AQA qualification training - Southwark Schools Learning...

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AQA qualification training AS and A-level Spanish Preparing to teach the new specifications General Information

BOOKLET 1

Published date: Spring 2016, version 1.0

Contents Page

Contact / administration details 3

Programme for the day 5

Website navigation and AQA support 6

PowerPoint slides 8

A-level Course Planning Discussion Sheets 22

Guidance on co-teaching 24

Contacts/Administration Contact points for AS and A-level Spanish Please contact the subject department for further help and advice about the above specification and any information about standardisation.

Customer support team Languages AQA, Harrogate, HG1 2HW Telephone: 01423 534381 email: [email protected]

For help with Support Meeting Information, please contact:

Teacher Support Manager

Christopher Kates

AQA, Harrogate, HG1 2HW Telephone: 0203 671 8014 email: [email protected]

Websites AQA: www.aqa.org.uk

JCQ: www.jcq.org.uk

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Administration

Entries: Direct Line: 0161 455 5482

Fax: 0161 455 5408 email: [email protected] Web: http://web.aqa.org.uk/exams-office/entries.php

Pre Exam Services – Access Arrangements/Special Consideration/ Modified Question Papers

Direct Line: 01483 477884 Fax: 01483 556417 email: [email protected]

Post Results Services

Direct Line: 0844 209 6619 – EOS (Exam Office Support) Fax: 01483 556 344

email: [email protected] (Guildford office)

[email protected] (Manchester office) Web: http://web.aqa.org.uk/exams-office/about-results/re-marks.php

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Programme for the day 10.15 Welcome, introductions Accreditation update Overview of specifications 10.30 Course planning Themes – scope and sequencing 11.30 Break & refreshments 11.45 Paper 2 12.45 Lunch 13.30 Paper 3 Working break & refreshments Paper 1 15.30 Final Q&A, resources and support from AQA, evaluations 15.45 Close

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Website navigation and AQA support

Spanish (7691/7692)

www.aqa.org.uk

Select AS and A-level

Home Page Top of Page - navigation list

Qualification

Specification

Other Specifications

Keep me up to date

FAQ’s

Specimen papers and mark schemes

Come and meet us

Specification at a Glance

Teaching Resources

Plan, Teach, Assess

Talk to us

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For general queries about additional AQA support; follow these web links: e-aqa: http://web.aqa.org.uk/help/eaqa.php Secure Key Materials (SKM) can be accessed through the above e-AQA link. You will find copies of some of the materials that we have used in this meeting on this site, as well as selected items that have been used at previous Teacher Support Meetings. Online Booking Service: https://coursesandevents.aqa.org.uk In-school CPD: http://web.aqa.org.uk/qual/cpd/cpd_inschool_guidelines.php For subject coursework and controlled assessment standardisation meetings; please contact either the Internal Assessment Standardisation team or relevant subject departments. For further guidance on standardisation please refer to: http://web.aqa.org.uk/support/teacher-online-standardisation http://store.aqa.org.uk/support/pdf/AQA-TOLS-GUIDE.PDF

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PowerPoint slides An electronic copy of this PowerPoint presentation can be located on the Secure Materials area of the AQA web site. Please see the ‘Website navigation and AQA support’ page of this booklet for details of how to access this area of the web site.

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AS and A-level Spanish:

Preparing to teach

Agenda

10.15 Welcome, introductions

Accreditation update

Overview of specifications

10.30 Course planning

Themes – scope and sequencing

11.30 Break & refreshments

11.45 Paper 2

12.45 Lunch

13.30 Paper 3

Working break & refreshments

Paper 1

15.30 Final Q&A, resources and support from AQA, evaluations

15.45 Close

Copyright © AQA and its licensors. All rights reserved.2

Overview of specifications - headlines

• A-level now linear: In common with all other new A-level specifications, the new French, German and Spanish A-levels are linear with all exams being taken at the end of the course.

• Standalone AS: AS is a standalone qualification at the same standard as the current AS. Whilst the new AS and A-level specifications will be completely co-teachable, students who sit the AS cannot count this assessment towards their A-level result.

• AS and A-level co-teachable

• Grading system unchanged: Unlike GCSE, the grading system for A-levels and AS is not changing – so A-E for AS and A*-E for A-level.


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Scheme of assessment (A-level)

Paper Time Marks Weighting Skills

1 2 hours 30 minutes

100 50% Listening, reading,writing.

2 2 hours 80 20% Writing

3 21-23 minutes 60 30% Speaking


Scheme of assessment (AS level)

Paper Time Marks Weighting Skills

1 1 hour 45 minutes

90 45% Listening, reading,writing.

2 1 hour 30 minutes

50 25% Writing

3 12-14 minutes 60 30% Speaking


Course planning


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AS and A-level Spanish themes and sub-themes

Aspects of Hispanic society (AS and A-level)

• Modern and traditional values

• Cyberspace

• Equal rights

Artistic culture in the Hispanic world (AS and A-level)

• Modern day idols

• Spanish regional identity

• Cultural heritage

Multiculturalism in Hispanic society (A-level)

• Immigration

• Racism

• Integration

Aspects of political life in the Hispanic world (A-level)

• Today's youth, tomorrow's citizens

• Monarchies and dictatorships

• Popular movements



Social issues and trends – aspects of Hispanic society

• Los valores tradicionales y modernos– Los cambios en la familia

– Actitudes hacia el matrimonio/el divorcio

– La influencia de la iglesia católica

• El ciberespacio– La influencia de Internet

– Las redes sociales: beneficios y peligros

– Los móviles inteligentes en nuestra sociedad

• La igualdad de los sexos– La mujer en el mercado laboral

– El machismo y el feminismo

– Los derechos de los gays y las personas transgénero



Political and artistic culture - Artistic culture in the Hispanic world

• La influencia de los ídolos– Cantantes y músicos

– Estrellas de televisión y cine

– Modelos

• La identidad regional en España– Tradiciones y costumbres

– La gastronomía

– Las lenguas

• El patrimonio cultural– Sitios turísticos y civilizaciones prehispánicas (Machu Picchu, la Alhambra)

– Arte y arquitectura

– El patrimonio musical y su diversidad


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A-level Spanish themes and sub-themes

Multiculturalism in Hispanic society

• La Inmigración– Los beneficios y los aspectos negativos

– La inmigración en el mundo hispánico

– Los indocumentados - problemas

• El Racismo– Las actitudes racistas y xenófobas

– Las medidas contra el racismo

– La legislación anti-racista

• La Convivencia– La convivencia de culturas

– La educación

– Las religiones


A-level Spanish themes and sub-themes

Aspects of political life in the Hispanic world

• Jóvenes de hoy, ciudadanos de mañana– Los jóvenes y su actitud hacia la política : activismo o apatía

– El paro entre los jóvenes

– Su sociedad ideal

• Monarquías y dictaduras– La dictadura de Franco

– La evolución de la monarquía en España

– Dictadores latinoamericanos

• Movimientos populares– La efectividad de las manifestaciones y las huelgas

– El poder de los sindicatos

– Ejemplos de protestas sociales (El 15-M, las madres de la

Plaza de Mayo)


Paper 2


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Set works - texts

Copyright © AQA and its licensors. All rights reserved.

• Federico García Lorca La casa de Bernarda Alba• Gabriel García Márquez Crónica de una muerte anunciada• Laura Esquivel Como agua para chocolate• Ramón J. Sender Réquiem por un campesino español• Carlos Ruiz Zafón La sombra del viento• Isabel Allende La casa de los espíritus• Gustavo Adolfo Bécquer Rimas• Fernando Fernán-Gómez Las bicicletas son para el verano• Luis de Castresana El otro árbol de Guernica• Gabriel García Márquez El coronel no tiene quien le escriba

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Set works - films


• El laberinto del fauno Guillermo del Toro (2006)• Ocho apellidos vascos Emilio Martínez-Lázaro (2014)• María, llena eres de gracia Joshua Marston (2004)• Volver Pedro Almodóvar (2006)• Abel Diego Luna (2010)• Las 13 rosas Emilio Martínez-Lázaro (2007)

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A-level Paper 2: essays on prescribed works

• Two works studied: AQA has responded to popular cultural topic choices in the current specification in drawing up lists of prescribed works. Two works are studied over the course:

either one film and one text

or two texts

NB two films not an option.

• Choice of questions: Choice of two questions for each work. Phrasing of questions will be student-friendly i.e. we will endeavour to remove potential comprehension “obstacles” that might make the question difficult to understand.

• Questions and answers in Spanish

• Critical appreciation: All questions will require a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation.

• Word count: Advised word count is approximately 300 words per essay but examiners will read and mark whatever the student writes. Length of essay needs to be proportional to the 1 hour time limit per question; excessively long essays will be self-penalising in that students might well not achieve a balanced response across the paper as a whole.


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A-level Paper 2: essays on prescribed works

• Assessment: implications of prescribed works: prescribed works allow for more focussed essay questions and content-guidance for examiners that is specific to the questions set and specific to the works.

• Generic mark-schemes for AO3 and AO4 (in booklets)

• Illustrative content points: each question will have detailed illustrative content points in the mark scheme of what the essay might include. Illustrative content points are not “model-answers” but are a general steer for examiners. These are neither prescriptive nor exhaustive and any relevant material the student includes that does not figure in the illustrative content will be credited.


AS Paper 2


• One work: One work studied over the course – either a film or text. No access to works and no access to dictionaries during the exam.

• Critical response: All questions will require a critical response to aspects such as plot, characterisation, imagery or other stylistic features as appropriate to the work studied

• Content-steer: Questions will provide a content-steer through bullet points of what might be included. Students may address all or some or none of the bullet points. Any other relevant points made by student will be fully credited. Bullet points are optional and intended as a positive support for students.

• Word count: Advised word count is approximately 250 words per essay but examiners will read and mark whatever the student writes. Length of essay needs to be proportional to allocation of time; excessively long essays will be self-penalising in that students might well not achieve a balanced response across the paper as a whole.

• English to Spanish translation: AS Paper 2 also has the English to target-language translation based on supporting text. Purpose of text is to reduce potential vocabulary gaps that might impede ability to translate.

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Paper 3 - Speaking


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A-level Paper 3: Speaking

Timing total 21-23 minutes

• 16-18 minutes plus 5 minutes preparation. The 5 minutes’ preparation time will take place in the examination room in the presence of the examiner. Students may make notes during the preparation period.

• One Stimulus Card: 5-6 minutes.

• Presentation of Individual Research Project: 2 minutes

• Discussion based on Individual Research Project: 9-10 minutes

Material

• Students will be given a choice from 2 stimulus cards on different sub-themes. Each card will have some visual stimulus and 3 printed questions. One question will be specifically designed to elicit AO4, Knowledge of the target language society but it is anticipated that students will also demonstrate such knowledge in the course of the discussion.

• Students must ask two questions of the examiner, based on the stimulus card discussed.



Part 1 Discussion of the sub-theme

The teacher will ask the candidate the printed questions on the card which the candidate has selected. The teacher-examiner will ask follow-up questions in between the printed questions.

Students are advised on the front of the card to consider during their preparation time two questions which arise from the material and to ask the teacher-examiner these questions at an appropriate point during the discussion. If the student does not ask two questions, the teacher-examiner must invite the student to do so before the end of the discussion on the sub-theme. To meet the requirement to ask two questions, the student must seek information or opinion. Asking for clarification or repetition will not meet the requirement. The student’s questions must contain a conjugated verb. Re-phrasing or repetition of the printed questions will not meet the requirement.

• The teacher-examiner should give a brief response to the student’s questions so as not to have a significant effect on the time available for the student to demonstrate his/her knowledge and skills. The teacher examiner will then ask further questions relating to the sub-theme.

• The discussion of the sub-theme must last for 5 minutes. The candidate may refer during the discussion to any notes made during the preparation period on an Additional Answer Sheet. At the end of the discussion, the teacher-examiner must collect the stimulus card and the Additional Answer Sheet from the candidate. The notes must be stored securely in the centre until Results day.



Part 2 (a) Presentation on the individual research project

• The teacher-examiner must pass to the candidate a copy of his/her completed research project form at the start of Part 2 of the test. The candidate must present a summary of the findings of their research. They may refer to their completed research project form (see attached) but no other notes are permitted. The presentation must not last longer than 2 minutes.

Part 2(b) Discussion of individual research project

• The teacher-examiner will use points raised by the candidate in his/her presentation and information provided by the candidate on the research project form to ask the candidate questions and take part in a discussion with the candidate about the findings of the candidate’s research. The candidate may refer during the discussion to their completed research project form but no other notes are permitted.


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AO1 AO2 AO3 AO4 Total

Stimulus card 5 5 10 5 25

Presentation - - - 5 5

Discussion 10 - 10 10 30

Total marks: 60

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A-level Paper 3: Individual Research Project


• Choice of topic: Students will choose their topic based on a personal interest derived from the study of the language.

• Focus: The focus must be on the country/countries where the target language is spoken.

• No overlap: There must be no overlap with the books/film studied for Paper 2. No two students are allowed to offer the same project.

• Submission of sources and headings: Students will submit up to 10 headings outlining their research 2 weeks before the test. Students will be required to submit the Individual Research Project Form listing their headings and sources and also the Candidate Authentication Form signed by the candidate and the teacher. At least two sources must be listed; at least one must be an online source. Headings must be in English.

• Ideas and opinions: The presentation will include ideas and opinions based on knowledge of the target language country/countries.

• Understanding of culture and society: The discussion will demonstrate understanding of the culture and society of the TL country.

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IRP Form


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AS Paper 3: Speaking

Timing

• 12-14 minutes plus 15 minutes preparation

• Two stimulus cards 6-7 minutes each

The preparation time will take place in a separate room so that one student will be tested while the next student is preparing. Students may make notes during the preparation period. Students will be given two pairs of stimulus cards and must choose one from each pair, on different sub-themes.

Material

• Visual stimulus + 3 printed questions.

• AO4: One of the questions will be specifically designed to elicit AO4, Knowledge of the target language society, but it is anticipated that students will also demonstrate such knowledge in the course of the discussion.

• Notes

• Ask a question: Students must ask one question of the examiner, based on each stimulus card discussed. The student’s question to the examiner should demonstrate understanding of the stimulus material.

Knowledge and understanding of the culture and society




Part 1 Discussion of first sub-theme

• The candidate’s prescribed sub-theme will be discussed first and the teacher-examiner will ask the candidate the printed questions which appear on the card. The teacher-examiner will ask follow-up questions in between the printed questions.

• Students are advised on the front of the card to consider during their preparation time a question which arises from the material and to ask the teacher-examiner this question at an appropriate point during the discussion. If the student does not ask a question, the teacher-examiner must invite the student to do so before the end of the discussion on the sub-theme. To meet the requirement to ask a question, the student must seek information or opinion. Asking for clarification or repetition will not meet the requirement. The student’s question must contain a conjugated verb. Re-phrasing or repetition of the printed questions will not meet the requirement.

• The teacher-examiner should give a brief response to the student’s question so as not to have a significant effect on the time available for the student to demonstrate his/her knowledge and skills. The teacher-examiner will then ask further questions relating to the sub-theme.

• The discussion of this first sub-theme must last 6-7 minutes. The candidate may refer during the discussion to any notes made during the preparation period on the Additional Answer Sheet. The notes should be stored securely in the centre until Results day.

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Part 2 Discussion of second sub-theme

• The teacher examiner will ask the candidate the printed questions which appear on the other card which the candidate has selected. The teacher-examiner will ask follow-up questions between the printed questions.

• Students are advised on the front of the card to consider during their preparation time a question which arises from the material and to ask the teacher-examiner this question at an appropriate point during the discussion. If the student does not ask a question, the teacher-examiner must invite the student to do so before the end of the discussion on the sub-theme. To meet the requirement to ask a question, the student must seek information or opinion. Asking for clarification or repetition will not meet the requirement. The student’s question must contain a conjugated verb. Re-phrasing or repetition of the printed questions will not meet the requirement.

• The teacher-examiner should give a brief response to the student’s question so as not to have a significant effect on the time available for the student to demonstrate his/her knowledge and skills. The teacher examiner will then ask further questions relating to the sub-theme.

• The discussion of this second sub-theme must last 6-7 minutes. The candidate may refer during the discussion to any notes made during the preparation period on the Additional Answer Sheet. The notes should be stored securely in the centre until Results day.

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AO1 AO2 AO3 AO4 Total

Sub theme 1 5 5 10 10 30

Sub theme 2 5 5 10 10 30

Total marks: 60

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Paper 1


A-level Paper 1

Summary questions:

• Stimulus of around 250 words

• Three bullet points

• Summary = no more than 90 words

• 7 marks for content (AO1/AO2), 5 marks for quality of language (AO3)

• AO3 mark: no transcribing. Excessive transcription may impact on the AO1/2 mark as well as the AO3 mark if the student includes irrelevant or incorrect material in his/her answer. However, avoiding transcription should not be taken to extremes.

Remaining listening and reading questions:

• Non-verbal and short answers

• Emphasis on short answers at A-level

• No AO3 marks for short answers

• Students must answer each question directly and convey only the required information

• One reading question based on an adapted piece of literary fiction or other literary material (e.g. a book review).


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AS Paper 1

Summary questions:

• Stimulus of around 150 words (listening) / 200 words (reading)

• 3 bullet points

• No more than 70 words

• 7 marks for content (AO1/AO2), 5 marks for quality of language (AO3)

• AO3 mark: no transcribing. Excessive transcription may impact on the AO1/2 mark as well as the AO3 mark if the student includes irrelevant or incorrect material in his/her answer. However, avoiding transcription should not be taken to extremes.

Remaining listening and reading questions:

• Non-verbal and short answers

• Emphasis on non-verbal at AS

• No AO3 marks for short answers

• Students must answer each question directly and convey only the required information

• One reading question based on an adapted piece of literary fiction


Resources

• Specimen materials: there will be the accreditation set and another set will be released to schools only via the secure AQA website so that students cannot get access to these. Listening materials will be made available as soon as possible via the website.

• Schemes of work: available now with mapping of content and grammar support and resources.

• Marked student work with commentaries.

• Endorsed publisher resources

• Tips on teaching literature and film – available now on our website

• Translation practice, especially for AS.

• Grammar practice

• Guide to Individual Research Project.

• Resources on films and set texts

• Teacher Support and CPD courses


Thank you for attending today.

Further French and Spanish AS/A-level events coming up in 2016:• NEW: Get to grips with grammar • UPDATED FOR THE NEW SPEC: Exploiting film in the AS/A-level

classroom • UPDATED FOR THE NEW SPEC : Success with literature • Practical steps to success in writing • Becoming an outstanding practitioner • Bridging the gap – stepping up to Key Stage 5


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Help and support

We’re here to support you throughout the exam changes and beyond.

Sign up for our email updates to get information about the changes, details of free Prepare to teach meetings and available support materials

aqa.org.uk/languageslaunchupdates

• Visit aqa.org.uk/speakyourlanguage• Email [email protected] • Call 01423 534381

We speak your language.


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Blank Page

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A-level Course Planning Discussion Sheets

The ‘Red’ model

Term Year 1 (12) Year 2 (13)

Autumn 1

IRP

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Work 1 (Film

Grammar through film

Essay work

Social trends 2

Social trends 1 (family)

Social trends 3

Artistic culture 1

Artistic culture 2

Artistic culture 3

Synoptic overview &

revision

AS Speaking Tests & exam

preparation

Independent Research Project ‐ Launch

Work 2 (Book) ‐ Launch

End of year exams (internal)

Work 2 (Book)

Essay work

Social issues 1

Social issues 2

Social issues 3

Political / artistic 1



A‐level Speaking Tests

Revision

Exams

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The ‘Blue’ Model

Term Year 1 (12) Year 2 (13)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Social trends 2

Social trends 1 (family)

Social trends 3

Artistic culture 1

Artistic culture 2

Artistic culture 3

Independent Research Project ‐ Launch

End of year exams (internal)

Work 2 (Book or film)

Essay work

Social issues 1

Social issues 2

Social issues 3




A‐level Speaking Tests

Revision

Exams

Work 1 (Film or book)

Essay work

IRP

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Guidance on co-teaching

New Languages A-levels have been decoupled from AS, which means AS results do not count towards the A-level results.

The structure and content of the AS and A-level French, German and Spanish specifications have been designed to help with co-teaching: AS can be co-taught with the first year of the A-level. Students sitting the standalone AS and A-level can be taught alongside each other in the same class, and the same lesson plans can be used for both. In the second year of the course, A-level students can build on the skills and knowledge they learnt at AS.

AS grammar knowledge is also required for the A-level. This means AS and A- level students can be co-taught the AS grammar in year 1, then cover the rest of the grammar needed for A-level in year 2.

Teaching can be structured in a way that suits both you and your students.

AS (year 1)

All students can be taught together to study:

• one theme from Social issues and trends:

o French – Aspects of French-speaking society: current trends

o German – Aspects of German-speaking society

o Spanish – Aspects of Hispanic society

• one theme from Political and/or intellectual and/or artistic culture:

o French – Artistic culture in the French-speaking world

o German – Artistic culture in the German-speaking world

o Spanish – Artistic culture in the Hispanic world

• one text or film

• grammar.

At the end of Year 12, AS students decide whether to:

• continue straight to A-level with no exam

• sit AS exams and finish with an AS qualification

• sit AS exams, then decide whether to continue to A-level or not.

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A-level (year 2)

Students who continue to A-level study:

• a further theme from Social issues and trends: Aspects of French- speaking society: current issues/Multiculturalism in the German-speaking world/Multiculturalism in the Hispanic world

• a further theme from Political and/or intellectual and/or artistic culture: Aspects of political life in the French-speaking/German-speaking/Hispanic world

• one text (or, if text studied in year 1, one film or a second text)

• grammar

• individual research project for speaking assessment.

Please see the specifications for French, German or Spanish for further details.

Assessments and skills

Paper 1

AS skills

A-level skills

Additional guidance

Written exam

AS

1 hour 45 minutes

90 marks

45% A-level

2 hours 30 minutes

100 marks

50%

Listening and responding to spoken passages from a range of contexts and sources, covering different registers

Listening and responding – questions in the language of study to be answered with non-verbal responses or responses in the language of study

AS 35 marks

A-level 30 marks

Reading and responding to a variety of texts written for different purposes, drawn from a range of authentic sources

Reading and responding – questions in the language of study to be answered with non-verbal responses or responses in the language of study

AS 45 marks

A-level 50 marks

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http://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016-V1-0.PDF

http://filestore.aqa.org.uk/resources/german/specifications/AQA-8668-SP-2016-V1-0.PDF

http://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016-V1-0.PDF

Translation into English

Translation into English

AS – a passage with a minimum of 70 words (10 marks)

A-level – a passage with a minimum of 100 words (10 marks)

No further skills required

Translation into the language of study

Translation into the language of study

A-level – a passage with a minimum of 100 words (10 marks)

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Paper 2

AS skills

A-level skills

Additional guidance

Written exam

AS

1 hour 30 minutes

50 marks

25% A-level

2 hours

80 marks

20%

Translation into the language of study - a passage with a minimum of 70 words (15 marks)

Translation into the language of study is assessed in Paper 1

AS – Translation into the language of study

One book or one film from the list in the specification.

Two texts from the list of set texts in the specification

or

One text from the list of set texts and one film from the list in the specification

AS – All set text/set film questions will require a critical response in the target language to aspects such as plot, characterisation, imagery or other stylistic features, as appropriate to the work.

A-level – All set text/set film questions will require a critical appreciation in the target language of the concepts and issues covered in the work studied and a critical and analytical response to features, such as the form and the technique of presentation, as appropriate to the work studied (eg the effect of narrative voice in a prose text or camera work in a film).

All essay questions are set and answered in the target language

There are two ways the additional A-level content for the A-level Paper 2 could be delivered:

1. It is studied along with the content of AS Paper 2 in year 1 (of the AS and A- level course)

2. The set texts/text and film are revisited in year 2 (of the A-level course).

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Paper 3

AS skills

A-level skills

Additional guidance

Speaking test

AS

12–14 minutes + 15 minutes’ preparation time before the test

60 marks

30% A-level

21–23 minutes including 5 minutes’ preparation time before the test

60 marks

30%

Discussion of two sub- themes (see specification for each language)

Discussion of one of the sub-themes (see specification for each language)

AS - Discussion of two sub- themes with the discussion based on a stimulus card (6–7 minutes each). The student has a choice of two cards for each sub-theme and studies the chosen cards for 15 minutes before the test begins.

A-level - Discussion of a sub-theme (5–6 minutes, 25 marks) with the discussion based on a stimulus card. The student has a choice of two cards and studies the chosen card for 5 minutes before the test begins.

No further skills required

Presentation and discussion of individual research project

A-level - Presentation (2 minutes, 5 marks) followed by discussion of individual research project (9–10 minutes, 30 marks).

You can find more details and suggested approaches for teaching AS and A-level French/German/Spanish in sample Schemes of Work on our website.

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