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© OCR 2013 DRAFT QNXXX/XXXX/X OCR Asset Languages Level 1 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Preliminary)

OCR Asset Languages Level 1 Certificate in French, German, Spanish, Italian and Chinese (Mandarin)

Preliminary OCR Asset Languages Level 1 Certificate in French Listening (Preliminary) R140 OCR Asset Languages Level 1 Certificate in French Speaking (Preliminary) R141 OCR Asset Languages Level 1 Certificate in French Reading (Preliminary) R142 OCR Asset Languages Level 1 Certificate in French Writing (Preliminary) R143 OCR Asset Languages Level 1 Certificate in German Listening (Preliminary) R144 OCR Asset Languages Level 1 Certificate in German Speaking (Preliminary) R145 OCR Asset Languages Level 1 Certificate in German Reading (Preliminary) R146 OCR Asset Languages Level 1 Certificate in German Writing (Preliminary) R147 OCR Asset Languages Level 1 Certificate in Spanish Listening (Preliminary) R148 OCR Asset Languages Level 1 Certificate in Spanish Speaking (Preliminary) R149 OCR Asset Languages Level 1 Certificate in Spanish Reading (Preliminary) R150 OCR Asset Languages Level 1 Certificate in Spanish Writing (Preliminary) R151 OCR Asset Languages Level 1 Certificate in Italian Listening (Preliminary) R152 OCR Asset Languages Level 1 Certificate in Italian Speaking (Preliminary) R153 OCR Asset Languages Level 1 Certificate in Italian Reading (Preliminary) R154 OCR Asset Languages Level 1 Certificate in Italian Writing (Preliminary) R155 OCR Asset Languages Level 1 Certificate in Chinese (Mandarin) Listening (Preliminary) R156 OCR Asset Languages Level 1 Certificate in Chinese (Mandarin) Speaking (Preliminary) R157 OCR Asset Languages Level 1 Certificate in Chinese (Simplified) Reading (Preliminary) R158 OCR Asset Languages Level 1 Certificate in Chinese (Simplified) Writing (Preliminary) R159

Draft Version July 2013

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Contents

2 DRAFT © OCR 2013 OCR Asset Languages Level 1 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Preliminary)

1 Introduction 4

1.1 What is Asset Languages? 4 1.2 Asset Languages Level 1 Certificates in French, German, Spanish, Italian and Chinese

(Mandarin) (Preliminary) 5 1.3 Guided learning hours (GLH) 6 1.4 Prior learning 6

2 Content 7 2.1 Level 1 (Preliminary) language purposes and functions 7 2.2 Level 1 (Preliminary) grammar and linguistic structures 8 2.3 Level 1 (Preliminary) vocabulary areas 8

3 The Certificates 10 3.1 Overview of the Asset Languages Level 1 (Preliminary) Certificates 10 3.2 Grading and awarding grades 11 3.3 ‘Can Do’ statements 12

4 Listening certificate 13 4.1 Structure of Preliminary Listening tests 13

5 Speaking certificate 14 5.1 Structure of Preliminary Speaking tests 14

6 Reading certificate 16 6.1 Structure of Preliminary Reading tests 16

7 Writing certificate 17 7.1 Structure of Preliminary Writing tests 17

8 Support 18 8.1 Free resources available from the OCR website 18 8.2 Endorsed publications 18 8.3 Training 18 8.4 OCR Support Services 19

9 Equality and Inclusion 20 9.1 Equality Act information relating to Asset Languages 20 9.2 Special Consideration 20

10 Administration 21 10.1 Availability of tests 21 10.2 Making entries 21 10.3 Re-taking a test 24 10.4 Enquiries about results 24

11 Other information 25 11.1 Overlap with other qualifications 25 11.2 Progression 25 11.3 Avoidance of bias 29 11.4 Regulatory requirements 29

Appendix A: Level 1 (Preliminary) Grammar and Linguistic Structures 30 Level 1 (Preliminary) French 30 Level 1 (Preliminary) Spanish 33

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© OCR 2013 DRAFT 3 OCR Asset Languages Level 1 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Preliminary)

Level 1 (Preliminary) German 36 Level 1 (Preliminary) Italian 39 Level 1 (Preliminary) Chinese (Mandarin) 42

Appendix B: Level 1 (Preliminary) Marking Criteria for Speaking 46

Appendix C: Level 1 (Preliminary) Marking Criteria for Writing 47

Appendix D: Guidance for the production of electronic internal assessment 48

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1 Introduction

1.1 What is Asset Languages?

Asset Languages is a flexible assessment scheme which supports language teaching in primary, secondary and adult education. As an assessment tool which fits around existing schemes of work, Asset can reward a wide range of language learners for their progressive achievements.

Flexible features

• Asset Languages can be used with a wide range of ages and abilities. • For each language and stage, there are separate certificates in listening, speaking, reading

and writing. • Assessment takes place twice a year for Breakthrough and Preliminary stages and once a

year for Intermediate stage.

Assessment principles and objectives

Asset Languages assesses the listening, speaking, reading and writing skills of learners against the Languages Ladder. Asset measures the skills of each learner against the first three stages of the Ladder: Breakthrough, Preliminary and Intermediate.

Asset Languages is based on the ‘Can Do’ statements of the Languages Ladder (see Section 3.3 ‘Can Do’ statements). These statements describe what learners can do with language at a certain level in terms of actual outcomes such as ‘I can take part in a simple conversation and I can express my opinions’ or ‘I can write a few short sentences with support using expressions which I have already learnt’. There are ‘Can Do’ statements for each stage and for the grades within a stage of the Ladder. They are written so that they can be easily understood by learners and teachers.

Asset Languages structure: How does Asset Languages compare to other qualifications?

Asset Languages is an assessment scheme which can be mapped to other qualification frameworks, as shown in the table below.

Stages NQF General qualifications

National Curriculum CEF approx.**

Intermediate: Grades 7–9 Level 2 GCSE A*–C 7–EP B1 Preliminary: Grades 4–6 Level 1 GCSE D–G 4–6 A2 (B1) Breakthrough: Grades 1–3 Entry Level Entry 1–Entry 3 1–3 A1 (A2)

**Common European Framework

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http://www.ocr.org.uk/qualifications/by-type/asset-languages/


1.2 Asset Languages Level 1 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Preliminary)

This booklet provides information about the Asset Languages Certificates in French, German, Spanish, Italian and Chinese (Mandarin). These are at Level 1 on the National Qualifications Framework/Preliminary Stage (Grades 4–6) on the Languages Ladder.

Each skill of listening, speaking, reading and writing is assessed and awarded separately:

• OCR Asset Languages Level 1 Certificate in French Listening (Preliminary) R140 • OCR Asset Languages Level 1 Certificate in French Speaking (Preliminary) R141 • OCR Asset Languages Level 1 Certificate in French Reading (Preliminary) R142 • OCR Asset Languages Level 1 Certificate in French Writing (Preliminary) R143

• OCR Asset Languages Level 1 Certificate in German Listening (Preliminary) R144 • OCR Asset Languages Level 1 Certificate in German Speaking (Preliminary) R145 • OCR Asset Languages Level 1 Certificate in German Reading (Preliminary) R146 • OCR Asset Languages Level 1 Certificate in German Writing (Preliminary) R147

• OCR Asset Languages Level 1 Certificate in Spanish Listening (Preliminary) R148 • OCR Asset Languages Level 1 Certificate in Spanish Speaking (Preliminary) R149 • OCR Asset Languages Level 1 Certificate in Spanish Reading (Preliminary) R150 • OCR Asset Languages Level 1 Certificate in Spanish Writing (Preliminary) R151

• OCR Asset Languages Level 1 Certificate in Italian Listening (Preliminary) R152 • OCR Asset Languages Level 1 Certificate in Italian Speaking (Preliminary) R153 • OCR Asset Languages Level 1 Certificate in Italian Reading (Preliminary) R154 • OCR Asset Languages Level 1 Certificate in Italian Writing (Preliminary) R155

• OCR Asset Languages Level 1 Certificate in Chinese (Mandarin) Listening (Preliminary) R156 • OCR Asset Languages Level 1 Certificate in Chinese (Mandarin) Speaking

(Preliminary) R157 • OCR Asset Languages Level 1 Certificate in Chinese (Simplified) Reading

(Preliminary) R158 • OCR Asset Languages Level 1 Certificate in Chinese (Simplified) Writing

(Preliminary) R159

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1.3 Guided learning hours (GLH)

OCR Asset Languages Level 1 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Preliminary) require 30 guided learning hours for each skill.

1.4 Prior learning

These certificates are available to anyone who is capable of reaching the required standards as described by the Languages Ladder. There are no formal requirements for entry to these certificates.

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2 Content Asset Languages tests are not tied to any particular programme of study.

Guidance in the form of functional areas and language structures is given to help teachers and learners familiarise themselves with the communicative contexts of language found in the tests.

Teaching and learning

Asset Languages assessments are designed to be an integral part of teaching and learning. Using a variety of appropriate resources, teachers plan classroom activities which develop language skills. These opportunities allow candidates to practise a wide range of tasks, and teachers can discuss and comment on performance as appropriate. There are no restrictions regarding time or feedback to individual learners.

When all necessary teaching and learning has taken place and teachers feel that candidates are ready for assessment, candidates can be entered for the appropriate test(s) in listening, speaking, reading and/or writing.

2.1 Level 1 (Preliminary) language purposes and functions

At Preliminary the functions are appropriate to the demand of a Level 1 assessment and include those already required for Entry Level (Breakthrough).

• Taking part in social situations (e.g. greeting / responding to greetings; expressing thanks; apologising)

• Repairing communication (e.g. asking for repetition, checking meaning)

• Giving information

• Asking / answering questions

• Describing

• Asking for and giving opinions

• Following / giving instructions

• Asking for things

• Expressing ability

• Using numbers and expressing quantity

• Expressing time

• Agreeing / disagreeing

• Comparing

• Giving reasons

• Expressing preferences

• Making and responding to suggestions

• Expressing obligation and lack of obligation

• Expressing feelings and emotions

• Talking about the present

• Talking about the future

• Talking about the past

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2.2 Level 1 (Preliminary) grammar and linguistic structures

Level 1 (Preliminary) French, German, Spanish, Italian and Chinese (Mandarin) language-specific guidelines for grammar and linguistic structures can be found in Appendix A and are also available on the OCR website. The guidelines also show progression from Entry Level (Breakthrough) to Level 2 (Intermediate).

2.3 Level 1 (Preliminary) vocabulary areas

At Level 1 (Preliminary), the language purposes and functions will be used within the following vocabulary areas:

• personal information

• home and surroundings

• studying

• working

• health

• shopping and services

• eating and drinking

• free time and entertainment

• holidays and travelling.

The vocabulary used in Level 1 (Preliminary) stage consists of common items that normally occur in the everyday vocabulary of first language speakers in predictable areas and includes all Entry Level (Breakthrough) stage vocabulary. The following table gives some examples of the range of vocabulary likely to appear in each area. This list is not exhaustive but should give an indication of the test content.

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http://www.ocr.org.uk/qualifications/type/asset/index.aspx


Asset Languages Level 1 (Preliminary) tests are designed to be accessible to learners on a variety of courses. To allow for the different language that may be taught in different situations, each task in the test includes vocabulary from different areas.

Personal information e.g. name, age, address, appearance, family, pets, likes/dislikes

Home and surroundings e.g. daily life, rooms, furniture, helping/housework, weather

Studying e.g. the classroom, subjects, timetable

Working e.g. jobs, place of work

Health e.g. body, illness

Shopping and services e.g. shops, places in a town, asking for things

Eating and drinking e.g. food, asking for things, in a restaurant

Free time and entertainment e.g. hobbies, public places for entertainment, entertainment at home, sports

Holidays and travelling e.g. transport, directions, countries, holiday activities, accommodation

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3 The Certificates

3.1 Overview of the Asset Languages Level 1 (Preliminary) Certificates

Certificates

Listening Speaking Reading Writing

Timing 30 minutes 4 minutes and 30 seconds

35 minutes 30 minutes

Format

Multiple choice:

25 questions

Learners hear all texts twice

2 questions:

Question 1: 50% picture task

Question 2: 50% presentation and

questions

Multiple choice:

25 questions

2 questions:

Question 1: 50% write a description:

40–50 words

Question 2: 50% write an email 40–50 words

Recorded n/a yes n/a n/a

Marking by OCR Questions 1 and 2:

internally marked by teacher and moderated

by OCR

by OCR by OCR

Marks 25 32 25 32

Answering on question

paper n/a on question

paper on question paper

Instructions in English in English in English in English

Questions in English in target language in English in English DRAFT


3.2 Grading and awarding grades

Each Asset Languages test covers an entire stage of the Languages Ladder. Candidates who achieve marks at or above the minimum standard for each stage will be awarded one of three grades. Each grade will count as a pass:

Asset Stage Grade

Intermediate Grade 9 Grade 8 Grade 7

Preliminary Grade 6 Grade 5 Grade 4

Breakthrough Grade 3 Grade 2 Grade 1

Asset Languages Level 1 (Preliminary) Certificate results are awarded on the scale Grade 4, Grade 5, Grade 6, where Grade 4 is the lowest and Grade 6 is the highest. Grades are indicated on certificates. Results for candidates who fail to achieve the minimum grade (Grade 4) will be recorded as Unclassified (U) and this is not certificated.

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3.3 ‘Can Do’ statements

The ‘Can Do’ statements of the Languages Ladder for Level 1 (Preliminary) Stage are below.

The marking criteria for Speaking and Writing can be found in Appendices B and C.

Grades 1–3 and 7–9 are described on pages 26 and 28.


Grade 4

I can understand the main points and some of the detail from a spoken passage made up of familiar language in simple sentences.

I can take part in a simple conversation and I can express my opinions.

I can understand the main points and some of the detail from short written texts in familiar contexts.

I can write a short text on a familiar topic, adapting language which I have already learnt.

Grade 5

I can understand the main points and opinions in spoken passages made up of familiar material from various contexts.

I can give a short prepared talk, on a topic of my choice, including expressing my opinions.

I can understand the main points and opinions in written texts from various contexts.

I can write a short text on a range of familiar topics, using simple sentences.

Grade 6

I can understand the difference between present and past and future events in a range of spoken material.

I can give a short prepared talk, expressing opinions and answering simple questions about it, using a variety of structures.

I can understand the difference between present, past and future events in a range of texts.

I can write a text, giving and seeking information and opinions, using a variety of structures.

On completing this stage, you should be able to understand standard speech relating to a range of predictable everyday matters, providing that it is spoken clearly and directly. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

On completing this stage, you should be able to use and adapt learnt language relating to a range of predictable everyday matters. Your pronunciation should be clearly understandable and you should be able to maintain a simple conversation using strategies such as asking for clarification or repetition. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

On completing this stage, you should be able to understand standard language relating to a range of predictable everyday matters. You should be able to read clear handwritten text. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

On completing this stage, you should be able to use and adapt learnt language relating to a range of predictable everyday matters. You should be able to write simple texts using descriptive language, with spelling that is generally accurate. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

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4 Listening certificate This section provides general guidance on the conduct and marking of Asset Languages at Level 1 (Preliminary) Stage Listening tests.

4.1 Structure of Preliminary Listening tests

All Listening tests are set by OCR.

The following table shows the activities that make up a Preliminary Listening test:

Content Test Test time Weighting

25 questions

Multiple choice questions, all in English

Texts in target language

recorded by first language speakers

Candidates hear all material

twice

Non-verbal responses

Candidates answer directly on the question

paper

Each question is worth 1 mark

Marked by OCR

30 minutes 100%

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5 Speaking certificate This section provides general guidance on the conduct and marking of Asset Languages at Level 1 (Preliminary) Stage Speaking tests.

Information on how to conduct the speaking tests can be found on the OCR website.

5.1 Structure of Preliminary Speaking tests

The following table shows the activities that make up a Preliminary Speaking test.

Question Content Test Test time Marks Weighting

1 Picture-based task: description and questions

Conducted, assessed and recorded by a

teacher

Moderated by OCR

2 minutes – 2 minutes and 30

seconds including

30 seconds preparation time

Total 16 marks: 8 marks

communication, 8 marks language

50%

2 Presentation and questions

Conducted, assessed and recorded by a

teacher

Moderated by OCR

2 minutes Total 16 marks: 8 marks


50%

5.1.1 Applying the marking criteria

The Speaking tests are assessed using the criteria in Appendix B. There are separate criteria for Language and for Communication. DRAFT

http://www.ocr.org.uk/


5.1.2 Use of ‘best fit’ approach to marking criteria

Speaking units have a total of 32 marks and comprise of two tasks each marked out of 16, with 8 marks for communication and 8 marks for language. The marking criteria grid is divided into four two-mark bands with a zero band for responses not worthy of credit.

communication language 8 7

8 7

6 5

6 5

4 3

4 3

2 1

2 1

0 0

5.1.3 Internal standardisation

It is important that all internal assessors, working in the same subject area, work to common standards. Centres must ensure that the internal standardisation of marks across assessors and teaching groups takes place using an appropriate procedure.

Centres are advised to hold preliminary meetings of staff involved to compare standards through cross-marking a small sample of work. After most marking has been completed, a further meeting at which work is exchanged and discussed will enable final adjustments to be made.

5.1.4 Moderation

All recorded Speaking tests are marked by the teacher and internally standardised by the centre. Marks and recorded tests are then submitted to OCR (postal or via the OCR repository), after which moderation takes place in accordance with OCR procedures: refer to the OCR website for submission dates of the Speaking tests and marks to OCR. The purpose of moderation is to ensure that the standard of the award of marks for work is the same for each centre and that each teacher has applied the standards appropriately across the range of candidates within the centre. DRAFT



6 Reading certificate This section provides general guidance on the conduct and marking of Asset Languages at Level 1 (Preliminary) Stage Reading tests.

6.1 Structure of Preliminary Reading tests

All Reading tests are set by OCR.

The following table shows the activities that make up a Preliminary Reading test:

Content Test Test time Weighting

25 questions

Multiple choice questions, all in English

Texts in target language

Non-verbal responses

Candidates answer directly on the question

paper

Each question is worth 1 mark

Marked by OCR

35 minutes 100%

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7 Writing certificate This section provides general guidance on the conduct and marking of Asset Languages at Level 1 (Preliminary) Stage Writing tests.

7.1 Structure of Preliminary Writing tests

All Writing tests are set and examined by OCR.

The following table shows the activities that make up a Preliminary Writing test: Question

Content Test Test time Marks Weighting

1 Write a description:

40–50 words

Externally assessed by OCR

30 minutes Total 16 marks: 8 marks


50%

2 Write an email: 40–50 words

Externally assessed by OCR

Total 16 marks: 8 marks


50%

Writing units have a total of 32 marks and comprise two tasks each marked out of 16, with 8 marks for communication and 8 marks for language. The marking criteria grid is divided into four two-mark bands with a zero band for responses not worthy of credit.

communication language 8 7

8 7

6 5

6 5

4 3

4 3

2 1

2 1

0 0

OCR Examiners assess candidates using the criteria shown in Appendix C.

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8 Support

8.1 Free resources available from the OCR website

The following materials are available on the OCR website:

• Asset Language Level 1 (Preliminary) French, German, Spanish, Italian and Chinese (Mandarin) Specification

• sample tests for each skill at each stage in Level 1 (Preliminary) French, German, Spanish, Italian and Chinese (Mandarin)

• support packs of assessment materials.

8.2 Endorsed publications

OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s ‘Official Publishing Partner’ or ‘Approved publication’ logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.

These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification.

8.3 Training

OCR offers a range of support activities for all practitioners throughout the lifetime of the qualification to ensure they have the relevant knowledge and skills to deliver the qualification.

Please see Event Booker for further information.

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http://www.ocr.org.uk/training/book/index.aspx


8.4 OCR Support Services

8.4.1 OCR Interchange

OCR Interchange has been developed to help you to carry out day-to-day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate and free access to candidate information at your convenience. Sign up on the OCR website.

8.4.2 The OCR Repository

The OCR Repository is a secure website for centres to upload candidate work and for assessors to access this work digitally. Centres can use the OCR Repository for uploading marked candidate work for moderation.

Centres can access the OCR Repository via OCR Interchange, find their candidate entries in their area of the Repository, and use the Repository to upload files (singly or in bulk) for access by their moderator.

The OCR Repository allows candidates to send evidence in electronic file types that would normally be difficult to submit through postal moderation, for example multimedia or other interactive unit submissions.

The OCR Asset Languages Level 1 Certificate in Speaking (Preliminary) certificates can be submitted electronically to the OCR Repository via Interchange: please check Section 10.2 for entry codes for the OCR Repository.

There are three ways to load files to the OCR Repository:

1 Centres can load multiple files against multiple candidates by clicking on ‘Upload candidate files’ in the Candidates tab of the Candidate Overview screen.

2 Centres can load multiple files against a specific candidate by clicking on ‘Upload files’ in the Candidate Details screen.

3 Centres can load multiple administration files by clicking on ‘Upload admin files’ in the Administration tab of the Candidate Overview screen.

The OCR Repository is seen as a faster, greener and more convenient means of providing work for assessment. It is part of a wider programme bringing digital technology to the assessment process, the aim of which is to provide simpler and easier administration for centres.

Instructions on how to upload files to OCR using the OCR Repository can be found on OCR Interchange.

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https://interchange.ocr.org.uk/

http://www.ocr.org.uk/ocr-for/teachers/ocr-repository/

http://www.ocr.org.uk/ocr-for/teachers/ocr-repository/


9 Equality and Inclusion

9.1 Equality Act information relating to Asset Languages

All candidates with a demonstrable need may be eligible for access arrangements to enable them to show what they know and can do. The criteria for eligibility for access arrangements can be found in the JCQ document Access Arrangements, Reasonable Adjustments and Special Consideration.

The access arrangements permissible for use in this specification:


Reader yes n/a only allowed for Q in English yes

Scribe yes for responses in English only

n/a yes for responses in English only

no

Braille yes yes yes yes Word processor yes n/a yes yes Transcription of candidate’s script yes n/a yes yes

Transcript of listening test yes n/a n/a n/a Extra listening test CD yes n/a n/a n/a Extra time yes yes yes yes

BSL signers only allowed for Q in English

only allowed for Q in English



Oral language modifiers yes no yes yes

If a candidate requires A3 enlarged paper, coloured paper or overlays, centres are permitted to make these changes.

9.2 Special Consideration

Candidates who have been fully prepared for the assessment but who have been affected by adverse circumstances beyond their control at the time of the examination may be eligible for special consideration. As above, centres should consult the JCQ document Access Arrangements, Reasonable Adjustments and Special Consideration.

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10 Administration

10.1 Availability of tests

There are two examination series each year, in January and June.

All OCR Asset Languages Level 1 (Preliminary) certificates are available in both January and June from June 2014.

10.2 Making entries

Centres must be approved to offer OCR qualifications before they can make any entries, including estimated entries. It is recommended that centres apply to OCR to become an approved centre well in advance of making their first entries. Centres must have made an entry for an assessment in order for OCR to supply the appropriate forms and administrative materials.

It is essential that entry codes are quoted in all correspondence with OCR.

For the speaking certificates, centres can decide whether they want to submit candidates’ work for moderation through the OCR Repository or by post. Candidates must be entered using the appropriate entry code from the following tables.

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French

Entry code

Component code

Assessment method Title

R140 01 Written Paper French Listening (Preliminary)

R141A 01 Moderated via OCR Repository

French Speaking (Preliminary)

R141B 02 Moderated via Postal moderation

French Speaking (Preliminary)

R142 01 Written Paper French Reading (Preliminary)

R143 01 Written Paper French Writing (Preliminary)

German

Entry code

Component code


R144 01 Written Paper German Listening (Preliminary)


German Speaking (Preliminary)


German Speaking (Preliminary)

R146 01 Written Paper German Reading (Preliminary)

R147 01 Written Paper German Writing (Preliminary)

Spanish

Entry code

Component code


R148 01 Written Paper Spanish Listening (Preliminary)


Spanish Speaking (Preliminary)


Spanish Speaking (Preliminary)

R150 01 Written Paper Spanish Reading (Preliminary)

R151 01 Written Paper Spanish Writing (Preliminary)

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Italian

Entry code

Component code


R152 01 Written Paper Italian Listening (Preliminary)


Italian Speaking (Preliminary)


Italian Speaking (Preliminary)

R154 01 Written Paper Italian Reading (Preliminary)

R155 01 Written Paper Italian Writing (Preliminary)

Chinese (Mandarin); Chinese (Simplified)

Entry code

Component code


R156 01 Written Paper Chinese (Mandarin) Listening (Preliminary)


Chinese (Mandarin) Speaking (Preliminary)


Chinese (Mandarin) Speaking (Preliminary)

R158 01 Written Paper Chinese (Simplified) Reading (Preliminary)

R159 01 Written Paper Chinese (Simplified) Writing (Preliminary)

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10.3 Re-taking a test

Candidates may enter for each OCR Asset Languages Level 1 Certificate in French, German, Spanish, Italian and Chinese (Mandarin) (Preliminary) an unlimited number of times.

10.4 Enquiries about results

Under certain circumstances, a centre may wish to query the result issued to one or more candidates. Enquiries about results for Asset certificates must be made immediately following the series in which the relevant certificate was taken and by the relevant enquiries about results deadline for that series. Please refer to the JCQ Post-Results Services booklet and the OCR Admin Guide: 14–19 Qualifications for further guidance on enquiries about results and deadlines. Copies of the latest versions of these documents can be obtained from the OCR website.

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11 Other information

11.1 Overlap with other qualifications

There is some overlap between the content of this specification and GCSE in French, German and Spanish.

11.2 Progression

Level 1 (Preliminary) certificates in French, German, Spanish, Italian and Chinese (Mandarin) may allow progression from Entry Level (Breakthrough) to Level 2 (Intermediate).

11.2.1 Entry Level (Breakthrough) stage

Language purposes and functions

At Breakthrough the functions are appropriate to the demand of an Entry Level assessment.

• Taking part in simple social situations (e.g. greeting / responding to greetings; expressing thanks; apologising)

• Giving simple information

• Asking simple questions

• Answering simple questions

• Describing (e.g. colour, size, location, possession, appearance)

• Giving simple opinions

• Following / giving simple instructions



• Expressing time (e.g. clock, days, months)

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Vocabulary areas

The vocabulary used in Entry Level (Breakthrough) stage consists of simple items that frequently occur in the everyday vocabulary of first language speakers.

Entry Level (Breakthrough) ‘Can Do’ statements


Grade 1 I can understand a few familiar spoken words and phrases.

I can say and repeat single words and short simple phrases.

I can recognise and read out a few familiar words and phrases.

I can write or copy simple words or symbols correctly.

Grade 2

I can understand a range of familiar spoken phrases.

I can answer simple questions and give basic information.

I can understand and read out familiar written phrases.

I can write one or two short sentences to a model and fill in the words on a simple form.

Grade 3

I can understand the main points from a short spoken passage made up of familiar language.

I can ask and answer simple questions and talk about my interests.

I can understand the main points from a short written text in clear printed script.

I can write a few short sentences with support, using expressions which I have already learnt.

On completing this stage, you should be able to understand a basic range of everyday expressions relating to personal details and needs. You may need to listen several times to get the information you need, depending on how fast and clearly the speaker talks. You should have some understanding of a few simple grammatical structures and sentence patterns. You should be familiar with the sound system of the language. You should be aware of how to address people both formally and informally as appropriate.

On completing this stage, you should be able to use a basic range of everyday expressions relating to personal details and needs. Your pronunciation may not always be completely accurate but your meaning will be clear. You should be able to understand and use a few simple grammatical structures and sentence patterns. You should be familiar with the sound system of the language. You should be aware of how to address people both formally and informally as appropriate.

On completing this stage, you should be able to understand a basic range of everyday expressions relating to personal details and needs. You should have some understanding of a few simple grammatical structures and sentence patterns. You should be familiar with the writing system of the language. You should be aware of how to address people both formally and informally as appropriate.

On completing this stage, you should be able to use a basic range of everyday expressions relating to personal details and needs. Your spelling may not always be completely accurate but your meaning will be clear. You should be able to understand and use a few simple grammatical structures and sentence patterns. You should be familiar with the writing system of the language. You should be aware of how to address people both formally and informally as appropriate. DRAFT


11.2.2 Level 2 (Intermediate) stage

Language purposes and functions

At Intermediate the functions are appropriate to the demand of a Level 2 assessment and include those already required for Entry Level (Breakthrough) and Level 1 (Preliminary).

• Taking part in social situations (e.g. greeting / responding to greetings; expressing thanks; apologising)

• Repairing communication (e.g. asking for repetition, checking meaning)

• Giving information

• Asking / answering questions

• Describing

• Asking for and giving opinions

• Justifying opinions

• Following / giving instructions

• Asking for things



• Expressing time

• Agreeing / disagreeing

• Comparing

• Asking for and giving reasons

• Expressing preferences

• Making and responding to suggestions

• Expressing obligation and lack of obligation

• Expressing feelings and emotions

• Talking about the present

• Talking about the future

• Talking about the past

• Expressing degrees of certainty and doubt

• Talking about (im)probability and (im)possibility

• Giving advice

• Giving warnings

• Taking turns in a conversation

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Vocabulary areas

The vocabulary used in Level 2 (Intermediate) stage consists of items that occur in the everyday vocabulary of first language speakers in a range of predictable areas and includes all Entry Level (Breakthrough) and Level 1 (Preliminary) stage vocabulary.

Level 2 (Intermediate) ‘Can Do’ statements


Grade 7

I can understand longer passages and recognise people’s points of view.

I can answer unprepared questions in a conversation or following a presentation.

I can understand longer texts and recognise people’s points of view.

I can write a text, e.g. a report, article or story, conveying opinions and points of view.

Grade 8

I can understand passages including some unfamiliar material from which I can recognise attitudes and emotions.

I can narrate events, tell a story or relate the plot of a book or film and give my opinions about it.

I can understand texts including some unfamiliar material from which I can recognise attitudes and emotions.

I can produce formal and informal texts in an appropriate style on familiar topics.

Grade 9

I can understand the gist of a range of authentic passages in familiar contexts.

I can take part in a discussion, giving and justifying my opinions and ideas.

I can understand a wide range of authentic texts in familiar contexts.

I can communicate ideas accurately and in an appropriate style over a range of familiar topics.

On completing this stage, you should now be comfortable with a range of tenses, and should be able to understand authentic passages on familiar matters. You should be able to follow much of what is said at near normal speed on familiar matters or in predictable situations. You should be able to give an oral or written summary of what you have heard.

On completing this stage, you should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters. You should be using and adapting language for new purposes. Your pronunciation and intonation should be generally accurate. You should be able to maintain a conversation on familiar matters or in predictable situations using a range of language and structures.

On completing this stage, you should now be comfortable with a range of tenses, and should be able to understand authentic texts on familiar matters. You should be able to follow much of what you read on familiar matters or in predictable situations. You should be able to give an oral or written summary or translation of what you have read.

On completing this stage, you should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters. You should be using and adapting language for new purposes. Your spelling should be generally accurate. You should be able to write on familiar matters or in predictable situations using a range of language and structures. DRAFT


11.3 Avoidance of bias

OCR has taken great care in preparation of this specification and assessment materials to avoid bias of any kind. Special focus is given to the 9 strands of the Equality Act with the aim of ensuring both direct and indirect discrimination is avoided.

11.4 Regulatory requirements

This specification complies in all respects with the current: General Conditions of Recognition. This document is available on the Ofqual website.

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http://www.ofqual.gov.uk/


Appendix A: Level 1 (Preliminary) Grammar and Linguistic Structures

Level 1 (Preliminary) French

French: Grammar and Linguistic Structures All grammar and linguistic structures at Level 1 (Preliminary) are listed below and include those at Entry Level (Breakthrough). (R) – receptive only

Preliminary Nouns • masculine and feminine • regular singular/plural nouns • common irregular singular/plural nouns

Articles • definite and indefinite articles: le, la, l’, les, un, une, des • partitive, including use of de after negatives

Adjectives • agreement (e.g. grand/grande, heureux/heureuse, sportif/sportive) • some common irregular forms (e.g. beau/belle) • position • demonstrative : ce, cet, cette, ces • possessive: mon, ma, mes; ton, ta, tes; son, sa, ses; notre, nos; votre, vos; leur, leurs • comparative and superlative: regular (e.g. plus grand, le plus grand) and meilleur • indefinite (e.g. chaque, quelque) •

Pronouns • personal: je, tu, il, elle, on, nous, vous, ils, elles • disjunctive / emphatic: moi, toi • relative: qui • relative: que (R) • object: direct (R) and indirect (R)

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Preliminary • position and order of object pronouns (R) • disjunctive / emphatic: lui, elle, eux, elles • demonstrative (e.g. ça, cela) • indefinite (e.g. quelqu’un) • interrogative (e.g. qui, que) • use of y, en (R)

• Simple prepositions: à, de, dans, en, chez, devant, derrière, avant, après • Prepositions

Verbs • aimer / adorer + infinitive • interrogative form (e.g. Aimes-tu...? Comment t’appelles-tu?) • negative form : ne...pas / je n’aime pas.../ je n’ai pas… • impersonal constructions (e.g. il y a...) • modes of address: tu, vous • imperatives in context of instructions (e.g. levez-vous / arrêtez / regardez) • impersonal verbs : il faut • verbs followed by an infinitive, with or without a preposition • regular and irregular verbs, including reflexive verbs, all persons, in the following tenses:

o present, including use of depuis o immediate future: aller + infinitive o conditional in set phrases (vouloir and aimer) o imperative o future (R) o perfect (R) o imperfect (R) o pluperfect (R) o passive voice: present tense (R) o present participle (R)

Adverbs • place (e.g. ici, là, loin, près) • time (e.g. le matin, l’après-midi, le soir, tôt, tard) • manner (e.g. bien, mal) • number / intensity: (e.g assez, trop de, beaucoup de, très, peu) • affirmation (e.g. bien sûr, aussi) • frequency (e.g. quelquefois, toujours, jamais) • formation

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Preliminary • comparative and superlative: regular (e.g. plus souvent, le plus souvent) • common adverbial phrases

Conjunctions • et, ou, mais • to introduce simple reasons (e.g. parce que, alors)

Question words • Où? Quand? Comment? Combien? Qui? Que? Quel? • Pourquoi? Lequel? / Laquelle?

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Level 1 (Preliminary) Spanish

Spanish: Grammar and Linguistic Structures All grammar and linguistic structures at Level 1 (Preliminary) are listed below and include those at Entry Level (Breakthrough). (R) – receptive only

Preliminary Nouns • masculine and feminine of regular nouns (e.g. el niño, la niña) • singular / plural of nouns (e.g. el ordenador / los ordenadores; la casa / las casas; el pez / los peces) • irregular masculine and feminine nouns

Articles • definite and indefinite articles: el, la, los, las, un, una, unos, unas • lo plus adjective (R)

Adjectives • agreement (e.g. el pájaro blanco, la niña rubia, la casa grande) • position (e.g. un profesor simpático) • demonstrative: este, esta, estos, estas, ese, esa, esos, esas • possessive: mi/mis, tu/tus; su/sus; nuestro/nuestra/nuestros/nuestras; vuestro/vuestra/vuestros/vuestras; su/sus • comparative and superlative: regular and mayor, menor, mejor, peor • indefinite (e.g. cada, otro, todo, mismo, alguno) • possessive: singular and plural

Pronouns • personal: yo, tú, él, ella, usted, nosotros/as, vosotros/as, ustedes • use and omission of subject pronouns before verb • relative: que • relative: quien, lo que (R) • object: direct (R) and indirect (R) • position and order of object pronouns (R) • disjunctive (e.g. conmigo, para mí)

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Preliminary • indefinite (e.g. algo, alguien) • interrogative (e.g. quién)

Prepositions • simple and compound forms: a, de, en, sobre, delante de, detrás de, enfrente de • contracted forms with definite article: al, del • uses of por and para

Verbs • like + noun or verb in infinitive form (e.g. me gusta el helado; me gusta jugar al tenis) • common reflexive verbs, present tense singular forms only (e.g. me levanto a las siete; ¿Cómo te llamas?) • interrogative form (e.g. ¿Estudias español? ¿Cómo te llamas?) • negative form, using no (e.g. No tengo hermanos) • impersonal constructions (e.g. hay...) • modes of address: tú / vosotros / vosotras; usted /ustedes • imperatives in the context of instructions (e.g. mira la fotografía; escucha la música) • reflexive constructions (e.g. se puede, se necesita, se habla) • impersonal verbs: hay que • uses of ser and estar • regular and irregular verbs, including reflexive and radical-changing verbs in the following tenses:

o present indicative, including use of desde hace o present continuous o immediate future (ir a + infinitive) o conditional: gustar only in set phrases o tener que + infinitive o imperative: common forms including negative o subjunctive, imperfect: quisiera o preterite (R) o imperfect (R) o future (R) o perfect (R) o pluperfect (R) o gerund (R) o subjunctive, present: in certain exclamatory phrases (¡Viva! ¡Dígame!) (R)

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Preliminary Adverbs • place (e.g. aquí, allí, cerca, lejos, dentro) • time (e.g. hoy, por la mañana) • manner (e.g. bien, mal, así, despacio) • number / intensity (e.g. más, bastante, mucho, poco) • affirmation (e.g. claro, también) • frequency (e.g. siempre, nunca, a veces) • formation • comparative and superlative: regular • common adverbial phrases

Conjunctions • y, o, pero • y/e; o/u • to introduce simple reasons (e.g. porque, así que)

Question words • cómo, dónde, cuándo, cuánto, qué, quién • por qué, cuál

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Level 1 (Preliminary) German

German: Grammar and Linguistic Structures All grammar and linguistic structures at Level 1 (Preliminary) are listed below and include those at Entry Level (Breakthrough). (R) – receptive only

Preliminary Common features of the case system Nouns • masculine, feminine and neuter • nominative case singular and plural forms of nouns • other cases:

o most common accusative usages, (e.g. ich habe einen Bruder/Hund; ich gehe in die Stadt) o recognition of and attempt at common dative usage (e.g. mit meinem Bruder/meiner Familie)

• singular and plural forms, including genitive singular and dative plural • weak nouns (R) • adjectives used as nouns (e.g. ein Deutscher)

Articles • definite and indefinite articles: nominative and some common accusative/dative usage • singular and plural forms of articles • kein

Adjectives • agreement in attributive usage (e.g. braune Haare, eine kleine Katze) • predicative usage (e.g. Es ist kalt/sonnig; die Tasche ist blau) • demonstrative, nominative (e.g. dieser Kuchen ist lecker) • demonstrative, accusative and dative (R) • possessive (e.g. mein)

• adjectival endings:

o predicative and attributive usage, singular and plural, o used after definite and indefinite articles

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Preliminary o after etwas, nichts, viel, wenig, alles (R)

• demonstrative, including dieser, jeder • comparative and superlative: regular and common irregular

Pronouns • personal (e.g. ich, du, er/sie/es, wir, ihr, sie) • pronoun–verb accord • impersonal: man • reflexive: accusative • reflexive: dative (R) • relative: nominative • relative: other cases (R) and use of was (R) • indefinite: jemand, niemand

Verbs • common phrases (e.g. es gibt, es geht) • modes of address: du, Sie • mode of address: ihr (R) • interrogative form • negative form: use of nicht / kein • modals: singular forms and third person plural of können • imperative in the context of simple instructions (e.g. gehen Sie! warten Sie!) • weak, strong and mixed forms of verbs • reflexive • separable/inseparable • modal: present and imperfect tenses, imperfect subjunctive of mögen • infinitive constructions (um… zu) • infinitive constructions (verbs with zu) (R)

• tenses:

o present, including use of seit o imperative o perfect excluding modals (R) o imperfect/simple past: haben, sein, modals and other common verbs (R) o future (R) o pluperfect (R)

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Preliminary Adverbs • place (e.g. hier, dort) • time (e.g. heute, morgen, früh, spät) • manner (e.g. gut, schlecht) • number / intensity (e.g. sehr, ziemlich, ein bisschen) • adverbial expression for likes/dislikes (e.g. gern + verb) • frequency (e.g. oft, manchmal) • comparative and superlative: regular and common irregular • common adverbial phrases

Prepositions • fixed case and dual case with accusative and/or dative (e.g. in, auf, an, unter, neben, mit, von, aus, nach) • with genitive (R)

Conjunctions • und, oder, aber • coordinating and subordinating (e.g. wenn, weil)

Clause structures • main clause word order • subordinate clauses, including relative clauses

Question words • wo? wann?, wie? wie viel? wer? was? was für? • welche(r)? warum? • wen? wem? (R)

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Level 1 (Preliminary) Italian

Italian: Grammar and Linguistic Structures All grammar and linguistic structures at Level 1 (Preliminary) are listed below and include those at Entry Level (Breakthrough). (R) – receptive only

Preliminary Nouns • masculine and feminine (e.g. il bambino / la bambina) • regular singular/plural nouns • common irregular nouns

Articles • definite and indefinite articles: il (lo, l’), la (l’), i (gli, gl’), le; un, un’, uno, una • partitive

Adjectives • agreement (e.g. la pizza italiana) • position (e.g. un bambino italiano) • demonstrative: questo, questa, questi, queste, quel, quello, quella, quei, quegli, quelle • possessive (e.g mia madre, la mia scuola) • comparative and superlative: regular (e.g. più di, meno di, tanto ...quanto, così come) • indefinite: singular/plural (e.g. ogni, qualche, alcuni)

Pronouns • personal: io, tu, lui, lei, noi, voi, loro • reflexive: mi, ti, si, ci, vi • use and omission of subject pronouns before verb • relative (che) • relative (cui) (R) • object: direct (R) and indirect (R)

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Preliminary • position and order of direct and indirect object pronouns (R) • disjunctive/emphatic (e.g. con me, secondo me, per me) • demonstrative (e.g. questo/a/i/e, quello/a/i/e) • indefinite (e.g. qualcosa, qualcuno, niente, nessuno, uno) • ci/vi, ne (R)

Prepositions • simple forms (e.g. a, di, in, sotto) • contracted forms with definite article (e.g. al, alla; del, della)

Verbs • like + noun or verb in infinitive form (e.g. mi piace la pizza; mi piace cantare) • interrogative form • negative form with non (e.g. non parlo inglese) • impersonal constructions (e.g. c’è, ci sono) • modes of address (tu, Lei, voi) • imperatives in context of instructions (e.g. prendi, metti) • impersonal verbs (bisogna, ci vuole, ci vogliono) • verbs followed by an infinitive, with or without a preposition • common expressions with avere (avere fame, avere sonno, avere bisogno di) • regular and irregular verbs, including reflexive verbs, all persons, in the following tenses:

o present, including use of da o conditional in set phrases (volere, piacere and potere) o imperative o perfect with avere, essere + agreement (R) o imperfect (R) o future (R) o pluperfect (R) o passive voice (R) o gerund (R) o progressive construction with stare + gerund (R)

Adverbs • place (e.g. qui, là, lì, vicino, lontano) • time (e.g. la mattina, presto) • manner (e.g. bene, male)

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Preliminary • number / intensity (e.g. molto, poco, abbastanza, troppo) • frequency (e.g. sempre) • formation • comparative and superlative: regular (e.g. più di, meno di, il più, il meno) • common adverbial phrases (e.g. poco fa, in ritardo, fra poco, qui vicino, nel frattempo, d’ora in poi)

Conjunctions • e, o, ma • to introduce simple reasons (e.g. perché, e così)

Question words • come? quando? quanto? chi ? che ? dove ? • perchè? quale/i?

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Level 1 (Preliminary) Chinese (Mandarin)

Chinese (Mandarin): Grammar and Linguistic Structures All grammar and linguistic structures at Level 1 (Preliminary) are listed below and include those at Entry Level (Breakthrough). (R) – receptive only

Preliminary Nouns • Measure words

use after numerals: 三个人，两只狗 use after 这 and 那: 那个人 use after 几 and 哪: 几个孩子？

use of 一点儿: 我要一点儿水。 nouns which qualify as measure words e.g. 天，岁

Modification of Nouns without 的 e.g. 中文书，中国茶 Nouns • plural suffix 们 with personal nouns – 同学们 • measure words

more measure words for nouns – see defined content • measure word 些

Modification of Nouns • simple adjectives or attributives with 的年轻的经理，很新的医院 • without 的: 红汽车 noun phrases with 的: 你今天买的车好不好？

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Preliminary Possession • using 的 – 我的书在哪儿？

• without 的 – 我妈妈，我姐姐 Prepositions 他在日本学中文。我跟她说“你好”。他到图书馆去。 Verbs • simple verb forms • modal verbs: 想，会，可以，能 • future • sentences with no overt indication of the future: 他去北京。

• sentences with 会 or 要: 明天会下雪。她要来。 • imminent future indicated by:

要………了要下雨了。

快要………了快要下雨了。

快………了快到了。

• 了 to show excessiveness: 太忙了，太贵了

• verbal aspect marker 了 indicating a completed, limited, contrasted or perfective action: 他买了两本书。

negation by 没有and without 了: 他没买。

• reduplication of verbs: 她想看看电视。

• progressive actions marked by 正在: 她正在睡觉。 Pronouns • 我你他她我们你们他们她们

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Preliminary Sentences • Declarative sentences

using 是 : 她是中国人。 using 有 : 他有三个朋友。 using stative verbs: 我很好。 verbless sentences: 今天星期二。

using modal verbs: 我要吃面条。 action in progress marked by 在: 他在看书。

• Negative sentences

with 不是 : 她不是美国人。 with 没有 : 我没有老师。 with 不 and stative verb : 书不多。 with 不 and verb : 他们不去。 with 不 and modal verb : 他们不要喝牛奶。

• Interrogative sentences

using 吗 : 她去吗？你是老师吗？ using question words: 这是什么？, 你的狗在哪儿？

using 吧: 你是中国人吧？ • interrogative sentences 是不是 : 你是不是中国人？有没有 : 你有没有面条？ stative Verb (SV) 不 SV : 你累不累？

• topic-comment construction 你妈妈做的饭你喜欢吃吗？ Comparison • use of 比

我比他累。中国比英国大。 Adverbs • sentences with an adverbial phrase before the verb

point of time: 他八月去上海。

place: 她在北京学英文。

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Preliminary use of 都，也: 我们都去。我也是。

• sentences with an adverbial phrase after the verb • Verb followed by postverb: 她住在上海。

• sentences with an adverbial phrase before the verb manner: 他们坐车去。

• frequency 我们常常跑步。

• sentences with an adverbial phrase after the verb complement of time after the verb: 他住三天。 Position • Use of 在 with place and localiser: 学校在饭馆(的)左边。

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Appendix B: Level 1 (Preliminary) Marking Criteria for Speaking

Marking criteria to be used for assessing Asset Languages Level 1 (Preliminary) stage Speaking tests. Marks Communication Marks Language

8 7

Communicates the information requested clearly, including opinions. Attempts to imitate target language pronunciation and speaks with little hesitation. Can be understood with little effort from the listener.

8 7

Responds in sentences, many of which are extended with opinions or description. Uses a range of simple structures with few grammatical errors. Uses a range of vocabulary appropriate to the task successfully.

6 5

Communicates most of the information requested clearly, including opinions. Attempts to imitate target language pronunciation in some cases and speaks with some hesitation. Can be understood with some effort from the listener.

6 5

Responds in sentences, some of which are extended with opinions or description. Uses a range of simple structures with some grammatical errors. Uses a range of vocabulary successfully, mostly appropriate to the task.

4 3

Communicates some of the information requested. Pronunciation is mostly clear though with little attempt to imitate target language and with longer hesitations. Can be understood but with extra effort required from the listener.

4 3

Responds in sentences but with little extension and few opinions. Shows limited ability to ask questions. Uses mostly simple structures with some grammatical errors. Uses some vocabulary appropriate to the task.

2 1

Communicates little of the information requested after considerable hesitation. Pronunciation is often unclear and understanding requires considerable effort from the listener.

2 1

Responds using short phrases and simple structures with frequent grammatical errors. Uses little vocabulary that is relevant to the task.

0 Nothing of relevance can be understood by the listener.

0 Uses single words or produces no language

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Appendix C: Level 1 (Preliminary) Marking Criteria for Writing Marking criteria used by OCR Examiners when assessing Asset Languages Level 1 (Preliminary) stage Writing tests. Marks Communication Marks Language

8 7

Communicates the information requested in the task successfully. Extends content by giving descriptions or expressing simple opinions. Can be understood by the reader with little effort required.

8 7

Writes in sentences and uses a range of simple structures successfully with few grammatical errors. Uses a range of vocabulary appropriate to the task. Spelling is generally accurate.

6 5

Communicates most of the information requested in the task. Attempts to extend content by giving descriptions or expressing simple opinions. Can be understood by the reader, with effort in some cases.

6 5

Writes in sentences and attempts to use a range of simple structures, some successfully and some with grammatical errors. Uses vocabulary appropriate to the task. Spelling is accurate enough for the meaning to be clear.

4 3

Communicates some of the information requested by the task. Includes minimal description or expression of opinions. Can be understood by the reader, though with effort required.

4 3

Writes in sentences using simple structures and with some grammatical errors. Uses some vocabulary appropriate to the task. Spelling is accurate enough for the meaning to be clear with some effort from the reader.

2 1

Communicates little information relevant to the task with no attempt to extend content. Understanding requires considerable effort from the reader.

2 1

Writes using simple structures with frequent grammatical errors. Uses little vocabulary that is appropriate to the task. Spelling is often inaccurate, making the meaning unclear.

0 Nothing of relevance can be understood by the reader.

0 Writes single words or produces no language.

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Appendix D: Guidance for the production of electronic internal assessment

Structure for evidence

An internal assessment portfolio is a collection of folders and files containing the candidate’s evidence. Folders should be organised in a structured way so that the evidence can be accessed easily by a teacher or moderator. This structure is commonly known as a folder tree. It would be helpful if the location of particular evidence is made clear by naming each file and folder appropriately and by use of an index called ‘Home Page’.

There should be a top level folder detailing the candidate’s centre number, candidate number, surname and forename, together with the code R141, R145, R149, R153 or R157, so that the portfolio is clearly identified as the work of one candidate.

Each candidate produces an assignment for internal assessment. The evidence should be contained within a separate folder within the portfolio. This folder may contain separate files.

Each candidate’s internal assessment portfolio should be stored in a secure area on the centre’s network. Prior to submitting the internal assessment portfolio to OCR, the centre should add a folder to the folder tree containing internal assessment and summary forms.

Data formats for evidence

In order to minimise software and hardware compatibility issues it will be necessary to save candidates’ work using an appropriate file format.

Candidates must use formats appropriate to the evidence that they are providing and appropriate to viewing for assessment and moderation. Open file formats or proprietary formats for which a downloadable reader or player is available are acceptable. Where this is not available, the file format is not acceptable.

Electronic internal assessment is designed to give candidates an opportunity to demonstrate what they know, understand and can do using current technology. Candidates do not gain marks for using more sophisticated formats or for using a range of formats. A candidate who chooses to use only word documents will not be disadvantaged by that choice.

Evidence submitted is likely to be in the form of word processed documents, PowerPoint presentations, digital photos and digital video.

To ensure compatibility, all files submitted must be in the formats listed below. Where new formats become available that might be acceptable, OCR will provide further guidance. OCR advises against changing the file format that the document was originally created in. It is the centre’s responsibility to ensure that the electronic portfolios submitted for moderation are accessible to the moderator and fully represent the evidence available for each candidate.

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Accepted File Formats Movie formats for digital video evidence MPEG (*.mpg) QuickTime movie (*.mov) Macromedia Shockwave (*.aam) Macromedia Shockwave (*.dcr) Flash (*.swf) Windows Media File (*.wmf) MPEG Video Layer 4 (*.mp4) Audio or sound formats MPEG Audio Layer 3 (*.mp3) Graphics formats including photographic evidence JPEG (*.jpg) Graphics file (*.pcx) MS bitmap (*.bmp) GIF images (*.gif) Animation formats Macromedia Flash (*.fla) Structured markup formats XML (*xml) Text formats Comma Separated Values (.csv) PDF (.pdf) Rich text format (.rtf) Text document (.txt) Microsoft Office suite PowerPoint (.ppt) Word (.doc) Excel (.xls) Visio (.vsd) Project (.mpp)

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OCR Asset Languages Level 1 Certificate in French, German ... · OCR Asset Languages Level...

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