AQA A-level French (includes AS)

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Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by some relevant factual knowledge but at times the student may provide information that is not directly relevant to the discussion. The student will respond well to some opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. General advice is defined as guidance which the teacher would include in the teaching and learning of the class and which would apply to all projects. Specific advice is defined as guidance which relates to a particular project and is tailored to an individual student or group of students. match the phrasing of the question set. Examples of this are in the specimen mark scheme. Translation The student will respond readily to all opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.

The discussion will focus on key concepts such as importance, impact, value, contribution, significance, as well as on the student’s appreciation of the topic area – its appeal and interest, and the insights the study has brought to the student. This will naturally generate opportunities for the student to analyse, evaluate and draw conclusions on those aspects of the topic area that have been researched. Table 1. Levels of performance for the discussion LevelThe examiner may use points made in the presentation as well as information given on the Candidate Record form to initiate the discussion. A brief outline of key findings with little development and showing little understanding and assimilation of research-based knowledge.

During the presentation and discussion of their research project, students may only have access to their completed Candidate Record form. No other notes are allowed. discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the research There will be few if any challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering. Conjugation of regular - er , - ir , -re verbs, modal verbs, principal irregular verbs, including reflexive verbs Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not always be responded to with a confident and effective marshalling of knowledge.A five -week window will be timetable d during April and May. All assessments must be conducted within this period. grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development The student may attempt some response to opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion but these will not always be successful. online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available

The briefest outline of key findings with very little development and showing very little understanding and assimilation of research-based knowledge. For further detail on Paper 3 Speaking, see A-level French, German and Spanish Instructions for Speaking tests and A-level French, German and Spanish: Candidate Record form. Assessment criteria Paper 1 Summary questions: AO3 Mark qualification may be used for responses in English, including translation into English. Assessment objective weightings for A-level The student will respond well to most opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.

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Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments. The examiner will be hard pushed to find opportunities to which the student can respond effectively to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. The presentation should cover some key findings emerging from the research carried out by the student. It will be the quality of these findings rather than their quantity that will determine the mark awarded. Level The nature of these responses will mean that the discussion largely avoids questions inviting the student to evaluate critically aspects of what has been researched in favour of a more factual line of questioning.

The emphasis throughout the discussion will be on eliciting views, opinions, ideas, and reactions from the student which they will be invited to explain, develop further, justify, illustrate, and defend, and where knowledge of the topic area will be paramount in supporting the responses given.

Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA. In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. Examples of the types of question the teacher-examiner will ask during the discussion of the project are included in the AS and A-level French, German and Spanish Instructions for the Conduct of the Examinations at aqa.org.uk. Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge. Knowledge of the topic under discussion will be used consistently and effectively to support views and opinions. Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will consistently be responded to with a confident and effective marshalling of knowledge.