Controlled assessment handbook Speaking and writing

GCSE French, German, Italian, Spanish and Urdu (autumn 2016 v1.0)

.

Copyright © 2014 AQA and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.

This booklet must be read in conjunction with the relevant AQA GCSE Specification and the AQA GCSE Controlled Assessment Frequently Asked Questions Version 1.0, published autumn 2014. This document has been updated to reflect the introduction of e-Submissions (e-Subs) system to submit marks electronically for 2016 onwards. Please make sure that you use this autumn 2016 version of the Handbook. Any subsequent changes to the Handbook will be published on our website and the version on the website will always be the most up to date version, although it may be different from printed versions. You can find further information about this and our other Languages qualifications at http://www.aqa.org.uk/search.

Contents Pages Speaking

4

Task setting Stage 2 Stage 3 Marking Teacher online standardisation

4 6 8 10 11

Writing

12

Task setting Stages 1 and 2 Stage 3 Post results services

Appendices

Appendix 1 Assessment criteria for speaking Appendix 2 Assessment criteria for writing Appendix 3 Exemplar tasks Appendix 4 Checklists for speaking and writing

12 14 16 18

19 28 40 44

3

Unit 3 Speaking The Speaking unit is worth 30% of the qualification as a whole. There are 30 marks available per task, making a total of 60 marks. Each task should last between 4 and 6 minutes. Students will complete two controlled assessment tasks. These tasks are untiered. Differentiation is by outcome, not by task. These tasks may be drawn from the exemplar tasks we provide or they may be adapted by the teacher for their students. Teachers may also devise their own tasks. Both tasks will be in the form of a dialogue. Schools/colleges must make a recording of one of the two tasks for each student. The tasks will be marked by the teacher. The marks for both tasks and the recording for one of the tasks will be submitted to AQA for moderation. Students must not submit the same task for Speaking and Writing. The two Speaking tasks must be different from each other; at least one main bullet point and the unpredictable element must be different. The work of individual students may be informed by working with others but students must provide an individual response. Where model answers are published, students must not reproduce any sections of continuous prose provided in such answers. Whilst students may use individual sentences from model answers, they must not reproduce several consecutive sentences from such answers in their own response. A student’s response must not be identical to that of another student in the school/college or to any published model answer. Controlled Assessment Tasks See Appendix 3 for exemplar tasks. Task Setting – Limited Control Students are required to complete two tasks of equal weighting. Teachers may use the exemplar tasks provided by AQA, may use an adapted version of these exemplar tasks or may devise tasks which meet students’ individual learning needs or interests. Adapting Exemplar Tasks Teachers may adapt the exemplars in the specification (see Appendix 3 of this Handbook) in the following ways. Exemplar A (i) - the task here is an interview. It could be adapted to be an interview with, for example, a teenager in another country, a business person or a celebrity. Please see Exemplar A (ii). Exemplar B (i) - the task here is a conversation. The exemplar is drawn from the context ‘Leisure’. It could be adapted to be a conversation drawn from a different context, eg a special occasion celebrated in the home from ‘Home and Environment’, or from a different aspect of the ‘Leisure’ context, eg Holidays. Please see Exemplar B (ii). It could, however, be drawn from outside the range of contexts listed in the specification. Tasks do not have to be approved by AQA, but Controlled Assessment Advisers are available to provide guidance to schools/colleges. Details of your adviser are available from the Languages team at [email protected]. Devising Tasks Teachers may choose to devise their own tasks. When devising their own tasks, teachers must ensure that students aiming to achieve grades C and above use a variety of structures which may relate to past and future events and express points of view, present information and show the ability to deal with some unpredictable elements. For those students aiming to achieve grade A, teachers must ensure that tasks offer the opportunity to express and explain ideas and points of 4

view, to narrate events, producing extended sequences of speech and to use successfully a variety of verb tenses (ie two tenses). For students aiming to achieve grade F, teachers must ensure that tasks offer the opportunity to take part in simple conversations, present simple information and express opinions. Teacher-devised tasks do not need to be drawn from the range of contexts listed in the specification. General Schools/colleges must submit different tasks every two years. This applies to the use of AQA exemplar tasks, adapted exemplar tasks and teacher-devised tasks. AQA will provide new tasks every two years. However, it is sufficient for schools/colleges to adapt the tasks by changing some of the bullet points in order to meet the requirement to submit different tasks. As a minimum, one main bullet point and the unpredictable questions must be different. It is not sufficient to change the unpredictable bullet point. It is not necessary to change the task title. Teachers must ensure that for each individual student the tasks avoid duplication of the content of their Writing task. A task submitted by one teacher can be submitted by another teacher in the same school/college two years later, for the same language or for a different language. If schools/colleges use the same task for a number of students, the unpredictable element must be changed. Depending on the number of students, 4-6 unpredictable bullet points should be prepared for each task. The unpredictable bullet point should always be the final element. If schools/colleges use tasks published in the specification they must change the unpredictable element. Schools/colleges must submit different tasks in Speaking and Writing; the same task cannot be used for both. The topic area may be the same but the task title must be different. Task titles must be sufficiently different that students do not reproduce the same content across the two skill areas; bullet points should therefore also be different across Speaking and Writing. It should also be noted that the task titles must be sufficiently different that the task is not ultimately the same. Sometimes a task can be seen as ‘different’ if just one word is changed eg ‘A day in the life of a celebrity’ and ‘A day in the life of a teenager’ would result in different content, so changing one word is sufficient, as the tasks are not eliciting the same response from the student. However, ‘Talking about my holidays’ and ‘Discussing my holidays’ would not be acceptable, as they refer in an identical way to ‘holidays’ since ‘talking about’ and ‘discussing’ mean the same thing. Similarly, ‘A conversation about my school’ and ‘A blog about my school’ would not be acceptable, as the content would be the same, the only changes relating to the different requirements for a speaking and a writing task. The use of synonyms eg ‘leisure’ and ‘free time’ would also not be seen as enough to make two tasks different. There is no prescribed number of bullet points. We recommend a minimum of three. Less able students may need more bullet points to guide them. Students must address all the bullet points in the tasks they are given. If they do not do so, their Communication mark will be affected. Bullet points may also be sub-divided. Sub-divisions are not prescriptive; if students omit these, this will not automatically affect their Communication mark. More able students who are provided with sub-divisions will not be automatically penalised, provided they develop their responses and meet the requirements for higher mark bands. No visuals of any kind are permitted on the task sheet, but it is acceptable for teachers to include a general statement eg ‘This task asks you to write using a variety of tenses, to include opinions and to justify your opinions’ at the end of the task. 5

Tasks and bullet points must be in English. Task Taking - Medium Control All three stages below must be completed under informal supervision. This means that supervision must be sufficient to ensure that plagiarism does not take place. The work of individual students may be informed by working with others, eg in conversational groups but students must provide an individual response. Stage One This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. There is no time limit for this stage. Students may make use of reference materials and resources of all kinds including course books, dictionaries and internet resources. All materials prepared at Stage One may be used in Stage Two. Students can practise responding to a range of bullet points, some of which may later appear in their task. The unpredictable question could be included in the range of material which students practise at this stage. Students must not be made aware of which of these bullets/questions prepared at Stage One will appear in their task. The teacher’s involvement is not limited at this stage. For example, the teacher and/or Foreign Language Assistant can correct any materials prepared at Stage One. Stage Two This stage begins when students are given the task. There is no need to tell AQA at what point this happens. The teacher should discuss the task with the students, including the kind of language they might need and how to use their preparatory work. There must be no other support from the teacher. Students may have access to reference materials including dictionaries, course books, internet resources (but not translation software) and any work which they have prepared at Stage One. All these materials, together with the task sheet and the Task Planning Form (TPF) can be used outside the classroom, as part of the 6 hours preparation time. If more than one teaching group is given the same task, it is possible that one group will reach Stage Two and will be ready for the task before the other(s). It is not necessary to issue the task to all teaching groups at the same time (even if they are using the same task). The teacher/Foreign Language Assistant cannot practise the task with a student. They can practise related material before the student is given the task but after the student is given the task, the teacher and/or Foreign Language Assistant can only ask the bullet points in English and cannot give any feedback to the student on the content or language of what they say. Stage Two may last for a maximum of six hours. The six hours must include time for the teacher to give feedback on the plan and for students to amend the plan following teacher feedback. There is no need to use the full six hours. There is no fixed time span from the point when students are given the task to the day when they carry out the final version (Stage 3) so if a student is absent, individual arrangements can be made so that the student has six hours preparation time. Any queries relating to Access Arrangements (eg extra time) should be referred to 01483 477 884 or email: [email protected] Task Planning Forms (TPFs) Students may prepare a plan and if they do so, they must use the TPF. It is recommended that the plan is produced in the target language. However, it can be in English and/or the target language. The plan must be prepared individually by the student. The plan can be produced outside the classroom. Although only one plan per task is permitted, if a student loses the plan or the plan 6

becomes unclear, due to, for example, changes following teacher feedback, the student can write a new plan. Whole words only, in English or the target language, may be used. A maximum of 40 words may be used. There must be no conjugated verbs, but a past participle without a conjugated auxiliary verb and reflexive pronouns may be used eg après m’être levé(e) is acceptable. If students write a word like ‘trabajo’ or ‘danse’ and use it as a noun it will be accepted but if they use it as a verb it will be discounted (see below). No drawings, photos, icons or visuals of any kind may be used. Students must not use phonetic transcriptions. Codes of any kind are not permitted eg blank lines, initial letters, different colours and arrows to indicate time frames etc. The only exception to this is that a bullet point, or figures 1, 2, 3 etc (where the numbers refer directly to the bullet points on the task sheet) may be used. Examples of appropriately completed TPFs are available on our website in the Controlled assessment guidance page for your language. Teachers are permitted to comment on the plan produced by the student using the appropriate section of the TPF. Any feedback must be restricted to the extent to which students are meeting the requirements of the task. For example, teachers’ feedback on the plan must not include comments relating to language used (eg ‘add a past tense’) but could say the bullet point targeting past events had not been covered. Students must mark any amendments on their original plan, obliterating unauthorised material. If the student has used a conjugated verb, the teacher should circle it and the student should then obliterate it. Correction fluid must not be used. It must be the student, and not the teacher who marks any amendments on the plan. The teacher cannot correct the plan. If a student loses their plan, they may produce a new one. Teachers should note that, when awarding marks, moderators will ignore all utterances containing a conjugated verb which students have not crossed out or obliterated completely on the TPF. Similarly, if more than 40 words have been used, moderators will ignore when awarding a mark the parts of the student’s response (ie the phrases or clauses) which use words noted on the TPF beyond the first 40. It is therefore important that the teacher checks immediately before Stage 3 that the plan has been amended appropriately and contains no unauthorised material. Drafts Students can produce a draft version or practice recording (though this is not a requirement) but this draft version is for the student’s use only and no one is permitted to make any comments whatsoever about this draft version, orally or in writing. Any draft or practice recording must be produced in class under the teacher’s direct supervision. The draft must not be taken out of the classroom. A draft is a fully scripted version of the student’s response to the task or a practice recording. Drafts may be produced over more than one lesson provided that they are collected in and stored securely between lessons. Any part of the draft which is written in school must be kept securely in school. A section of continuous prose which is written at home, for example a response to a bullet point, cannot be brought into the school. It should be noted that students are not allowed to bring, for revision purposes, any sections of continuous prose prepared at home, on the day the Stage 3 assessment takes place. Students can have access to resources (books, internet etc) to help them to produce their draft but they cannot confer whilst producing the draft. It must be the student’s own work. Students can work together in class while producing the draft, in that one student may ask another for an individual item of vocabulary, just as they could look this up in a dictionary. However, one student cannot 7

provide another with an extended piece of language, such as several sentences, for use in the draft. When Stage 3 has been completed, the draft can be returned to the students but any feedback must be general, not specific. It must be oral, not written. It must be in English and must relate to the assessment criteria eg ‘make sure you express at least 2 opinions’; ‘vary your structures and vocabulary more’; ‘check your tense formations’. Stage Three This stage is when students produce the final version. Duration – each task should last between 4 and 6 minutes. The timing of the task begins when the teacher asks the first bullet point. Students with a disability may be eligible for extra time at Stage 3 as timing is not part of the assessment objectives. Please contact Candidate Support for further guidance on 01483 477 884 or email: [email protected] There must be no unauthorised intervention or help from the teacher at Stage Three. Students must not have access to a dictionary or any other resource except their TPF and the task itself. Teachers must remove posters/wall charts etc, if these provide additional, unauthorised resources. The TPF must be submitted to AQA with the final version. Teachers should ensure that each student attempts all the bullet points in their task. Teachers should ask follow-up questions to encourage students to develop their answer to each bullet point but if the student gives a full answer without further prompting he/she has access to the highest marks. The teacher must ensure that the unpredictable element is covered. At a minimal level, the student’s response to the unpredictable element must include a verb, for the bullet to be seen to be accomplished. The teacher may have a copy of the student’s draft and/or plan in front of him/her when conducting Stage 3. The teacher can repeat or re-phrase the unpredictable bullet point. Please refer to Page 21 for further details. However, if the student has not understood the unpredictable bullet point, it is not acceptable to change the question, eliciting different information. If a student misses out a bullet point and moves on to the next the teacher can go back. However if, on completion of the task, at the end there are any bullet points which have been missed, then the teacher should refer for marking purposes to the sliding scale published in this document. Students may give a fairly brief answer to the unpredictable bullet point and still achieve high marks provided that their response to the unpredictable bullet has a verb and provided that they develop their responses to the other main bullet points. Speaking tasks can be carried out at any time during the course but schools/colleges may wish to designate a particular period. If a student is absent at Stage 3, arrangements must be made to conduct the assessment at another time, as soon as the student returns to school. In the case of an absence known in advance (eg the student will be on a study trip) it is acceptable to do the assessment earlier than the other students in the group. After completing Stage 3, students cannot make another attempt at the task. Once Stage 3 has been completed, students must do a different task if the first attempt is not to be submitted. This means that at least one main bullet point and the unpredictable bullet point must be different. If students certificate for a second time, they may carry forward the results for Unit 3 Speaking. 8

Students must carry forward the result for both the recorded and the unrecorded task ie, for the unit as a whole. If the task has not recorded properly and if the teacher has not assessed the task at the same time as conducting it, it is acceptable to re-record the same task, using a different unpredictable question. If the teacher has conducted and assessed the task at the same time, then the marks could be submitted as the unrecorded task. A different task would then be recorded and submitted as the recorded task. 1. At the start of each recording, teachers should give the following information: GCSE (language), centre number, candidate number, candidate name, task title. 2.

The following summary lists what to send to the moderator: -

A recording of the Recorded Task for all candidates in the sample A recording of the recorded task for any candidates flagged by your centre as ‘PAR’, ‘PRI’ or ‘EDE’ A completed and signed Candidate Record Form for all candidates in the sample The Centre Declaration Sheet (signed) The Task Sheet for all recorded tasks used by any candidate in the sample. (If all candidates have used the same Task Sheet it is sufficient to send one copy) A copy of the unpredictable questions for all tasks used in the sample, on a separate sheet to the Task Sheet The Task Planning Form for the recorded task for each candidate in the sample (if used)

A note of any candidates in the sample with a disability who have been given additional time to complete the task. To assist teachers in the preparation of materials to be sent to their moderator, ‘Checklist for despatch of sample to moderator’ is available on our website in the Controlled assessment guidance page for your language. It is reproduced in Appendix 4 of this document. Please ensure that the recordings are clearly labelled (see Instructions for the Conduct of the Examinations –GCSE Specification). Recordings Schools/colleges are required to submit to AQA a recording of one of the two tasks for each student. The recording must not be stopped or paused during the task. Tasks cannot be prerecorded for students to answer at the same time in a language laboratory because there must be opportunity for follow-up questions in cases where students do not fully develop the bullet points and because pausing the recording is not permitted. Schools/colleges can send recordings on audio CD, data CD or memory stick. Please note that cassette tapes are no longer accepted. Schools/colleges must use a separate CD/memory stick for each language. Schools/colleges should follow the instructions below. Audio CDs with a card insert for each CD containing the following information: • • • •

the track number and name/number of each student on the CD (eg Track 1 0041 Michael Stripe) component code (eg 46553) centre number teacher-examiner’s name

9

In addition, the centre number and component code should be written on the CD with an indelible pen. Do not use a sticky label. Data CDs with a card insert for each CD containing the following information: • • • •

the number and name of each student on the CD component code (eg 46553) centre number teacher-examiner’s name

Individual student recordings can be saved as .mp3 files. The file name must contain the component code, centre number and candidate number (eg 46553_55217_0041_mp3.) In addition, the centre number and component code should be written on the CD with an indelible pen. Do not use a sticky label. Memory Sticks with the following information securely attached to the memory stick on a tag: • • • •

the number and name of each student on the memory stick component code (eg 46553) centre number teacher-examiner’s name

Individual student recordings can be saved as .mp3 files. The file name must contain the component code, centre number and candidate number (eg 46553_55217_0041_mp3.) Schools/colleges must ensure that they check all recordings have been saved as .mp3 files before despatching for moderation. Schools/colleges may like to consider using digital voice recorders which are now available at approximately £30-£40. They are the size of a mobile phone, automatically record in mp3 format, produce very clear recordings and do not need an external microphone. If schools/colleges do a group discussion as a Speaking task, ie if two or more students are involved in a discussion and the school/college chooses to record this task for the moderator, the school/college must submit a DVD (sound and pictures), with each student involved clearly identified by a card with their name in front of them. The parent or carer of each student must give permission for the DVD to be recorded. Teachers may record students’ performances onto their own memory sticks and return them to students but any feedback must be general, not specific. It must be oral, not written. It must be in English and must relate to the assessment criteria eg ‘make sure you express at least 2 opinions’; ‘vary your structures and vocabulary more’; ‘check your tense formations’. Task Marking - Medium Control Teachers must mark the controlled assessment tasks using the assessment criteria provided in Appendix 1 of this document. There is no correlation between the number of bullet points covered and the communication mark but the mark will be affected if not all bullet points are covered. Teachers should refer to the sliding scale published in this document. There is no numerical equivalence between the number of pieces of information and a particular mark band. Any examples of the number of pieces of information quoted in commentaries on marked exemplar work are intended as no more than a very general guide and as only one factor to be taken into account, when awarding marks.

10

In Speaking, what is key is the quality of the response, ie the development and extent of the response. In general students must give information in longer extracts of language, to score in the higher bands for Communication. If students speak at a reasonable pace and develop their answers, within the time limit, they are likely to give ‘a lot of information’ (unless they repeat themselves). Conversely, the shorter the time of the student’s contribution (eg the students is giving short answers to lots of questions from the teacher) the lower the mark is likely to be for Communication. Moderators will stop marking when 6 minutes is reached. The minimum duration is 4 minutes. Tasks which are shorter than 4 minutes will normally be selfpenalising. In order to gain full marks for Communication the 4 minute minimum must be met and performances which last less than 4 minutes will not attract the highest marks. There is no need to list resources on the Candidate Record Form (CRF) as these resources are not used at Stage 3 when the final version is produced. The deadline for sending the marks to the moderator is 7 May. Teacher online standardisation Teacher online standardisation for GCSE Controlled Assessment speaking has replaced the previous face-to-face teacher standardisation meetings. Teacher online standardisation is a web-based system available at anytime and anywhere with an internet connection. It has a selection of speaking tasks and teachers will be able to mark them and check their marks against the correct marks awarded and to read the accompanying commentaries and other supporting documentation. This means that all teachers of eg German within a department will be able to mark the tasks, either together or independently, and to discuss those marks without having to take time out of school. To use the system, teachers ♦ log on to e-AQA (Examinations Officers have access to e-AQA), ♦ select ‘teacher online standardisation’ from the list of teacher services, ♦ choose eg ‘German’. You can access the system here: http://www.aqa.org.uk/about-us/what-we-do/products-andservices/teacher-online-standardisation

11

Unit 4 Writing The Writing unit is worth 30% of the qualification as a whole. There are 30 marks available per task, making a total of 60 marks. Students must spend no more than 60 minutes, per task, on writing the final version. This must be completed in one single assessment session. Students aiming at grades G – D should produce 200 – 350 words across the two tasks; Students aiming at grades C – A* should produce 400 – 600 words across the two tasks. Students will complete two controlled assessment tasks. These tasks are untiered. Differentiation is by outcome, not by task. These may be drawn from the exemplar tasks we provide or they may be adapted by the teacher for their students. Teachers may also devise their own tasks. The tasks will be marked by AQA. Students must complete all work independently. Students must have access to dictionaries while writing up their final version under supervision. Students must not submit the same task for Speaking and Writing. The two Writing tasks must be different from each other, which means the task titles must be different. If a student includes some of the same content in both tasks, it will be credited only once. Controlled Assessment Tasks See Appendix 3 for exemplar tasks. Task Setting - Limited Control Teachers may use the exemplar tasks provided by AQA, may use an adapted version of these exemplar tasks or may devise tasks which meet students’ individual learning needs or interests. Adapting Exemplar Tasks Teachers may adapt the exemplars in the specification (see Appendix 3 of this Handbook) in the following ways. Exemplar Task 1 ‘My life as a celebrity’ could be adapted to ‘My life as a teenager’ or ‘My ideal day’ as a blog for a web page. Suggested content for ‘My life as a teenager’ could be: • • • • • • •

introduce yourself how your day starts what you drink and eat the people you meet during the day what you enjoy doing and why what you don’t like doing and why how your day ends

This task would be suitable for less able students, as it does not include the opportunity to use two tenses. However, teachers could adapt it further. Exemplar Task 2 ‘Holidays’ – could be adapted to be ‘An account of a special occasion’ produced for a family web page. Suggested content for ‘An account of a special occasion’ could be: 12

• • • • • •

reason for the celebration where it took place the people involved and what you think about them what you had to eat and drink what else happened best memory of the day and why

Tasks do not have to be approved by AQA, but Controlled Assessment Advisers are available to provide guidance to schools/colleges. Details of your adviser are available from the Languages team at [email protected]. Devising Tasks Teachers may choose to devise their own tasks. When devising their own tasks, teachers must ensure that students aiming to achieve grades C and above include a variety of structures which may include different tenses or time frames and express points of view as well as communicate information. For those students aiming to achieve grade A, teachers must ensure that tasks offer the opportunity to express and explain ideas and points of view, producing a variety of vocabulary, structures and verb tenses (ie two tenses). For students aiming to achieve grade F, teachers must ensure that tasks offer the opportunity to express simple opinions using simple sentences and to convey the main points usually. The best tasks will be wide in scope, as titles with a very narrow focus are more likely to lead to students including irrelevant material. Teacher-devised tasks do not need to be drawn from the range of contexts listed in the specification. General Schools/colleges must submit different tasks every two years. This applies to the use of AQA exemplar tasks, adapted exemplar tasks and teacher-devised tasks. AQA will provide new tasks every two years. However, it is sufficient for schools/colleges to adapt the tasks by changing the title in order to meet the requirement to submit different tasks. As a minimum, the title must be different. Teachers must ensure that for each individual student the task titles avoid duplication of the content of their Speaking tasks. A task submitted by one teacher can be submitted by another teacher in the same school/college two years later, for the same language or for a different language. A task used for Speaking may be used as a new Writing task two years later. AQA task titles will always provide the opportunity to write for different purposes. There is no prescribed number of bullet points but we suggest six to eight. Less able students may need more bullet points. Students will not automatically be penalised if they do not address all the bullet points in the task they are given; they can choose their personal emphasis within the context of the task. Assessment of the task is in relation to the title and not the bullet points. Teachers should look carefully at the assessment criteria when devising tasks. Schools/colleges must submit different tasks in Speaking and Writing; the same task cannot be used for both. The topic area may be the same but the task title must be different. Task titles must be sufficiently different that students do not reproduce the same content across the two skill areas; bullet points should therefore also be different across Speaking and Writing. It should also be noted that the task titles must be sufficiently different that the task is not ultimately the same. Sometimes a task can be seen as ‘different’ if just one word is changed eg ‘A day in the life of a celebrity’ and ‘A day in the life of a teenager’ would result in different content, so changing one word is sufficient, as the tasks are not eliciting the same response from the student. However, 13

‘A conversation about my school’ and ‘A blog about my school’ would not be acceptable, as the content would be the same, the only changes relating to the different requirements for a speaking and a writing task. The use of synonyms eg ‘leisure’ and ‘free time’ would also not be seen as enough to make two tasks different. No visuals of any kind are permitted on the task sheet, but it is acceptable for teachers to include a general statement eg ‘this task asks you to write using a variety of tenses, to include opinions and to justify your opinions’ at the end of the task. Tasks and bullet points must be in English. Task Taking - High Control Stage One and Stage Two must be completed under informal supervision. This means that supervision must be sufficient to ensure that plagiarism does not take place. The work of individual students may be informed by working with others but students must provide an individual response. Where model answers are published, students must not reproduce any sections of continuous prose provided in such answers. Whilst students may use individual sentences from model answers, they must not reproduce several consecutive sentences from such answers in their own response. A student’s response must not be identical to that of another student in the school/college or to any published model answer. Stage One This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. There is no time limit for this stage. Students may make use of reference materials and resources of all kinds including course books, dictionaries and internet resources. The teacher’s involvement is not limited at this Stage. Students can practise responding to a range of bullet points, some of which may later appear in their task. Students must not be made aware of which of these bullets/questions prepared at Stage One will appear in their task. The teacher’s involvement is not limited at this stage, for example the teacher can correct any work prepared at Stage One. All materials prepared at Stage One may be used in Stage Two. Stage Two This stage begins when students are given the task. There is no need to tell AQA at what point this happens. Teachers should discuss the task with the students and may suggest ways in which the stimulus could be exploited and how to use their preparatory work. There must be no other support from the teacher. Students may have access to reference materials including dictionaries, course books and internet resources (but not translation software). All these materials, together with the task sheet and the Task Planning Form (TPF) can be used outside the classroom, as part of the 6 hours preparation time. If more than one teaching group is given the same task, it is possible that one group will reach Stage Two and will be ready for the task before the other(s). It is not necessary to issue the task to all teaching groups at the same time (even if they are using the same task). Stage Two may last for a maximum of six hours. The six hours must include time for the teacher to give feedback on the plan and for the student to amend the plan following teacher feedback. There is no need to use the full six hours. There is no fixed time span from the point when students are given the task to the day when they carry out the final version (Stage 3) so if student is absent, individual arrangements can be made so that the student has six hours preparation time. Any queries relating to Access Arrangements (eg extra time) should be referred to Candidate Support on 01483 477 884 or email: [email protected] 14

Task Planning Forms (TPFs) Students may prepare a plan and if they do so, they must use the TPF. It is recommended that the plan is produced in the target language. However it can be in English and/or the target language. The plan must be prepared individually by the student. Although only one plan per task is permitted, if a student loses the plan or the plan becomes unclear, due to, for example, changes following teacher feedback, the student can write a new plan. If the original plan has become too unclear, it should be destroyed. The plan can be produced outside the classroom. Whole words only, in English or the target language, may be used. A maximum of 40 words may be used. There must be no conjugated verbs, but a past participle without a conjugated auxiliary verb and reflexive pronouns may be used eg après m’être levé(e) is acceptable. If students write a word like ‘trabajo’ or ‘danse’ and use it as a noun it will be accepted but if they use it as a verb it will be discounted (see below). No drawings, photos, icons or visuals of any kind may be used. Students must not use phonetic transcriptions. Codes of any kind are not permitted eg blank lines, initial letters, different colours and arrows to indicate time frames etc. The only exception to this is that a bullet point, or figures 1, 2, 3 etc (where the numbers refer directly to the bullet points on the task sheet) may be used. Examples of appropriately completed TPFs are available on our website in the Controlled assessment guidance page for your language. Teachers are permitted to comment on the plan produced by the student using the appropriate section of the TPF. Any feedback must be restricted to the extent to which students are meeting the requirements of the task. For example, teachers’ feedback on the plan must not include comments relating to language used (eg ‘add a past tense’) but could say the bullet point targeting past events had not been covered. Students must mark any amendments on their original plan, obliterating unauthorised material. If the student has used a conjugated verb, the teacher should circle it and the student should then obliterate it. Correction fluid must not be used. It must be the student, and not the teacher who marks any amendments on the plan. The teacher cannot correct the plan. If a student loses their plan, they may produce a new one. Teachers should note that, when awarding marks, examiners will ignore when marking Range of Language and Accuracy all clauses with conjugated verbs which the student has not crossed out or obliterated completely on the TPF. If the sentence (with the conjugated verb discounted) still communicates, then it may be counted towards the mark for Content. Similarly, if more than 40 words have been used, examiners will ignore when awarding a mark, the parts of the student’s response (ie the phrases or clauses) which use words noted on the TPF beyond the first 40. It is therefore important that the teacher checks immediately before Stage 3 that the plan has been amended appropriately and contains no unauthorised material. Drafts Students can produce a draft version (though this is not a requirement) but this draft version is for the student’s use only and no one is permitted to make any comments whatsoever about this draft version, orally or in writing. Any draft must be produced in class, under the teacher’s direct supervision. The draft must not be taken out of the classroom. A draft is a fully scripted version of the student’s response to the task. Drafts may be produced over more than one lesson provided that they are collected in and stored securely between lessons. Any part of the draft which is written in school must be kept securely in school. A section of continuous prose which is written at home, for example a response to a bullet point, cannot be brought into school. It should be noted that students are not allowed to bring, for revision purposes, 15

any sections of continuous prose prepared at home, on the day the Stage 3 assessment takes place. Students can have access to resources (books, internet etc) to help them to produce their draft but they cannot confer whilst producing the draft. It must be the student’s own work. Students can work together in class while producing the draft, in that one student may ask another for an individual item of vocabulary, just as they could look this up in a dictionary. However one student cannot provide another with an extended piece of language, such as several sentences, for use in the draft. When Stage 3 has been completed, the draft can be returned to the students but any feedback must be general, not specific. It must be oral, not written. It must be in English and must relate to the assessment criteria eg ‘make sure you express at least 2 opinions’; ‘vary your structures and vocabulary more’; ‘check your tense formations’. Stage Two may last for a maximum of six hours. The six hours must include time for the teacher to give feedback on the plan for the student to amend the plan following teacher feedback. There is no need to use the full six hours. There is no fixed time span from the point when students are given the task to the day when they carry out the final version (Stage 3) so if a student is absent, individual arrangements can be made so that the student has six hours preparation time. Stage Three Stage Three must be completed under formal supervision. This stage is when students produce the final version. Students must be in the direct sight of the supervisor at all times when writing up the final version. The final version must be completed in a maximum of 60 minutes and in one single assessment session; it cannot be split over two or more lessons. Students with a disability are eligible for extra time at Stage 3 as timing is not part of the assessment objectives. Please contact Candidate Support, Guildford for more guidance on 01483 477 884 or email: [email protected] Although it is not a requirement that examination conditions are applied, the supervisor must be able to confirm that students have produced the final version independently. There must be no interaction with other students. There must be no intervention or help from the teacher at Stage Three. When writing up the final version, students may have access to their Task Planning Form (TPF) containing their teacher’s feedback. The TPF must be submitted to AQA with the final version. They should also have access to a bilingual dictionary (this may include an electronic dictionary) and to the task itself when producing the final version. The use of other resources, including electronic resources such as foreign language grammar, spell-checks and electronic translators is not permitted. Students may word process their tasks, provided the above restrictions are observed. A laptop may be used; the work must be saved on a memory stick and the memory stick left in the classroom. Tasks do not need an introduction, conclusion etc but do need a logical ordering of ideas. Teachers must remove posters and wall charts etc if these provide additional, unauthorised resources. After completing Stage 3, a student cannot make another attempt at the task. Once Stage 3 has been completed students must do a different task if the first attempt is not to be submitted. This means that the task title must be different. If students certificate for a second time they may carry forward their result for Unit 4 Writing. Students must carry forward the result for both pieces of work ie, for the unit as a whole. 16

Students are not allowed to copy out neatly a task completed at Stage 3, even where the original may be difficult for an examiner to read. Whatever is produced in the 60 minute session must be the version submitted for assessment. If a student is absent at Stage 3, arrangements must be made to conduct the assessment at another time, as soon as the student returns to school. In the case of an absence known in advance (eg the student will be on a study trip) it is acceptable to do the assessment earlier than the other students in the group. The teacher can return a copy of the completed task to the student. However, there must be no corrections on it. Any feedback must be general, not specific. It must be oral, not written. It must be in English and must relate to the assessment criteria eg ‘make sure you express at least 2 opinions’; ‘vary your structures and vocabulary more’; ‘check your tense formations’. Task Marking - High Level of Control AQA examiners mark the controlled assessment. There is no numerical equivalence between the number of pieces of information and a particular mark band. Any examples of the number of pieces of information quoted in commentaries on marked exemplar work are intended as no more than a very general guide and as only one factor to be taken into account, when awarding marks. In Writing, again the detail and the extent to which students communicate clearly are of great importance in determining marks for Content, and also the extent to which they explain ideas and points of view. Given the reference to clarity of communication required for the top three bands, it is possible that a student who makes fewer points but conveys them clearly could score more highly than a student who writes more but only manages to convey some of his/her points clearly and effectively. However, although the quality of the work is more important than the quantity, the word guidance in the specification should not be overlooked. In general the shorter the student’s response, the more difficult it becomes to score marks in the higher bands for Content. Students will not automatically be penalised if they do not address all the bullet points in the task given to them. Examiners will mark the whole task even if it is longer than the recommended length (200-350 words across both tasks for students aiming for grades D-G and 400-600 words across both tasks for students aiming for grades A*-C). Teachers must send both task sheets to the AQA examiner with the scripts. There is no need to list resources on the Candidate Record Form (CRF) as these resources are not used at Stage 3 when the final version is completed. To assist teachers in the preparation of materials to be sent to their examiner, ‘Checklist for Teachers preparing material for despatch of Unit 4 (MFL Writing Controlled Assessment)’ is available on our website in the Controlled assessment guidance page for your language. It is reproduced in Appendix 4 of this document. The deadline for sending the scripts to the examiner is 7 May.

17

Post results services To view a breakdown of the marks awarded to each task after publication of results, teachers can look on the Enhanced Results Analysis (ERA) section of the e-AQA. Your Examinations Officer has the username and password. Select ‘Marks Analysis’, select ‘Unit 4’, ‘View components’, ‘View questions’, ‘View marks’ and the marks for each individual student are displayed as T1 CON, T1 ROL, T1A etc. Further assistance can be provided by Exams Office Support on 0844 209 6614 or email [email protected] Writing tasks can be requested via Access to Scripts services. The breakdown of marks per task and per assessment criteria are written on the task by the examiners.

18

Appendix 1 Assessment Criteria for Speaking Assessment Criteria per task Marks Communication

10

Range and Accuracy of Language

10

Pronunciation and Intonation

5

Interaction and Fluency

5

TOTAL

30

Marks

Communication

9-10

Very Good Information, ideas and points of view are presented and explained with confidence. Can narrate events when appropriate.

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 Marks

No relevant information conveyed. A zero score. Range and Accuracy of Language

9-10

A wide range of vocabulary, complex structures and a variety of verb tenses. Errors usually appear in more complex structures.

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. 19

Marks

Pronunciation and Intonation

5

Consistently good accent and intonation.

4

Generally good.

3

Generally accurate but some inconsistency.

2

Understandable, but comprehension is sometimes delayed.

1

Barely understandable, making comprehension difficult.

0

No language produced is worthy of credit.

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

No language produced is worthy of credit.

•

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 Communication. (See tables below).

•

If a mark is awarded for Communication, this will inevitably lead to the award for a mark for Pronunciation and Intonation, for Interaction and Fluency and for Range and Accuracy of Language.

•

A mark of zero for Communication will automatically result in a zero score for the task as a whole. Communication

Marks for each of Pronunciation and Intonation and Interaction and Fluency

Marks for Range and Accuracy of Language

0 1–2 3–4 5–6 7–8 9 – 10

0 1–2 1–3 1–4 1–5 1–5

0 1–4 1–6 1–8 1 – 10 1 – 10

20

1.

Timings Timing begins as soon as the teacher asks the first question relating to the first bullet point. From that point, the task should last between 4 and 6 minutes. If the task lasts for less than 4 minutes (even 3’ 59”), a student cannot get full marks for Communication. It would still be possible for this type of performance to achieve a mark of 9 for Communication. There is no impact on the other assessment criteria. If the task lasts for over 6 minutes, marking stops at 6 minutes. If, at that point, the student is speaking, allow him/her to complete that sentence and then stop marking.

2.

Coverage of main bullet points In order to be able to score full marks for Communication, students must be able to give information on all main bullet points on the task sheet. If there are any sub-divisions within the main bullet points, these are not compulsory. If one or more main bullet points are not covered by the student, for any reason*, this will affect the maximum mark available for Communication, as follows: Total number of main bullet points in task 2-3 + ! task 2-3 + ! task 4 + ! task 4 + ! task 4 + ! task 5 or more + ! task 5 or more + ! task 5 or more + ! task 5 or more + ! task

Number of main bullet points not covered 1 2 1 2 3 1 2 3 4+

Maximum mark for Communication 7 5 8 7 5 9 8 7 5

*The reasons for a main bullet point not being covered are: i) The teacher fails to ask anything about that main bullet point within the allotted 6 minutes. ii) The main bullet point is mentioned by the teacher, but the student cannot answer. iii) The student gives an answer, but it is unintelligible or not relevant to the main bullet point. 3.

The unpredictable question/bullet point In order to accomplish the unpredictable bullet point, the student must answer by using a verb. If that is not the case, then the bullet point is not covered and the table above must be used in order to arrive at a mark for Communication. The clause used, however, need not be totally accurate provided it communicates the required message in the answer to the question. Where a wrong person of the verb leads to ambiguity and the message is not communicated, the unpredictable bullet will not be achieved. It is unlikely that the answer given in response to the unpredictable bullet point will be as well developed as the main bullet points. If a student has developed fully answers to the main bullet points and gives a short answer, including any part of a verb (eg present participle, infinitive) to the unpredictable bullet point, he/she will still have access to full marks for Communication provided the response is complete. 21

If more than one unpredictable question is asked, the first one that is asked is the one that should be considered when deciding whether it has been answered appropriately, using a verb. Two-part questions for the same unpredictable bullet point are acceptable practice, for example, ‘Do you like…? Why (not)?’ or ‘Do you prefer x or y? Why?’ Credit should be given for the language produced in both parts. If other unpredictable questions are asked, probably to make the task last at least 4 minutes, these should be taken into account when awarding an overall mark. If the unpredictable questions are not provided by the school/college, then the last question to be asked counts as the unpredictable question as long as it does not relate to the final main bullet point (in which case it is considered as a follow-up question). If the unpredictable question is asked in the wrong place, this should still be credited. Once the student gives an incorrect answer (either in the target language, in English or in any other language) then no further rephrases are possible. If the student gives a partially correct answer in the target language, then the teacher can ask more questions to elicit further information so that the bullet point is fully covered. If a student says, in the target language, ‘I don’t understand’ or ‘Please repeat’ (or equivalents) then this counts as a request for clarification and the teacher is allowed to repeat or rephrase. This does not count as an answer. (If this were said by the student in English or in any language other than the one being tested, then it would be an incorrect answer and no more rephrasing would be allowed). If the student says, either in the target language, in English or in any other language, ‘I don’t know’ (or equivalents) then this counts as an incorrect answer and no more rephrasing would be allowed. If the student says nothing in response to a question then the teacher can repeat or rephrase until the student does respond (or until the 6 minutes are up). If the teacher asks as the unpredictable question a question which has already been asked as one of the student’s main bullet points, then the student has not been asked an unpredictable bullet point and the table in Section 2 (coverage of bullet points) applies. If, however, the unpredictable question is different from a main bullet point, but elicits some repeat of information that has already been given in answer to one of the main bullet points, then any additional information can be credited. For example, the main bullet is 'Tell me about your family'. In a long answer, the student says that he/she doesn't get on well with his/her brother. The unpredictable question is 'Do you normally get on well with your family?' and the student says 'I get on well with my parents (new info) but not my brother (repeat)'. Although the unpredictable is connected to one of the main bullets, it is not the same question. A student is not necessarily required to manipulate language in order to accomplish the unpredictable bullet point.

22

4. The criteria for assessment All of the criteria should be considered when deciding on a mark, but the following guidelines may prove particularly useful. (a)

Communication

Must the teacher ask extra questions for the student to gain the highest marks for Communication? No. If the student develops fully his/her answers to each main bullet point there will be no need for extra questions to allow the student access to the highest marks for Communication. Can students get a high mark even if there is little interaction with the teacher? Yes. Interaction and fluency are a global concept. Students can have access to full marks with minimal teacher input as long as they have provided full and developed responses. This is still true even if there is little interaction with the teacher. Does an opinion have to be a personal opinion or can it be someone else’s other than the speaker’s? It can be a reported opinion. Example: What do you think is good about your school? In my school you have to wear a uniform. There are many opinions about the school uniform and whether it is good or not. Some people think it’s not good because it’s uncomfortable. If a student answers a main bullet point eliciting reference to future events by using a present tense verb, will he/she be penalised under Communication? No, not if the response successfully communicates what the main bullet point required. However if aiming for a high mark for Range and Accuracy, the student must make sure he/she uses at least two different tenses over the task as a whole. Must a student give some information relevant to the actual question the teacher asks in order for the bullet point to be accomplished? Yes. If a student gives an answer that provides information in relation to another bullet in his/her task but does not contain information relevant to the question the teacher has actually asked (eg because the teacher and student get out of sequence), the bullet cannot count as being accomplished. The teacher may ask the bullet again to give the student the chance to offer relevant information. Can the answer still be considered to give some relevant information even if the tense is wrong? Yes. Example: What did you do last weekend? The following answers would be regarded as having some relevant information and would be acceptable: ‘Football’ ‘I play football’.

23

The following answer would be regarded as unacceptable on the basis that it was clearly not answering the question being asked: it is not only the tense formation that is wrong. There are other indications that the student is not answering the question being asked: ‘Next week I will play football’ (using a future tense verb). If the student gives exactly the same response to more than one bullet point and that answer gives relevant information in each case, will the response count as having accomplished the bullet in each case? Yes. Example: Bullet 3 – What did you do last weekend? ‘I play football’ Bullet 5 – What do you normally do at weekends? ‘I play football’ Both bullets will be judged to have been accomplished. If a student does not wait for the teacher to ask questions but simply delivers his/her answers to the bullets in the task, will the bullets be judged to have been accomplished? Yes. However, in response to any question the teacher does actually ask, the student must give some relevant information – see above. 9-10 marks • Students can speak with confidence and narrate events where appropriate. In order to do this, they will have to develop their answers well. • They will have to offer ideas / opinions / points of view (minimum 2) and be able to explain them. 7-8 marks • The answers will be regularly developed, even though some of them may not be. However, for the award of a mark in this band, most answers will show some development. • There is a requirement to give opinions (minimum 2). 5-6 marks • There will still be evidence of an ability to develop some answers. • There is a requirement to give opinions (minimum 2). 3-4 marks • Few responses are developed, but for some questions you can expect replies to go beyond the minimal, even if this is in the form of lists or very simple sentences. • There is a requirement to give opinions (minimum 2). 1-2 marks • Very few appropriate responses are developed, but therefore there has to be evidence of development, however basic, in at least one reply. 0 marks • No relevant information is communicated, but a student could still give some very minimal replies and still score zero if there was no development at all.

24

(b)

Range and Accuracy of Language •

• • •

For performances with a large amount of complex language but lots of errors the following should be noted: the Accuracy strand in Range and Accuracy has a bearing on communication of intended messages. If communication is not taking place the marks awarded have to reflect this and a mark of 8 could not be awarded. If for, example, the Range strand warrants 10 marks and the Accuracy strand warrants 4 marks, then a maximum mark of 7 would be appropriate. The immediate future counts as a future tense. A present tense verb with a future time marker does not. The subjunctive is a mood and not a tense so the present subjunctive, for example, does not count as a separate tense from the present indicative. A construction using the present tense to refer to the past counts as the present tense.

9-10 marks • A variety of tenses must be used. This means two or more. The tenses could come from the same time frame (for example the perfect, the preterite and the imperfect) but a greater range of tenses will add to the complexity of the language used and most students getting marks in this band will probably use three or more tenses, unless the nature of the task does not allow it. • There will be complex structures, but remember that this is GCSE level and not higher. We will not necessarily be looking for the use of the subjunctive or similar grammatical structures. Complexity will often be achieved by variety of expression. • There needs to be a wide range of vocabulary. This means that students will not be too repetitive in the words they use. • Errors usually appear in complex structures, or they may be minor errors, for instance of gender, which do not appear too often. 7-8 marks • Two or more tenses must be used. • Some complex structures will be used, but the note about what constitutes complexity for the 9-10 band will apply here. • There must be a range of vocabulary, so students in this band will again be trying to avoid repetition of the more common words. • Errors occur, but the message is clear, so that the type of mistake made will not prevent communication. 5-6 marks • There is no need for students to use more than one tense to be awarded a mark in this band. • Sentences are generally simple but occasionally more complex. There will be more repetition of simple constructions here, but sometimes a more unusual structure will be used. • Errors are quite frequent, but the language used is more accurate than inaccurate. This should be apparent from the annotation used for marking. 3-4 marks • The sentences are short and simple and probably there will be quite a lot of repetition of the more common verbs. • The vocabulary is very limited, so there will probably be quite a lot of repetition of the same words. • Errors are very frequent and it will be more inaccurate than accurate, or there will be relatively little said, so the lack of evidence means we cannot go into a higher band.

25

1-2 marks • There are only isolated words of vocabulary with the occasional short phrase. It may well be that there is quite a lot of silence. • Errors often impede communication, or there is very little evidence to enable us to form an opinion. (c)

Pronunciation and Intonation

5 marks • Consistently good accent and intonation are required. ‘Accent’ ‘means ‘pronunciation’. 4 marks • Generally good. It may be that problems arise mainly with the sounds that students traditionally find more difficult. 3 marks • Generally accurate, but there is some inconsistency. As well as the more common mispronunciations, there may be problems with vowel sounds and anglicised words. 2 marks • What is said is understandable, although comprehension is sometimes delayed. In other words there will be occasions where we have to listen very carefully to what is being said in order to get the intended meaning. 1 mark • What is said is barely understandable and comprehension is difficult. There may well be very little to go on because not much is said by the student. (d) Interaction and Fluency 5 marks • The student responds readily, without significant pause before answering the questions. • There is initiative, as the student is able to fully develop answers to the questions. • The conversation is sustained at a reasonable speed, but clearly not at native speaker pace. 4 marks • The student will again have to answer without hesitation. • The replies will go beyond the minimum, although there will not be as much development as in the top band. • There is some flow of language, even if from time to time there is some pausing for thought. 3 marks • There are ready responses, where the student can answer reasonably promptly most of the time. • There is little if any initiative, so the student may not develop answers to any great extent. • There is an ability to sustain a conversation, so that any hesitation does not break up the interchange of information too much.

26

2 marks • There is some reaction to the teacher’s questions, but the student is sometimes hesitant. In practice, there will be more sections of the test where the student is thinking what to say or cannot answer. • There is little natural flow. 1 mark • There is little reaction to what the teacher asks and the student is so hesitant that the conversation becomes disjointed. There will in all probability be lots of silence during the task. (e)

Limiting marks •

• • •

It is not possible to go more than one band higher than the band in which the Communication mark was given when awarding marks in the other categories. For instance, if 5 is awarded for Communication, the highest mark that can be awarded for Range and Accuracy is 8, and for Pronunciation and Intonation and Interaction and Fluency the maximum mark would be 4. It is possible to give marks in lower bands for Range and Accuracy, Pronunciation and Intonation and Interaction and Fluency than the band in which the mark for Communication was given. If one mark or more is awarded for Communication, at least one mark must be given in all other categories. If zero is awarded for Communication, zero must be given for all other categories.

Language-Specific Reports on the Examination and Mark Schemes Please note that these are available via e-AQA Secure Key Materials (SKM) immediately after the publication of results. Exams Officers have details of how to access them. Boundaries for Controlled Assessment and Coursework Units When a specification is well-established, grade boundaries for internally assessed units often stay the same from year to year. This is because the assessment criteria for these units stay the same and the tasks are fairly generic, so the marks usually represent the same standard of performance every year. Grade boundaries can be carried forward from a previous examination series if this is recommended by the Principal Moderator and supported by statistical and technical evidence. However, it is sometimes necessary to move coursework grade boundaries, especially in the early years of a specification’s life. This may happen if, for example: • the Principal Moderator finds that increasing numbers of exam schools are marking generously, but staying within the tolerance, which means their marks are not adjusted by the moderation process • the awarders find that the tasks which schools set, and students’ responses, have become too formulaic. In these situations, if the work which the awarders inspect is of lower quality than work given the same mark in previous years, the grade boundaries are raised. This is essential in order to maintain standards – if we didn’t do this, it would be easier for students to gain higher grades than in previous years. This approach helps us ensure that any improvement in results is genuine, and has not occurred simply because schools are getting used to a new specification and are becoming more familiar with the requirements.

27

Appendix 2 Assessment Criteria for Writing Assessment Criteria per task Content Marks

Criteria Very Good

13-15

10-12

Fully relevant and detailed response to the task. Sound ability to convey information clearly, express and explain ideas and points of view. Well organised structure. Good Mostly relevant response to the task and shows ability to convey a lot of information clearly, express and explain ideas and points of view. Sufficient

7-9

Response to the task is generally relevant with quite a lot of information clearly communicated. Points of view are expressed and ideas are developed. Limited

4-6

Limited response to the task with some relevant information conveyed. Simple opinions are expressed and there is some development of basic ideas. Poor

1-3

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 Marks

Criteria

9-10

Wide 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.

28

Accuracy Marks

Criteria

5

Largely accurate, although there may still be some errors especially in attempts at more complex sentences. Verbs and tense formations are secure.

4

Generally accurate with errors 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 sometimes unsuccessful. The intended meaning is clear.

2

Many errors which often impede communication. Verb forms are rarely accurate.

1

Limited understanding of the most basic linguistic structures. Frequent errors regularly impede communication.

0

No language produced which is worthy of credit.

•

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 Mark

Marks for Range of Language

Marks for Accuracy

0 1–3 4–6 7–9 10 – 12 13 – 15

0 1–4 1–6 1–8 1 – 10 1 – 10

0 1-2 1-3 1-4 1-5 1-5

29

Guidance on Marking Issues The following guidance, provided to examiners during the marking period in 2013, is reproduced below for information. Language specific examples to illustrate the guidance in the notes can be found in the mark schemes for the individual languages, available via e-AQA immediately after the publication of results. 1.

Exactly what do examiners mark? • They mark the student’s response to the title. • They do not mark a response to the bullet points which have the status of guidance. The student may choose to ignore the bullet points completely. • The response must be relevant to the title.

2.

Must the title relate directly to the Contexts defined in the specification? No. The title can be anything.

3.

How do examiners identify the title? • The title is the task. • The task and the scene-setting may seem blurred or merged together. The focus is the task. • See examples on our website in Additional Exemplar Tasks: Controlled Assessment Writing and Speaking within the Past papers page for your language where the task and scene setting are clearly separated

4.

What is a relevant response? • The response must be relevant to the task. • Students are not penalised for not responding to the scene setting details.

5.

And what if there is a significant amount of irrelevant material? • It would affect the mark for CONTENT. • Only the material which is relevant should still be assessed for RANGE OF LANGUAGE and ACCURACY.

6.

What if a student has omitted an entire aspect of the title? A student with the task ‘Home, local area and special occasions’ who writes nothing about home area, for example, could be considered to have completed two thirds of the task. The piece could therefore be eligible for the 10-12 band for Content, assuming the piece fulfils the criteria for that band in other ways. This would still allow the student access to all mark bands for language.

7.

What if there is a significant duplication of material across the two pieces of work submitted? • The same material cannot be credited twice. • Incidental and occasional overlap do not count as duplication.

8.

What if it is clear the student’s entire response is identical (ie exactly the same, word for word) to model answers in a textbook or to the wording of tasks from other students at the same school/college? The work would be referred to our Irregularities/Malpractice Department.

9.

Does the number of words affect assessment? • The quality not the quantity of work affects the assessment outcome. • 200-350 words across both tasks if aiming at grades D-G, 400-600 if aiming at grades A*- C, is for guidance only. • Obviously, the shorter the assignment, the more difficult it becomes to meet the upper bands of assessment criteria for CONTENT (and therefore other categories). 30

• 10.

11.

There is no upper limit on the number of words. The whole piece will be read and marked by the examiner.

How does the CONTENT mark affect the marks for RANGE OF LANGUAGE and ACCURACY? Content Mark

Maximum Mark for Range of Language

Maximum Mark 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

The criteria for assessment All of the criteria should be considered when deciding on a mark, but the following guidelines will prove particularly useful.

(a) CONTENT GENERAL OVERVIEW If the descriptor fits the piece exactly, then the examiner will award the middle mark in the band. If there is strong evidence of the descriptors and/or the examiner had been considering the band above, the highest of the three marks would be awarded. If there is just enough evidence and/or the examiner had been considering the band below, then the lowest mark in the band would be awarded. 13-15 marks • Students provide a fully relevant and detailed response with almost all information conveyed clearly and developed. • They must offer ideas / opinions / points of view (minimum 2) and at least two of them must be explained or justified. • The piece should have a well organised structure, ie a sound ordering of ideas but not necessarily a formal essay structure or an introduction, conclusion, etc. 10-12 marks • The response will be mostly relevant and a lot of information will still be provided and conveyed clearly and will generally be developed. • There is a requirement to give and explain ideas / opinions / points of view (minimum 2) 7-9 marks • The response will be generally relevant with quite a lot of information conveyed clearly. • There will still be evidence of an ability to develop ideas. • There is a requirement to give opinions / points of view (minimum 2). 4-6 marks • The response is limited but some relevant information will be conveyed. • There will be some development of basic ideas. 31

•

There is a requirement to give opinions (minimum 2). These could be very simple, eg: ‘I like French. I like Spanish. France is good.’ = 3 simple opinions.

1-3 marks • The response is very limited with little relevant information conveyed. • There will be no real structure. 0 marks • No relevant information is communicated in a coherent fashion. If zero is awarded for Content, zero must also be awarded for Range of Language and Accuracy. DETAILED CONSIDERATION OF ISSUES i) Relevance This refers to relevance to the title (ignoring scene-setting, etc). Examiners look out particularly for the following scenarios: • The piece on a specific topic that strays into other areas (eg My School Routine should not have long digressions on work experience or future career). • The piece with a title covering a range of topics which only mentions one of them (eg the title is School and Future Career but the student only mentions ‘school’). • The piece which starts with a long preamble about the student which is not relevant to the title. • Work where there is a significant duplication of material across the two tasks submitted. The same material cannot be credited twice. Examiners do not count incidental and occasional overlap as duplication. • Examiners are aware of the principle of balance. The piece on My holiday last summer which includes a couple of sentences on what the student generally does/will do next year is perfectly acceptable but if the student takes ⅓ of the piece talking about what (s)he usually does and ⅓ of the piece dealing with next year’s plans then the work should not be judged ‘fully relevant’ unless the student has been able to link this material clearly to the title. Similarly with the task on My Work Experience where a large part of the piece is taken up with what the student will do next year. • Irrelevant material in the work is taken into account in awarding the marks, even if there is sufficient relevant material to meet the recommended word length. For example, if a student has written 600 words and 300 words are relevant to the title, the examiner cannot simply ignore the 300 words of irrelevant material and deem the piece to be fully relevant. In practice, the vast majority of tasks will be fully relevant but many will not score in the top band for Content because of other limitations. However, any piece which is not judged fully relevant cannot be awarded a mark in the top band. Where it is obvious from the task sheet that the bullet points have led the student into including irrelevant material, the examiner will treat the lack of relevance as leniently as possible. Material which is deemed irrelevant will be discounted when assessing Range of Language and Content. ii)

Information conveyed • It is necessary to consider the amount of information given and the extent to which it is developed. (Development of information/ideas means going beyond a basic response to give additional detail.)

Note that a piece which does not reach the recommended length specified in the specification (minimum 200 words across both pieces for grades G-D, minimum 400 words across both pieces for grades C-A*) is unlikely to score highly for Content, ie a piece of less than about 100 words is likely to fall into the Limited or Poor band, a piece of less than about 200 words is unlikely to score above the Sufficient band. However, a piece of 200+ words will in theory have access to the full mark range. The examiner is assessing primarily quality rather than quantity and precision and clarity of expression are more important than the number of points made. 32

• iii)

Expression and explanation of ideas/points of view/opinions • Ideas, points of view and opinions must be viewed as one notion and are the same for assessment purposes. • To score 4+ for Content there must be at least two opinions/points of view/ideas expressed. •

iv)

To score 10+ for Content, at least two opinions must be expressed and explained / justified. At a basic level, explanation of an opinion is most likely to consist of a statement of the opinion followed by because…, but more able students may find more subtle ways of justifying their opinions. For example, the explanation may come before the opinion (see below).

Clarity of expression In order to gain a mark of 7+ for Content, there is a requirement that information, opinions and development of points be conveyed clearly. The following are the factors most likely to affect clarity of expression: • • • •

v)

There is no upper limit on the number of words. The whole piece will be read and marked.

incorrect choice of vocabulary/dictionary errors gross grammatical errors which hinder communication. Errors with verb endings, particularly the wrong person of the verb, are particularly important here. omissions of words, phrases or whole sentences. These generally occur where the student has attempted to learn by heart a draft version of the task and remembered it imperfectly so that the sense of the sentence or paragraph is impaired. (occasionally) gross errors of punctuation

Organisation For the top Content band there is a requirement that the piece should have a well organised structure. Pieces scoring in the bottom band may have no real structure. Note the following points: • •

•

A well organised structure means a sound ordering of ideas but not necessarily a formal essay structure with an introduction, conclusion, etc. Students are, however, required to produce a continuous piece of writing rather than a series of answers to the bullet points on the task sheet. A piece which cannot be fully understood without reference to the task sheet is unlikely to demonstrate a well organised structure. In the vast majority of cases, the requirement for a piece placed in the top band for Content to have a well organised structure will not be an issue. It will be other factors which determine whether it scores in the top band and many pieces placed in lower bands will also be well organised.

33

CONTENT – SUMMARY • Content not fully relevant Examiners will not award a mark above 12 • Structure obviously not well organised Examiners will not award a mark above 12 • Fewer than 2 opinions explained Examiners will not award a mark above 9 • Only one opinion or no opinions expressed Examiners will not award a mark above 3 • Deciding on a mark within the Content band If the descriptor fits the piece exactly examiners will award the middle mark in the band. If there is strong evidence of the descriptors and/or examiners considered the band above, then examiners will award the highest of the three marks; if there is only just enough evidence and/or examiners considered the band below, then examiners will award the lowest mark. In the top (Very Good) band, a performance which matches the descriptor exactly will be awarded the middle mark of 14; the top mark (15) comfortably fulfils all of the criteria and may even go beyond them. Relevance

Information conveyed

Very Good 13-15 marks

Fully relevant

Detailed response – almost all information developed

Good 10-12 marks

Mainly relevant

Sufficient 7-9 marks

Generally relevant

A lot of information generally developed Quite a lot of info - some development

Limited 4-6 marks

Some relevant information

Poor 1-3 marks 0 marks

Opinions expressed / explained A number (at least two) opinions expressed and explained in some detail. At least two opinions expressed and explained At least two opinions. Some development of opinions. At least two basic opinions expressed

Clarity of expressio n Almost all information conveyed clearly A lot of information conveyed clearly Some information conveyed clearly

Limited Clarity of responseexpression some generally a information – problem some development Little relevant Very limited Few or no information little basic opinions information expressed No relevant information communicated in a coherent fashion

Organisation Well organised structure

(Structure less well organised – can only be fully understood by reference to the task sheet)

No real structure

(b) RANGE OF LANGUAGE GENERAL OVERVIEW 9-10 marks • A variety of tenses must be used successfully. This means two or more tenses and a minimum of one instance of a tense use which is other than the default tense used. The tenses could come from the same time frame (for example the preterite and the imperfect) but a greater range of tenses will add to the complexity of the language used. An overall judgement needs to be made as to whether “verb tenses are used successfully.” There needs to be evidence that the student can communicate messages successfully in more 34

• •

than one tense. There may be minor spelling errors (and in German occasional word order errors) but provided they do not prevent communication they can be credited. The use of different tenses is not a ‘passport’ to the 9-10 band. There must be evidence of successful use of complex sentences. This could be: - use of subordinating conjunctions (but this is not an absolute requirement) - use of adverbial phrases - use of infinitive constructions after a preposition, after an adjective or after a verb - a range of different structures leading to longer, more varied sentences - use of pronoun objects - use of adverbial conjunctions or prepositional phrases - regular use of connectives to form longer sentences.

However, this is GCSE so even in the highest mark band examiners are not necessarily looking for use of the subjunctive or similar grammatical structures. •

There needs to be a wide range of vocabulary. This means that students will not be too repetitive in the words they use.

7-8 marks • Mainly successful use of complex sentences. The note above about what constitutes complexity for the 9-10 band will also apply here. • No specific requirement to use more than one tense but the use of different tenses may constitute evidence of ‘more complex sentences.’ • There must be a good range of vocabulary, so students in this band will again be trying to avoid repetition of the more common words. 5-6 marks • There will be some attempts made at longer sentences using appropriate linking words. At this level this will often mean repeated dependence on simple connectives such as ‘and’ / ‘but’, though ‘because’ will also be found fairly frequently when students attempt to explain ideas and points of view. Use of other forms of complex sentences will often not be wholly successful. • There should be some variety of vocabulary, though students will generally be using a more basic range of vocabulary than in the higher bands and there may be more repetition. 3-4 marks • Language will be basic, with short, simple sentences. Attempts at longer sentences and more difficult constructions will usually not be successful. • Vocabulary will generally be appropriate to the basic needs of the task but will be limited, with a lot of repetition and overuse of a few common verbs such as to be, to have, to like, to go. 1-2 marks • Little understanding of language structure shown with just the occasional short phrase which is correctly used. • Vocabulary will be very basic, with only isolated words correctly used. Vocabulary will often be anglicised. DETAILED CONSIDERATION OF ISSUES i)

Variety of vocabulary Consider particularly: • •

use of synonyms use of ‘Higher Tier’/more sophisticated vocabulary – though this may vary somewhat from school/college to school/college depending on course books used, etc. 35

• ii)

dictionary use – frequent poor dictionary use is likely to have a limiting effect on the mark available

Variety of structures Consider: • use of infinitive constructions introduced by prepositions, adjectives, nouns and after verbs • use of object pronouns • use of connectives • use of adverbs and adverbial phrases • use of comparative expressions • use of demonstrative adjectives and pronouns • use of complex sentences and a range of tenses

iii)

Use of complex/longer sentences Consider: • use of subordinate clauses • use of the present subjunctive after verbs of wishing, command, request, emotion and, when considering use of longer sentences: •

iv)

use of co-ordinating conjunctions

Use of tenses •

To score 9 or 10 marks for Range of Language a variety of tenses must be used successfully. This means two or more tenses and a minimum of one instance of a tense use which is other than the default tense used. The tenses could come from the same time frame (for example the preterite and the imperfect). A greater range of tenses will add to the complexity of the language used. An overall judgement needs to be made as to whether “verb tenses are used successfully.” There needs to be evidence that the student can communicate messages successfully in more than one tense. There may be minor spelling errors but provided they do not prevent communication they can be credited.

•

The immediate future counts as a separate tense (and a different tense from the future). A present tense verb with a future time marker does not.

•

The present subjunctive does not count as a separate tense from the present indicative. A construction using the present tense to refer to the past counts as the present tense. Similarly a construction using the present tense to refer to the future counts as the present.

•

The imperfect subjunctive and the passive voice are not required for active use in this specification but should be credited if used.

•

The use of different tenses is not a ‘passport’ to the 9-10 band.

•

Below the 9-10 band, use of a range of tenses is a factor to take into consideration when judging use of a variety of structures/complex language.

36

RANGE OF LANGUAGE – SUMMARY • • •

Only one tense used Examiners do not award a mark above 8 Only one or no longer/complex sentences Examiners do not award a mark above 4 The Range of Language mark must not be more than one band higher than the mark awarded for Content. Variety of vocabulary

Variety of structures

9-10 marks

Wide variety of vocabulary. Avoidance of repetition. Use of ‘Higher Tier’/more sophisticated vocabulary

Wide variety of structures used successfully

7-8 marks

Good variety of vocabulary – some attempts to avoid repetition

5-6 marks

3-4 marks

1-2 marks

0 marks

Use of complex / longer sentences Successful use of complex sentences – handled with confidence to produce a fluent piece of coherent language Mostly successful use of complex sentences

Good variety of structures used with some success, enabling the student to communicate with some degree of precision. Some variety of Some variety of At least two vocabulary but structures, though attempts at repetition of some more difficult longer sentences common words structures may not using appropriate always be used linking words successfully Limited vocabulary but Basic language Sentences appropriate to the basic using simple mainly short and needs of the task. A lot structures which simple. Attempts of repetition. Overuse of are rarely linked. at longer common words. There Attempts at difficult sentences may may be poor dictionary constructions will be flawed use. often be unsuccessful Very limited vocabulary, Little often anglicised or understanding of containing many language cognates. Incorrect use structure. An of some words. occasional short Sometimes, only phrase or isolated words used sentence may be correctly. correctly used. No language produced which is worthy of credit

Use of tenses At least two tenses used successfully

No requirement to use more than one tense, but, when used, a range of tenses can be considered under variety of structures

37

(c) ACCURACY GENERAL OVERVIEW NB. Range of tenses is assessed under RANGE OF LANGUAGE. The range of tenses is not considered when assessing Accuracy. 5 marks • Largely accurate. • Major errors only usually appear in complex structures. • There may be some minor errors (eg gender). • Verbs and tenses are secure. 4 marks • Errors occur but the piece is generally accurate. Mistakes made will not generally impede communication. • Verbs and tenses are usually correct. 3 marks • More accurate than inaccurate, though there will often be fairly frequent errors. • The intended meaning is clear. • Verbs and tenses are sometimes unsuccessful. 2 marks • Many errors. • Mistakes often impede communication. • Verbs are rarely accurate. 1 mark • Frequent errors. • Mistakes regularly impede communication. • Limited understanding of basic linguistic structures. DETAILED CONSIDERATION OF ISSUES • • • •

There are only 5 marks available to cover the whole range of ability (ie 8 grades). Each mark will therefore cover a relatively wide range of performance and a mark of 5 will represent more than an A* performance. The mark awarded for Accuracy must not be more than one band higher than the mark awarded for Content. Examiners are not over-influenced by the standard of accuracy in the last part of a piece – this will probably be the most inaccurate bit. If in doubt, they re-read the whole piece. A repeated major error (ie one where communication is impeded) should be considered each time it occurs. Repeated minor errors will incur no further penalty after the first occurrence.

38

Major errors

Minor errors

Verbs/tenses

5 marks

Largely accurate

Hardly any, usually only in attempts at more complex sentences

A few (eg mistakes of gender, minor spelling mistakes)

Secure

4 marks

Generally accurate

A few, usually only in attempts at more complex sentences

Some

Mostly correct

3 marks

More accurate Some gross errors than but the intended inaccurate meaning is clear

Fairly frequent

Sometimes correct

2 marks

Many errors

Many – communication is often impeded

Many errors – most sentences contain mistakes

Rarely correct

1 mark

Frequent errors

Frequent – errors regularly impede communication

Frequent – Limited understanding of basic linguistic structures

Limited understanding

0 marks

No language produced which is worthy of credit Little, if any understanding of the most basic linguistic structures

Language-Specific Reports on the Examination and Mark Schemes Please note that these are available via e-AQA Secure Key Materials (SKM) immediately after the publication of results. Exams Officers have details of how to access them.

39

Appendix 3 – Exemplar Tasks Please note that additional exemplar tasks are available on our website in the Past papers page for your language at each of the following: FRENCH http://www.aqa.org.uk/subjects/french/gcse/french-4655/past-papers-and-mark-schemes GERMAN http://www.aqa.org.uk/subjects/german/gcse/german-4665/past-papers-and-mark-schemes ITALIAN http://www.aqa.org.uk/subjects/italian/gcse/italian-4630/past-papers-and-mark-schemes SPANISH http://www.aqa.org.uk/subjects/spanish/gcse/spanish-4695/past-papers-and-mark-schemes URDU http://www.aqa.org.uk/subjects/urdu/gcse/urdu-4645/past-papers-and-mark-schemes Controlled Assessment Exemplar Tasks for Speaking Speaking Exemplar Task A i) – Cross Context Task: Interview with a Homeless Person You are being interviewed by your teacher. You will play the role of a homeless person and your teacher will play the role of the interviewer. Your teacher will ask you the following; • tell me about yourself – personal information, name, age etc. • why are you homeless/living on the streets? • what is a typical day like for you? • what is the main problem for young people living on the streets and how do you deal with it? • what would you like to be doing in 5 years time? • ! ! Remember, at this point, you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes. Notes for Teachers ! The unpredictable task could be: • What is the best thing that has happened to you as a homeless person?

40

Speaking Exemplar Task A ii) – Cross Context Task: Interview with a Celebrity You are being interviewed by your teacher. You will play the role of a celebrity and your teacher will play the role of the interviewer. Your teacher will ask you the following; • tell me about yourself – personal information, name, age etc. • what is a typical day like for you? • how do you spend your free time? • what were your ambitions when you were younger? • how do you feel about the publicity you receive? • what would you like to be doing in 5 years’ time? • ! ! Remember, at this point, you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes. Notes for Teachers ! The unpredictable task could be: What are the best things about being a celebrity?

Speaking Exemplar Task B i) – Leisure Task: Cinema You are going to have a conversation with your teacher about the cinema. Your teacher will ask you the following; • what sort of films do you like and why? • who is your favourite actor/actress? Describe him/her. • what is your opinion on going to the cinema? • do you think it is better to go to the cinema or to hire a DVD? Why? • describe your last visit to the cinema. • what are your plans for next weekend? • ! ! Remember, at this point, you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes. Notes for Teachers ! The unpredictable task could be: • What do you plan to see at the cinema in the near future?

41

Speaking Exemplar Task B ii) – Leisure Task: Holidays You are going to have a conversation with your teacher about holidays. Your teacher will ask you the following; • what is your favourite type of holiday and why? • do you think holidays are important? Why/why not? • • • •

do you think people have too many holidays? Why/why not? describe your last holiday. what do you like doing on holiday and why? !

! Remember, at this point, you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes. Notes for Teachers ! The unpredictable task could be: • Where will you go on your next holiday and why?

Speaking Exemplar Task C – Work and Education Task: Part time Jobs You are going to have a conversation with your teacher about part time jobs and work experience. Your teacher will ask you the following; • do you have a part time job at the moment? What do you do? When do you do it? How much do you earn? • do you like your job? Why? • where did you go for your work experience? • do you think that work experience is a good idea? Why? • what job would you like to do in the future? Why? • what are the advantages and disadvantages of your chosen career? • is unemployment a problem for young people? Explain your point of view. • ! ! Remember, at this point, you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes. Notes for Teachers ! The unpredictable task could be: • What jobs/work experience do your friends do?

42

Controlled Assessment Exemplar Tasks for Writing Writing Exemplar Task 1 – Home and Environment Task: My life as a celebrity You are a celebrity and have been asked to write a short magazine article about yourself. You could include: • • • • • •

personal information; your daily routine at home; what you enjoy doing and why; who is the most important influence in your life and why; your best achievement in life so far; your ambitions for the future.

Remember, in order to score the highest marks you must answer the task fully developing your response where it is appropriate to do so.

Writing Exemplar Task 2 – Leisure Task: Holidays You decide to enter a competition for the chance of winning a two week holiday to Europe. You have to write an account of your holiday experiences and preferences. You could include: • • • • • •

a description of a recent holiday you have been on – where you stayed, how you got there, when you went etc; what you did whilst you were there; your opinion of the holiday; what type of holidays you like best and why; your plans for your holiday next year; why you think you should win the competition.

Remember, in order to score the highest marks you must answer the task fully, developing your response where it is appropriate to do so.

43

Appendix 4

44

Appendix 4 CHECKLIST FOR TEACHERS PREPARING MATERIALS FOR DESPATCH OF UNIT 4 (MFL WRITING CONTROLLED ASSESSMENT) ALL MATERIALS MUST BE SENT TO THE AQA EXAMINER BY 7 MAY • Pieces of Work Each student has submitted two tasks (if, for exceptional reasons, a student is only submitting one task, please make this clear to the examiner so that a piece of work is not assumed to be ‘missing’.) Each task has the following information clearly written on the answer sheet: Centre Number Candidate Number Candidate Name Component Code (eg 46954) Task 1 or Task 2 as appropriate The title of the Task – which is the same as that on the task sheet • The Task Sheet – ie The title and bullet points suggested for each of Task 1 and Task 2* (if the same task has been attempted by all students, there is no need of a separate copy for each student, but one copy for the School/college per task is essential) • Candidate Record Form – One per student (not per task) required: (Please note – generic information [language, centre number etc.] may be entered on a form and copied before specific information [candidate number, candidate signature etc.] is subsequently added. Page 1 Centre Number Centre Name Candidate Name Candidate Number Candidate’s signature Teacher’s signature Dates Page 2 Candidate Name Candidate Number Confirmation of the submission of tasks to accompany student’s work Indication of the use of Task Planning Forms • Task Planning Form (if used) for each of Tasks 1 and 2, with this information: (Please note – generic information [language, centre number etc.] may be entered on a form and copied before specific information [candidate number, candidate signature etc.] is subsequently added. Page 1 Centre Number Centre Name Candidate Name Candidate Number Teacher’s signature Date Page 2 Candidate Name Candidate Number Task Title Plan (containing no pictures, symbols or conjugated verbs) Accurate word count Candidate signature Date • Attendance List – with an indication of any absences/students entered but not submitting work to be assessed * Please note that the bullet points are not compulsory.



45