, quelque)
possessive
interrogative (quel, quelle)
tense: present
perfect
imperfect: avoir, être and faire
other common verbs in the imperfect tense (R)
immediate future
future (R)
conditional: vouloir and aimer
passive voice: present tense (R)
imperative
present participle
relative: que
relative: dont (R)
object: direct and indirect
Adverbs:
position and order of object pronouns
comparative and superlative
demonstrative (celui) (R)
regular
possessive (le mien) (R)
interrogative (comment, quand)
adverbs of time and place (aujourd’hui, demain, ici,
là-bas)
common adverbial phrases
Quantifiers/Intensifiers (très, assez, beaucoup,
peu, trop)
Pronouns:
Prepositions:
Conjunctions:
Number, quantity, dates and time: including use of
depuis with present time
French (Higher Tier)
personal: all subjects, including on
All grammar and structures listed for FoundationTier,
as well as:
reflexive
Adjectives:
relative: qui
comparative and superlative, including meilleur, pire
relative: que (R)
object: direct (R) and indirect (R)
Adverbs:
position and order of object pronouns
comparative and superlative, including mieux, le
mieux
disjunctive/emphatic
Pronouns:
demonstrative (ça, cela)
use of y, en
indefinite (quelqu’un)
interrogative (qui, que)
use of y, en (R)
8
Verbs:
present participle, including use after en
tenses: future
subjunctive mood: present, in commonly used
expressions (R)
imperfect
conditional
pluperfect
passive voice: future, imperfect and perfect tenses (R)
Time:
including use of depuis with imperfect tense
perfect infinitive
3d
Vocabulary
The minimum core Vocabulary Lists are primarily
intended as a guide for teachers to assist in the
planning of schemes of work.
The Listening and Reading assessment tasks at
Foundation Tier will be based on the Foundation List
and the General Vocabulary List; students should also
expect to encounter some unfamiliar vocabulary, but
they will not be tested on it.
The Listening and Reading assessment tasks at
Higher Tier will be based on the Foundation and
Higher Lists and the General Vocabulary List; in
addition students should also expect to encounter
some unfamiliar vocabulary, and may be tested on it,
provided that it can be accessed through
communication strategies.
Vocabulary listed in the Grammar Section can also be
tested but it is not listed in the minimum core
Vocabulary Lists.
Students will be expected to understand words which
have the same or very similar form in the language as
in the English, provided that such words have
essentially the same meaning in both languages.
Such words are not listed in the minimum core
Vocabulary Lists.
Comparison and superlative of adverbs
bien/mieux/le mieux
mal/plus mal/le plus mal
peu/moins/le moins
Conjunctions and connectives
à cause de
à part
ainsi
alors
aussi
car
cependant
c’est-à-dire
comme
d’un côté/de l’autre côté
donc
en revanche
ensuite
Students will be expected to be familiar with feminine
and plural forms of nouns/adjectives where these are
not given.
évidemment
General Vocabulary
même si
Students will be expected to use and understand the
general vocabulary listed below. The vocabulary is
not restricted to specific settings and can occur in
any of the topic areas listed in the specification.
3
beaucoup/plus/le plus
et
mais
ou
parce que
par contre
par exemple
Comparisons
Comparative and superlative of adjectives
pendant que
plus
puis
moins
puisque
plus que
quand
moins que
sans doute
bon/meilleur/le meilleur
si
mauvais/pire/le pire
y compris
pourtant
9
Prepositions
The Numbers
Greetings and exclamations
à côté de
1–1000 + million
à bientôt
à travers
Alphabet and accents
à demain
au bord de
Students are expected to know
the letters of the alphabet and
appropriate accents.
à tout à l’heure
au-dessus de
Ordinal numbers
au revoir
au fond de
Premier/première – dixième
au secours
au lieu de
Other number expressions
bien sûr
au milieu de
dizaine
bienvenue
autour de
douzaine
bonjour
avec
nombre de
bon anniversaire
contre
Asking questions
bon appétit
dans
combien ?
bon voyage
de
comment ?
bonne année
depuis
est-ce que ?
bonne chance
derrière
où ?
bonne idée
devant
pourquoi ?
bonne nuit
en
quand ?
bonnes vacances
en dehors de
que
bonsoir
en dépit de
quel/quelle ?
bravo
en face de
qu’est-ce qui ?
ça va (?)
entre
qu’est-ce que ?
d’accord
jusqu’à
qu’est-ce que c’est ?
de rien
malgré
qui ?
désolé
parmi
quoi ?
excusez-moi
au bout de
au-dessous de
3
pour
près de
sans
selon
sous
sur
vers
Common questions
A quelle heure ?
Ça s’écrit
comment ?
C’est combien ?
C’est quelle date ?
C’est quel jour ?
allô
amitiés
félicitations
joyeux Noël
merci
oui
pardon
quel dommage
salut
santé
Negatives
De quelle couleur ?
ne...jamais
D’où ?
ne…pas
Où ça ?
ne. ..personne
Où est?
Opinions
ne…plus
Pour combien de temps ?
à mon avis
ne…que
Que veut dire ?
absolument
ne…rien
Quelle heure est-il?
affreux
s’il te/vous plaît
zut !
ni…ni
agréable
pas encore
aimer
amusant
barbant
10
bien
marre (en avoir)
automne
bien entendu
mauvais
hiver
bizarre
merveilleux
Months of the year
bon
moche
janvier
ça m’énerve
moderne
février
ça me plaît
nouveau
mars
ça m’est égal
nul
avril
ça suffit
optimiste
mai
casse-pieds
passionnant
juin
cher
peine la
juillet
chouette
penser
août
comique
pessimiste
septembre
comme ci comme ça
peut-être
octobre
compliqué
populaire
novembre
content
positif/positive
décembre
croire
pratique
d’accord
préférer
détester
promettre
difficile
regretter
dire
ridicule
drôle
rigolo
effrayant
sage
embêtant
sembler
en général
sensass
enchanté
simple
ennuyeux
splendide
espérer
stupide
étonné
supporter
facile
superbe
faible
utile
fantastique
vouloir
formidable
Expressions of time
franchement
généralement
génial
grave
habile
intéressant
(s’) intéresser à
inutile
incroyable
inquiet
joyeux
marrant
3
The Clock
demi
environ
heure
midi
minuit
minute
moins
quart
seconde
Other time expressions
à la fois
à l’avenir
à l’heure
à temps partiel
an
année
Days of the week
après
lundi
après-demain
mardi
après-midi
mercredi
aujourd’hui
jeudi
auparavant
vendredi
avant
samedi
avant-hier
dimanche
bientôt
Seasons
d’abord
printemps
dans une minute
été
d’habitude
11
3
de bonne heure
tard
gris
demain
tôt
jaune
dernier
toujours
marron
de temps en temps
tous les jours
noir
déjà
tout à coup
orange
de nouveau
tout de suite
pourpre
en attendant
vite
rose
en avance
week-end
rouge
en retard
Location and distance
roux
en train de (être…)
à droite
vert
en même temps
à gauche
Weights and measures
encore une fois
banlieue
assez
enfin
centre-ville
bas
fin
campagne
beaucoup
hier
chez
boîte
il y a
de chaque côté
bouteille
jour
de l’autre côté
centimètre
journée
en bas
chargé
lendemain
en haut
court
longtemps
est
demi
maintenant
ici
encore de
matin
kilomètre
étroit
mois
là
gramme
moment (en ce moment)
là-bas
grand
normalement
loin de
gros
nuit
nord
haut
parfois
nulle part
kilo
passé
ouest
large
pendant
par
litre
plus tard
partout
maigre
presque
quelque part
mesurer
prochain
situé
mètre
quelquefois
sud
mince
rarement
tout droit
moitié
récemment
tout près
morceau
semaine
toutes directions
moyen
seulement
ville
nombre
Colour
paquet
blanc
pas mal de
bleu
peser
blond
petit
brun
peu
clair
plein de
foncé
plutôt
siècle
soir
soudain
souvent
suivant
sur le point de
(être…)
12
pointure
température
plastique
rien
tempête
soie
suffisamment
temps
verre
taille
tonnerre
tranche
tremper
très
vent
trop
Access
Shape
complet
carré
entrée libre
hauteur
fermé
rond
fermer
Weather
interdit
averse
occupé
briller
ouvert
brouillard
ouvrir
chaleur
sortie
chaud
Correctness
avoir… ans
ciel
avoir raison
barbe la
climat
avoir tort
bavard
couvert
corriger
bavarder
degré
erreur
beau/belle
doux
faute
beau-père le
éclair
faux
belle-mère la
éclaircie
il (me) faut
bête
ensoleillé
juste
boîte de nuit la
faire beau
nécessaire
bouclé
faire mauvais
obligatoire
boum la
froid
parfait
bowling le
geler
sûr
bureau le
glace
se tromper
centre de sport le
humide
il vaut mieux
chanson la
météo
vrai
chanter
mouillé
Materials
chanteur le
neige
argent
chanteuse la
neiger
béton
chat le
nuage
bois
cheval le
nuageux
carton
cheveux les(m)
ombre
coton
chien le
orage
cuir
cinéma le
orageux
fer
clavier le
pleuvoir
laine
cliquer
pluie
métal
club des jeunes le
sec
or
collègue le/la
soleil
papier
comédie la
Foundation Tier
TOPIC 1 – SOCIALISING
accompagner
adresse l’(f)
âge l’(m)
aimable
aîné
aller
ami /e l’(m/f)
(s’) amuser
3
anniversaire l’(m)
appareil-photo l’(m)
(s’) appeler
13
3
copain le
heureux
petite amie la
copine la
homme l’(m)
poisson rouge le
courir
jeune
portable le
critiquer
jeu le
poster (… un message)
cyclisme le
jeu vidéo le
prénom le
danser
joli
rapports les (m)
demi-frère le
jouer
refuser
demi-sœur la
journal le
(se) rencontrer
dessin animé le
lecteur DVD le
répondre
se disputer
lecteur MP3 le
se reposer
divorcé
lecture la
se retrouver
écran l’(m)
lettre la
réseau (social) le
écrire
lire
respecter
égoïste
livre le
rester en contact
employé(e) l’(m/f)
madame
rire
en ligne
mademoiselle
sens de l’humour le
ensemble
malheureux
séparé
(s’) entendre
maman la
site le (aller sur le site)
entreprise l’(f)
manège le
skate le
envoyer
méchant
sms le
équipe l’(f)
membre le
sœur la
équitation l’(f)
mère la
sortir
fâché
monsieur
sourire
se faire des amis
mort
souris la
faire la fête
mot le
spectateur le
famille la
mot de passe le
sportif
fana le/la (être …de)
stade le
femme la
musique la (classique/pop/rap/
rock)
fille la
naissance la
surfer (sur internet)
film d’aventures le
nationalité la
sympa
film d’horreur le
né le…
tante la
film de guerre le
nom le
taper
film de science-fiction le
oncle l’(m)
télécharger
film policier le
orchestre l’(m)
téléphoner
film romantique le
ordinateur l’ (m)
télé(vision) la
(se) filmer
parents les(m)
temps libre le
fils le
partager
texto le
frère le
passe-temps le
timide
garçon le
patinoire la
tranquille
gentil
patron le
triste
grand-mère la
pénible
utiliser
grand-père le
père le
vérité la
grands-parents les (m)
personnalité la
vieux
guitare la
personne la
visage le
gymnastique la
petit ami le
14
stage (en entreprise) le
TOPIC 2 – TRAVELLING
ABROAD
carte d’identité la (f)
étranger l’(m)
carte postale la
expliquer
à l’étranger
casser
faire la connaissance
accueil l’ (m)
cave la
favori
aéroport l’ (m)
chaise la
fenêtre la
affaires les (f)
chambre la
ferme la
Afrique l’ (f)/africain
chambre de famille la
fête la
agence de voyages l’ (f)
champ le
feu le
air l’(m)
château le
fleur la
Algérie l’(f)/algérien
chauffeur le
forêt la
Allemagne l’(f)/allemand
cher
garder
aller retour l’(m)
chercher
gare la
aller simple l’(m)
Chine la/chinois
gare routière la
Alpes les
client le
(se) garer
Amérique l’(f)/américain
clé la
gîte le
Angleterre l’(f)/anglais
colonie de vacances la
Grande-Bretagne la/britannique
appartement l’(m)
commissariat le
gratuit
(s’) approcher
conduire
groupe le
arrivée l’(f)
confortable
(s’) habituer à
arriver
(se) coucher
hésiter
ascenseur l’(m)
coûter
historique
s’asseoir
crème solaire la
horaire l’(m)
Atlantique l’(m)
départ le
hôtel l’(m)
attendre
descendre
île l’(f)
auberge de jeunesse l’(f)
détente la
Inde l’ (f)/indien
Australie l’(f)/australien
différence la
Irlande l’ (du Nord) (f)/irlandais
auto l’(f)
dormir
Italie l’(f)/italien
autobus l’(m)
dortoir le
Japon le/japonais
autoroute l’ (f)
douche la
jardin le
aventure l’(f)
Douvres
lac le
avion l’(m)
durer
laisser
bagages les (m)
échange l’(m)
(se) laver
(se) baigner
échanger
lentement
bain le
Ecosse l’(f)/écossais
(se) lever
balcon le
encore
ligne la
bateau le
endroit l’(m)
lit le
Belgique la/belge
en plein air
location de voitures la
billet le
entrée l’(f)
logement le
bord de la mer le
entrer
loger
(se) bronzer
escalier l’(m)
loisir le
cadeau le
Espagne l’(f)/espagnol
Londres
Canada le/canadien
essence l’(f)
louer
car le
étage l’(m)
lunettes les (f) (de soleil)
caravane la
Etats-Unis les (m)
maillot (de bain) le
3
carte la
15
3
maison la (individuelle/jumelée)
ranger
venir
Manche la
rapide
visite la (guidée)
marcher
recommander
visiter
Maroc le/marocain
régional
voile la
Méditerranée la
(se) relaxer
voir
mer la
remercier
voiture la
métro le
rendez-vous le
vol le = flight
meuble le
renseignements les (m)
voler = to fly
monde le
réserver
voyage le
montagne
rester
voyager
monter
retour le
vraiment
montrer
retourner
vue de mer la
moto la
revenir
musée le
rez-de-chaussée le
TOPIC 3 – BEING PART OF A
COMMUNITY
nager
rivière la
aider
natation la
route la
apprendre
Noël
rue la
arbre l’(m)
Nouvel An le
salle à manger la
avantage l’(m)
office de tourisme l’(m)
salle de séjour la
bâtiment le
Pâques
salon le
besoin le (avoir…de)
parc d’attractions le
sable le
bibliothèque la
partir
sac de couchage le
biologie la
passeport le
salle de bains la
cahier. le
Pays de Galles le/gallois
séjour le
er le
pêche la = fishing
serviette la
calme
perte la
signer
cathédrale la
pièce la = room
ski nautique le
CES le
pièce d’identité la
spectacle le
chimie la
pique-nique le
sports d’hiver les (m)
chômage le
piscine la
sports nautiques les (m)
choisir
plage la
sortie la
circulation la
plan de ville le
sous-sol le
classe la
planche à voile la
Suisse la/suisse
collège le
poli
suivre
combattre
Pologne la/polonais
tente la
commencer
porte la
terrasse la
comprendre
Portugal le/portugais
tourisme le
cours le
se présenter
touriste le/la
crayon le
prêt
tourner
demander
projet le
Tunisie la/tunisien
dessin le
promenade la
vacances les (f)
détester
(se) promener
valise la
devoir
propriétaire le/la
véhicule le
devoirs les (m)
randonnée la
vélo le
difficile
16
difficulté la
leçon la
sauver
directeur le
mairie la
savoir
directrice la
mathématiques les
scolaire
discuter
matière la
sécurité la
distribuer
mur le
stylo le
donner
nettoyer
tableau le
droit le
note la
terrain de sport le
école l’(f) (primaire/secondaire)
organiser
théâtre le
écouter
oublier
toucher
église l’(f)
parc le
transports en commun les (m)
élève l’(m/f)
parking le
travail le
emploi du temps l’(m)
parler
travail bénévole le
encourager
passer
travailler
en seconde
pause la
travailleur
EPS l’ (f)
pauvre
trimestre le
études les (f)
penser
(se) trouver
étudiant l’(m)
perdre
uniforme l’(m)
étudier
photocopie la
usine l’(f)
examen l’(m)
physique la
vandalisme le
exemple l’ (m)
place la
vie la
facile
pleurer
voisin le
faire attention
poser
zone piétonne la
faire du babysitting
pouvoir
TOPIC 4 – MAKING CHOICES
faire du jardinage
préparer
accessoires les (m)
faire le ménage
problème le
achat l’ (m)
finir
professeur le
acheter
français le
propre
acteur l’(m)
gens les (m)
quartier le
actrice l’(f)
géographie la
quitter
actif
habitant l’(m)
récréation la
adulte l’(m/f)
habiter
règle la
alcool l’(m)
histoire l’(f)
règlement le
alimentation l’(f)
inconvénient l’(m)
rentrée la
aller bien / mieux
industrie l’(f)
répéter
amour l’(m)
industriel
répondre
annonce l’(f)
informatique l’(f)
réponse la
apprentissage l’(m)
inquiet
responsabilité la
argent l’ (m) (de poche)
instituteur (m)
résultat le
(s’) arrêter
institutrice l’ (f)
réviser
armoire l’(f)
interdit
riche
assiette l’ (f)
jardin publique le
risque le
avenir l’(m)
journée la
sage
avoir envie de
laboratoire le
sale
bac le
langue la
salle de classe la
banane la
3
17
3
banque la
chocolat chaud le
faire la cuisine
basket le
choix le
faire les courses (f)
bébé le
chose la
faire les magasins (m)
beurre le
chou-fleur le
fatigant
bien payé
cidre le
fatigué
bière la
citron le
fermier le
bijou le
coca le
fort
bijouterie la
cœur le
frais
blouson le
coiffeur le
fraise la
bœuf le
coiffeuse la
framboise la
boire
col le
frites les (f)
boisson la
commander
fromage le
boîte la
compris
fruits de mer les (m)
bonbon le
confiture la
fumée la
bon marché
couleur la
fumer
boucher le
couteau le
fumeur/non-fumeur
boucherie la
cravate la
gagner
boulanger le
crêpe la
gâteau le
boulangerie la
cuisine la
gilet le
boulot le
dangereux
goût le
boutique la
décider
goûter
café le
déjeuner le
grand magasin le
caisse la
délicieux
gras
caissier le
démodé
habitude l’(f)
caissière la
dépenser
haricot vert le
candidat le
devenir
haut le
carrière la
dîner le
hôpital l’(m)
carte de crédit la
drogue la
huile l’(f)
ceinture la
se droguer
hypermarché l’(m)
célèbre
eau l’(f)
idée l’(f)
centre commercial le
eau minérale l’(f)
infirmier l’(m)
céréales les (f)
eau potable l’(f)
infirmière l’(f)
certainement
en bonne forme
ingénieur l’ (m)
certificat le
en bonne santé
jambon le
champignon le
équilibré
jean le
chapeau le
emploi l’(m)
jeter
charcuterie la
enfant l’(m/f)
jouet le
chaussette la
en première
jupe la
chaussure la
en promotion
jus de fruit le
chef le
en terminale
lait le
chemise la
essayer
légume le
chemisier le
facteur le
librairie la
chips les (m)
faim la
libre
chocolat le
faire des économies
limonade la
18
liste la
pied le (à pied)
sauf
livrer
plein
saumon le
livre sterling le
plombier le
secrétaire le/la
lycée le
poche la
sel le
magasin le
poire la
(se) sentir
maison de la presse la
poisson le
serveur le
mal (avoir mal)
poivre le
serveuse la
mal payé
policier le
seul
malade
pomme de terre la
soif la
maladie la
pomme la
soldes les (m)
manger
porc le
sommeil le
manteau le
portefeuille le
soupe la
maquillage le
porte-monnaie le
spaghettis les (m)
marché le
porter
spécialité la
mari le
poste la
sucré
mariage le
poulet le
sucre le
se marier
pratique
supermarché le
prendre
surtout
pressé
tabac le
programmeur le
tarte la
publicité la
tasse la
pull le
technicien le
raisin le
technologie la
(se) rappeler
thé le
rayon le
thon le
recevoir
tomate la
réduit
truite la
regarder
université l’(f)
régime le
utile
repas le
vanille la
rêve le
varié
rêver
vedette la
riz le
végétarien
robe la
vendeur le
rôti
vendeuse la
rouge à lèvres le
vendre
sac le (à main)
verre le
sain
veste la
pâtes les (f)
salade la
vêtements les (m)
pâtisserie la
salaire le
viande la
pêche la
sandale la
vide
petit déjeuner le
sans
vin le
petits pois les (m)
santé la
vitrine la
peur la
saucisse la
vivre
pièce la = coin
saucisson le
yaourt le
marié
matières grasses les (f)
mécanicien le
médecin le
médicament le
menu le ( à …euros)
mettre
mettre de l’argent à côté
miroir le
mode la
musicien le
nourriture la
obésité l’(f)
odeur l’(f)
œuf l’(m)
pain le
pantalon le
paresseux
parfum le
partenaire idéal le
3
19
3
Higher Tier
jeunesse la
événement l’(m)
TOPIC 1 – SOCIALISING
imprimer
faire la grasse matinée
s’abonner
intérêt l’ (m)
feu d’artifice le
actualités les (f)
lieu le (avoir lieu)
foire d’exposition la
ado l’ (m/f)
marquer un but
frontière la
alpinisme l’(m)
marre (en avoir)
héberger
animé
mépriser
herbe l’(f)
anonyme
se mettre en colère
inconnu
blé la (la boîte aux lettres
électronique)
se mettre en contact
jardin zoologique le
moniteur le
jour de l’an le
bloggeur le
mourir
jour férié le
bouton le
naître
jumelé
caméscope le
nerveux
lits superposés les (m)
compréhensif
neveu le
manquer
compte le
nièce la
marée la
compter sur
petite-fille la
se mettre en route
confiance la
petit-fils le
moquette la
connaître
pile la
offrir
se connecter
remplir
palais le
console de jeu la
se rendre compte
paraître
contrôler
(se) séparer
paysage le
courrier électronique le
télécharger
permis de conduire le
course la
téléspectateur le
pittoresque
cybercafé le
tournée la
plaire
de mauvaise humeur
traitement de texte le
plaisir le
échecs les (m)
vif
planche de surf la
TOPIC 2 – TRAVELLING
ABROAD
plongée sous-marine la
effacer
emprunter
atterrir
remarquer
(s’) ennuyer
avis l’(m)
réunion la
enregistrer
bistro le
(se) réveiller
esprit l’(m)
chambre d’hôte la
sommet le
espèce l’ (f)
chemin de fer le
spacieux
étonnant
climatisé
station balnéaire la
étrange
colline la
station de ski la
exprès
commerçant le
suggérer
féliciter
concours le
terre la
fêter
se débrouiller
tour la
fier
décoller
traduire
formulaire le
découvrir
trajet le
fou
déranger
traversée la
gâter
se détendre
gêner
donner sur
genre le
entouré
jaloux
espaces verts les (m)
écran tactile l’(m)
20
ralentir
TOPIC 3 – BEING PART OF A
COMMUNITY
incendie l’(m)
souci le
indiquer
surchargé
agresser
injure l’(f)
tâche la
allumer
inondation l’(f)
témoin le
attaque l’(f)
s’inquiéter
troisième âge le
augmenter
instruction civique l’(f)
victime la
bande la
instruction religieuse l’(f)
vol le (theft)
banlieue la
jardinier le
voler (steal)
bien équipé
laid
voyou le
brimer
langues vivantes les (f)
brutaliser
TOPIC 4 – MAKING CHOICES
loyer le
bruyant
à carreaux
lourd
compagne la = campaign
à la carte
lumière la
construire
à peine
lutter
coupable
à point
maire le
couvrir
accro
maladroit
croire
activité physique l’(f)
mal équipé
déçu
agneau l’(m)
manifestation la
déménager
ail l’ (m)
menacer
desservir
alcoolique
mentir
détruire
alcoolisé
mondial
disparaître
alcoolisme l’ (m)
niveau le
distractions les (f)
alimentation saine l’(f)
ordures les (f)
dur
améliorer
organisation caritative l’(f)
échelle l’(f)
amer
paix la
effrayant
ananas l’(m)
pauvreté la
égal
apprenti/e l’(m/f)
personnes défavorisées les (f)
égalité l’(f)
assurer
(se) plaindre
empêcher
avertir
produire
endommager
avoir sommeil
proviseur le
ennui l’(m)
avocat l’(m)
punir
enquête l’(f)
bague la
racisme le
enseigner
bien cuit
ramasser
enthousiaste
bonheur le
reconnaissant
état l’(m)
cacher
réfléchir
éteindre
cadre le
réfugié le
exclus les (m/f)
canard le
retraite la (à …)
fermeture la
carafe la
salle d’informatique la
frapper
casque le
salle des professeurs la
guerre la
casse-croûte le
sans domicile
harceler
célibataire le
sans ressources
harcèlement le
chemisier le
sans-abri les (m)
humilier
chrétien
supporter
illégal
clientèle internaute la
supprimer
coloris le
immigré l’(m)
3
21
3
comptable le
foyer le
réussir
conseil le
gâcher
revue la
consommation la (modérée)
grande surface la
saignant
contrat le
hors d’haleine
salé
côtelette la
huître l’(f)
sauvegarder
cours professionnel le
informaticien l’(m)
savoureux
couture la
interprète l’(m/f)
séduire
crise cardiaque la
ivre
séduisant
cru
juif
sida le
crudités les (f)
licence la
soigner
dégoûtant
licencier
soin le
demande d’emploi la
livraison la
surveiller
déprimé
loi la
tabagisme le
dessinateur de mode le
maigre
talon le
diplôme le
manche la
tatouage le
diriger
marque la
tenter
doué
monoparental
tomber amoureux
douleur la
mannequin le
tousser
écharpe l’(f)
mosquée la
toxicomane le/la
échouer
musculation la (faire de ….)
tuer
élégant
musulman
valeur la
s’enivrer
noces les (f)
valoir mieux
en réclame
mener
veau le
enrichissant
noix la
vétérinaire le/la
s’entraîner
offre d’emploi l’(f)
veuf le
entretien l’(m)
oignon l’(m)
veuve la
épais
outil l’ (m)
vinaigre le
épicé
peau la
voix la
épouser
permettre
épreuve l’(f)
piercing le (à l’oreille)
épuiser
piquant
escargot l’(m)
poumon le
espoir l’(m)
prêt-à-porter le
établissement l’ (m)
prévoir
être remboursé
programme le (de formation)
éviter
prune la
faculté la
pull à capuche le
faire du lèche-vitrine
quotidien
fiançailles les (f)
rayé
fiancé
reçu le
foie le
rembourser
former (to train)
remplacer
formation professionelle la
renoncer
foulard le
respirer
22
4 Scheme of Assessment
4a
Aims and learning outcomes
The objective of this qualification is to enable
students to:
develop a cultural awareness and
understanding of countries and communities
where French is spoken.
understand the French language in a variety of
contexts.
foster positive attitudes to language learning
and experience enjoyment and intellectual
stimulation.
develop a knowledge of French including
grammar and language learning skills
communicate effectively in French.
4b
Assessment objectives (AOs)
The examination papers will assess the following
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content).
AO3
Understand written language
AO4
AO1
Communicate in writing
Understand spoken language
Spelling, Punctuation and Grammar
(SPaG)
AO2
Communicate in speech
4
In this specification spelling, punctuation and
grammar in English will not be assessed.
Weighting of Assessment Objectives
The table below shows the approximate weighting of each of the Assessment Objectives in the AQA Certificate
in French.
Assessment
Objectives
AO1
Component weightings
Paper 1 Paper 2 Paper 3 Paper 4
25%
25%
AO2
25%
AO3
4c
25%
25%
25%
AO4
Overall weighting of components (%)
25%
Overall weighting
of AOs (%)
25%
25%
25%
25%
25%
100%
National criteria
This specification is in line with the following:
The Code of Practice
The Arrangements for the Statutory Regulation
of External Qualifications in England Wales and
Northern Ireland: Common Criteria.
23
4d
Previous learning requirements
There are no previous learning requirements.
However, any requirements set for entry to a course
based on this specification are at your
school’s/college’s discretion.
4e
Access to assessment: diversity and inclusion
Specifications at Level 1/2 often need to assess a
wide range of competences. This is because they
are general qualifications designed to prepare
students for a wide range of occupations and further
study.
The criteria on which this specification has been
based were reviewed to see whether any of the skills
or knowledge needed by the subject presented a
possible difficulty to any students, whatever their
ethnic background, religion, sex, age, disability or
4
4f
sexuality. If there were difficulties, the situation was
reviewed again to make sure that such tests of
specific competences were only included if they were
important to the subject. Arrangements are made
for students with special needs to help them access
the assessments as long as the competences being
tested are not changed. Because of this, most
students will be able to access any part of the
assessment. More details are given in Section 5d.
Differentiation
Listening, Reading and Writing Papers
Speaking Component
In these terminal components differentiation is
achieved by tiered papers.
The Speaking component is untiered and allows the
teacher to differentiate. Differentiation may be
achieved by varying the nature of the questions asked
or by outcome ie: by the student’s response(s).
Two tiers are offered in each skill:
Foundation Tier (Tier F), targeting Grades
C to G
Higher Tier (Tier H), targeting Grades A* to D
4g
Progression
This qualification provides excellent progression from
AQA’s ELC and FCSE and provides a good learning
platform for further language study.
The skills and knowledge acquired will be relevant
and transferable in both educational and career
settings. The qualification, therefore, increases
flexibility for students and makes a distinct
24
contribution to the quality and coherence of
qualifications on an identified progression pathway.
In addition, it provides a worthwhile course for
students of various ages and from diverse
backgrounds in terms of general education and
lifelong learning.
5 Administration
5a
Availability of assessment components and certification
Examinations and certification for this
specification are available as follows:
All components are available for assessment in
June, beginning June 2014.
5b
The qualification will be available for
certification from June 2014. This is a linear
scheme of assessment. Therefore students
must take all components in the same series
at the end of the course.
Entries
Please check the current version of Entry
Procedures and Codes for up-to-date entry
procedures. You should use the following entry
codes for the components and for certification.
AQA Certificate in French – 8655
5c
Private candidates
The specification is available to Private Candidates.
Private Candidates should write to us for a copy of
the Supplementary Guidance for Private Candidates
(for specifications without Controlled Assessments).
5d
Access arrangements, reasonable adjustments
and special consideration
We have taken note of the equality and discrimination
legislation and the interests of minority groups in
developing and administering this specification.
5
Reasonable adjustments
We follow guidelines in the Joint Council for
Qualifications (JCQ) document: Access Arrangements,
Reasonable Adjustments and Special Consideration:
General and Vocational Qualifications. This is published
on the JCQ website www.jcq.org.uk or you can
follow the link from our website www.aqa.org.uk
An access arrangement which meets the needs of a
particular disabled student would be a reasonable
adjustment for that student. For example a Braille
paper would be a reasonable adjustment for a Braille
reader but not for a student who did not read Braille.
The Disability Discrimination Act requires us to make
reasonable adjustments to remove or lessen any
disadvantage affecting a disabled student.
Access arrangements
Special consideration
We can arrange for students with special needs to
access assessment. These arrangements must be
made before the examination. For example, we can
produce a Braille paper for a student with sight
problems.
We can give special consideration to students who
have had a temporary illness, injury or serious
problem such as death of a relative, at the time of the
examination. We can only do this after the
examination. The Examinations Officer at the
school/college should apply online for access
arrangements and special consideration by following
the eAQA link from our website www.aqa.org.uk
25
5e
Examination language
We only provide components for this specification in
English.
5f
Qualification titles
The qualification based on this specification is:
5g
Awarding grades and reporting results
The AQA Certificate in French qualification will be
graded on an eight grade scale: A*, A, B, C, D, E, F
and G. Students who fail to reach the minimum
standard for a grade G will be recorded as ‘U’
(unclassified) and will not receive a qualification
certificate.
5
We will publish the minimum raw mark for each
grade, for each paper and for the overall qualification,
when we issue students’ results. We will report a
student’s results to your school/college in terms of
overall grade and marks for each paper. A student’s
grade is determined solely by his/her overall mark.
There is no requirement to achieve the grade
boundary in each paper in order to achieve a
particular grade overall. Hence, a strong performance
in one paper can compensate for a weaker
performance in another.
Each component (maximum uniform mark = 100)
5h
Grade
Uniform Mark Range
A*
90 – 100
A
80 – 89
B
70 – 79
C
60 – 69
D
50 – 59
E
40 – 49
F
30 – 39
G
20 – 29
H
0 – 19
Re-sits
Students may re-sit the whole qualification as many
times as they wish. Students’ grades are based on
the work they submit for assessment.
26
We calculate a student’s total uniform mark by adding
together the uniform marks for the components. We
convert this total uniform mark to a grade as follows:
Overall (maximum uniform mark = 400)
Grade
Uniform Mark Range
A*
360 – 400
A
320 – 359
B
280 – 319
C
240 – 279
D
200 – 239
E
160 – 199
F
120 – 159
G
80 – 119
H
0 – 79
Appendices
A
Grade Descriptions
Grade descriptions are provided to give a general
indication of the standards of achievement likely to
have been shown by students awarded particular
grades. The descriptions should be interpreted in
relation to the content outlined in the specification;
they are not designed to define that content. These
Grade Descriptions are common to both the AQA
Certificate and GCSE.
The grade awarded will depend in practice upon the
extent to which the student has met the assessment
objectives (see Section 4) overall. Shortcomings in
some aspects of the students’ performance may be
balanced by better performances in others.
Grade
Description
A
Candidates show understanding of a variety of spoken language that contains some complex
language and relates to a range of contexts. They can identify main points, details and points of
view and draw simple conclusions.
They initiate and develop conversations and discussions, present information and narrate events.
They express and explain ideas and points of view, and produce extended sequences of speech
using a variety of vocabulary, structures and verb tenses. They speak confidently, with reasonably
accurate pronunciation and intonation. The message is clear but there may be some errors,
especially when they use more complex structures.
They show understanding of a variety of written texts relating to a range of contexts. They
understand some unfamiliar language and extract meaning from more complex language and
extended texts. They can identify main points, extract details, recognise points of view, attitudes
and emotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginary subjects. They express
and explain ideas and points of view. They use a variety of vocabulary, structures and verb
tenses. Their spelling and grammar are generally accurate. The message is clear but there may
be some errors, especially when they write more complex sentences.
C
Candidates show understanding of different types of spoken language that contain a variety of
structures. The spoken material relates to a range of contexts, including some that may be
unfamiliar, and may relate to past and future events. They can identify main points, details and
opinions.
They take part in conversations and simple discussions and present information. They express
points of view and show an ability to deal with some unpredictable elements. Their spoken
language contains a variety of structures and may relate to past and future events. Their
pronunciation and intonation are more accurate than inaccurate. They convey a clear message
but there may be some errors.
They show understanding of different types of written texts that contain a variety of structures.
The written material relates to a range of contexts, including some that may be unfamiliar and
may relate to past and future events. They can identify main points, extract details and recognise
opinions.
They write for different contexts that may be real or imaginary. They communicate information
and express points of view. They use a variety of structures and may include different tenses or
time frames. The style is basic. They convey a clear message but there may be some errors.
A
27
F
Candidates show some understanding of simple language spoken clearly that relates to familiar
contexts. They can identify main points and extract some details.
They take part in simple conversations, present simple information and can express their opinion.
They use a limited range of language. Their pronunciation is understandable. There are
grammatical inaccuracies but the main points are usually conveyed.
They show some understanding of short, simple written texts that relate to familiar 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 usually conveyed but there are mistakes in spelling and
grammar.
A
28
B
Spiritual, moral, ethical, social, legislative, sustainable
development, economic and cultural issues, and health
and safety considerations
We have taken great care to make sure that any
wider issues (for example, spiritual, moral, ethical,
social, legal, sustainable development, economic and
cultural issues), including those relevant to the
education of students at Key Stage 4, have been
taken into account when preparing this specification.
They will only form part of the assessment
requirements where they are relevant to the specific
content of the specification and have been identified
in Section 3: Subject Content.
European Dimension
We have taken the 1988 Resolution of the Council of
the European Community into account when
preparing this specification and associated specimen
components.
Environmental Education
We have taken the 1988 Resolution of the Council of
the European Community and the Report
‘Environmental Responsibility: An Agenda for Further
and Higher Education’ 1993 into account when
preparing this specification and associated specimen
components.
Avoiding bias
We have taken great care to avoid bias of any kind
when preparing this specification and specimen
components.
B
29
C
Overlaps with other qualifications
There is some overlap of content with the Contexts
and Purposes and the grammatical knowledge and
understanding required in the AQA GCSE French
specification.
C
30
D
Wider Key Skills
The replacement of Key Skills with
Functional Skills
The Key Skills qualifications have been replaced by
the Functional Skills. However, centres may claim
proxies for Key Skills components and/or certification
in the following series: January, March and June
2012. The Administration Handbook for the Key Skills
Standards 2012 has further details. All Examination
Officers in centres offering AQA Key Skills and Wider
Key Skills have been sent a letter outlining the details
of the end dates of these subjects. Copies of the
letters have also been sent to the Head of Centre and
Key Skills coordinator. This is a brief outline of that
information. It is correct as at August 2011 and
replaces the information on the same subject found in
other documents on the AQA website:
http://web.aqa.org.uk/qual/keyskills/wider_
noticeboard.php
Key Skills Levels 1, 2 and 3 Test and
Portfolio
The final opportunity for students to enter for a
level 1, 2 or 3 Key Skills test or portfolio was
June 2011 with the last certification in 2012.
Key Skills Level 4
The last series available to students entering
for the Key Skills Level 4 test and portfolio was
June 2010 with the last certification in the
June series 2012.
Wider Key Skills
The AQA Wider Key Skills qualifications are no
longer available. The last portfolio moderation
took place in June 2011.
Further updates to this information will be posted on
the website as it becomes available.
D
31
E
Assessment criteria
Assessment Criteria Speaking (45 marks)
Part 1 (Total 15 marks)
Communication
13–15
Gives clear information in reply to all or nearly all questions. Responses are generally in the form
of longer answers, which show development of ideas.
Gives and explains 2 or more opinions.
10–12
Answers most questions clearly, with some longer answers, sharing development of ideas.
Gives 2 or more opinions and explains at least one of them.
7–9
Gives understandable replies to most questions, some of them in sentence form.
Gives at least 2 opinions.
4–6
Gives understandable short replies to most questions.
Gives at least 2 opinions.
1–3
Communicates very little information in short responses to some questions.
0
Communicates nothing.
Part 2 (Total 30 Marks)
Marks
Content
9–10
Very Good
Information, ideas and points of view are presented and explained with confidence.
7–8
Good
A good amount of information and points of view are conveyed and regularly developed.
5–6
Sufficient
A reasonable amount of information and points of view are conveyed and sometimes developed.
3–4
Limited
Some simple information and opinions are conveyed.
Few responses are developed.
1–2
Poor
Little relevant information communicated. Very few appropriate responses are developed.
0
No relevant information conveyed. A zero score.
E
32
Marks
Range and Accuracy of Language
9–10
A wide range of vocabulary, complex structures and a variety of verb tenses. Errors may appear
especially where more complex structures are used.
7–8
A range of vocabulary; some complex structures and a variety of verb tenses attempted, though
not always well formed. Some errors occur but the message is clear.
5–6
Limited vocabulary; sentences generally simple but occasionally more complex. Errors are quite
frequent, but the language is more accurate than inaccurate.
3–4
Very limited vocabulary; short, simple sentences. Errors very frequent.
1–2
Isolated words of vocabulary. Occasional short phrases. Errors often impede communication.
0
No language produced is worthy of credit.
Marks
Pronunciation and Intonation
5
Consistently good pronunciation intonation.
4
Generally good.
3
Generally accurate but some inconsistency.
2
Understandable, but comprehension is sometimes delayed.
1
Barely understandable, making comprehension difficult.
0
Marks
Interaction and Fluency
5
Responds readily and shows initiative. Conversation sustained at a reasonable speed, language
expressed fluently.
4
Answers without hesitation and extends responses beyond the minimum with some flow of
language.
3
Ready responses; some evidence of an ability to sustain a conversation; little if any initiative.
2
Some reaction. Sometimes hesitant, little natural flow of language.
1
Little reaction. Very hesitant and disjointed.
0
The marks awarded for Range and Accuracy of Language, Pronunciation and Intonation, Interaction and
Fluency must not be more than one band higher than the mark awarded for Content (see tables below).
If a mark is awarded for Content, this will inevitably lead to the award for a mark for Range and Accuracy
of Language, Pronunciation and Intonation and for Interaction and Fluency.
A mark of zero for Content will automatically result in a zero score for the task as a whole.
E
33
Content
Marks for each of Pronunciation
and Intonation and Interaction
and Fluency
Marks for Range and
Accuracy of Language
0
0
0
1–2
1–2
1–4
3–4
1–3
1–6
5–6
1–4
1–8
7–8
1–5
1–10
9–10
1–5
1–10
Assessment Criteria: Writing
Foundation (30 marks)
Higher (50 marks)
Foundation Q1 (10 marks)
For each piece of information, the following criteria will be used. 5 pieces of information x 2 marks = 10 marks
in total.
Communication (10 marks)
Mark
Criteria
2
Message communicated including an appropriate verb form.
1
Message communicated without an appropriate verb form with some ambiguity.
0
Message not communicated.
Foundation Q2/Higher Q1 (20 marks)
Content (12 marks)
Mark
10–12
Criteria
Quite a lot of relevant information conveyed clearly.
Some opinions communicated clearly.
7–9
A reasonable amount of relevant information conveyed, but may lack clarity occasionally.
Some opinions communicated.
4–6
Some relevant information conveyed but overall a limited response to the task.
Can give at least one opinion.
1–3
Little relevant information conveyed in a very limited response to the task.
0
No relevant information communicated.
E
34
Range and Accuracy of Language (12 marks)
Mark
Criteria
7–8
Generally accurate.
Often forms longer sentences, mainly by means of simple linking words.
Some variety of vocabulary and language structures.
5–6
More accurate than inaccurate.
Can sometimes form longer sentences, mainly by means of simple linking words.
Limited vocabulary and simple language structures.
3–4
Many errors or a lack of evidence due to the limited response.
Can form short simple sentences.
Simple, sometimes repetitive, vocabulary.
1–2
Serious errors often make comprehension difficult or impossible or there is a lack of evidence due
to the very limited response.
Very simple and repetitive vocabulary.
0
No relevant information communicated.
The marks award for Range and Accuracy of Language must not be more than one band higher than
the mark awarded for Content (see table below).
If a mark is awarded for Content, this will inevitably lead to the award for a mark for Range and Accuracy
of language.
A mark of zero for Content will automatically result in a zero score for the task as a whole.
Content
Marks for Range and Accuracy of Language
10–12
1–8
7–9
1–8
4–6
1–6
1–3
1–4
0
0
E
35
Higher Question 2 (30 marks)
Content (15 marks)
Mark
Criteria
13–15
Very Good
Fully relevant and detailed response to the task. Sound ability to convey information clearly,
express and explain ideas and opinions. Well organised structure.
10–12
Good
Mostly relevant response to the task and shows ability to convey a lot of information clearly,
express and explain ideas and opinions.
7–9
Sufficient
Response to the task is generally relevant with quite a lot of information clearly communicated.
Opinions are expressed and ideas are developed.
4–6
Limited
Limited response to the task with some relevant information conveyed. Simple opinions are
expressed and there is some development of basic ideas.
1–3
Poor
Very limited response to the task with little relevant information conveyed. No real structure.
0
The answer shows no relevance to the task set.
A zero score will automatically result in a zero score for the answer as a whole.
Range of Language (10 marks)
Mark
Criteria
9–10
Comprehensive variety of appropriate vocabulary and structures. More complex sentences are
handled with confidence and verb tenses are used successfully.
7–8
Good variety of appropriate vocabulary and structures used. More complex sentences are
attempted and are mostly successful.
5–6
Some variety of vocabulary and structures used, including attempts at longer sentences using
appropriate linking words which are sometimes successful.
3–4
Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.
1–2
Inappropriate vocabulary with little understanding of language structure.
0
No language produced which is worthy of credit.
Accuracy (5 marks)
Mark
Criteria
5
Accurate, although there may still be a few minor errors and a few other errors especially in
attempts at more complex sentences. Verbs and tense formations are secure.
4
Generally accurate with some minor errors and some other errors often occurring in attempts at
more complex sentences. Verb and tense formations are usually correct.
3
More accurate than inaccurate. Verb forms and tense formations are often unsuccessful. The
intended meaning is generally clear.
2
Frequent errors which delay comprehension. Verb forms are rarely accurate.
1
Limited understanding of sentence formation and errors are such that communication breaks
down.
0
No language produced which is worthy of credit.
E
36
The mark awarded for Range of Language must not be more than one band higher than the mark
awarded for Content (see table below).
The mark awarded for Accuracy must not be more than one band higher than the mark awarded for
Content (see table below).
If a mark is awarded for Content, this will inevitably lead to the award of a mark for Range of Language
and for Accuracy.
If a mark of zero is awarded for Content, this will automatically result in a zero score for Range of
Language and for Accuracy.
Content
Marks for Range of Language
Marks for Accuracy
0
0
0
1–3
1–4
1–2
4–6
1–6
1–3
7–9
1–8
1–4
10–12
1–10
1–5
13–15
1–10
1–5
E
37
for teaching from 2012 onwards
Qualification Accreditation Number: 600/5254/5
For updates and further information on any of our specifications, to find answers or ask us a question,
register with
Ask AQA at:
aqa.org.uk/askaqa
Download a copy of this specification from our website at:
aqa.org.uk/igcselanguages
Free launch meetings are available in 2012/2013 followed by further support meetings through the life
of the specification.
Further information is available at:
[email protected]
Copyright © 2012 AQA and its licensors. All rights reserved.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales
(company number 3644723) and a registered charity (registered charity number 1073334).
Registered address: AQA, Devas Street, Manchester M15 6EX.
MSD1277.12v.1.0

AQA Level 1/2 Certificate in French Specification

Transcription

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