Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers
This specification is designed to be taken over two years.
This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.
A-level exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.
All materials are available in English only.
Our A-level exams in French include questions that allow students to demonstrate their ability to:
- draw together their knowledge, skills and understanding from across the full course of study
- provide extended responses.
4.1 Aims
Courses based on this specification should encourage students to:
- enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken
- develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language
- develop their ability to interact effectively with users of the language in speech and in writing, including through online media
- develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence
- engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context
- develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken
- mediate between cultures and between speakers of the language and speakers of English
- foster their ability to learn other languages
- equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment
- develop their capacity for critical and analytical thinking through the language of study
- develop as independent researchers through the language of study.
4.2 Assessment objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all A-level French specifications and all exam boards.
The exams will measure how students have achieved the following assessment objectives.
- AO1: Understand and respond:
- in speech to spoken language including face-to-face interaction
- in writing to spoken language drawn from a variety of sources.
- AO2: Understand and respond:
- in speech to written language drawn from a variety of sources
- in writing to written language drawn from a variety of sources.
- AO3: Manipulate the language accurately, in spoken and written forms, using a range of lexis and structure.
- AO4: Show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of countries/communities where the language is spoken.
Across assessment objectives AO1 and AO2, no more than 10% of the total marks for the qualification may be used for responses in English, including translation into English.
4.2.1 Assessment objective weightings for A-level French
Assessment objectives (AOs) | Component weightings (approx %) | Overall weighting (approx %) |
---|
Paper 1 | Paper 2 | Paper 3 |
---|
AO1 | 12.5 | 0 | 7.5 | 20 |
AO2 | 27.5 | 0 | 2.5 | 30 |
AO3 | 10 | 10 | 10 | 30 |
AO4 | 0 | 10 | 10 | 20 |
Overall weighting of components | 50 | 20 | 30 | 100 |
4.3 Assessment weightings
The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.
Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
---|
Paper 1: Listening, reading and writing | 100 | x2 | 200 |
Paper 2: Writing | 80 | x1 | 80 |
Paper 3: Speaking | 60 | x2 | 120 |
Total scaled mark: | 400 |
4.4 Paper 1: Listening, reading and writing
Duration: 2 hours 30 minutes; total raw mark: 100
Listening and responding
Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.
Questions will target main points, gist and detail and will require either non-verbal responses or responses in French. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.
For one question students will need to summarise in French what they have understood from the passage they have heard and marks will be awarded for the quality of French used. Students must write in full sentences and use their own words as far as possible in this question.
In the remaining questions requiring a response in French, students should give only the information required by the question.
Across the passages for listening, reference will be made to at least two French-speaking countries other than France.
At least one passage will involve more than one speaker. Passages will be studio recorded and recordings provided to schools and colleges. Students will have individual control of the recording.
Reading and responding
Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction and/or material based on literature. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the content may fall outside of these themes and sub-themes.
Questions will target main points, gist and detail and will require either non-verbal responses or responses in French. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.
For one question students will need to summarise in French what they have understood from the stimulus text they have read and marks will be awarded for the quality of French used. Students must write in full sentences and use their own words as far as possible in this question.
For the remaining questions requiring a response in French, students should give only the information required by the question.
Across the stimulus texts for reading, reference will be made to at least two French-speaking countries other than France.
Assessment
In questions requiring a summary, the marks for content (AO1 or AO2) and language (AO3) are awarded independently.
Long summaries will be marked for content (AO1 or AO2) or language (AO3) until the first natural break (usually the end of a sentence or main clause) between 90 and 100 words. Short summaries are not subject to an automatic penalty but in practice are unlikely to include all the required content points and will therefore be self-penalising.
The AO1 or AO2 mark is awarded for content points which contain the required information regardless of whether those points are expressed in the student’s own words, or are partly or wholly lifted from the recording or text. However, no AO1 or AO2 mark will be awarded for a content point where the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the bullet point. Examples of this are in the specimen mark scheme. ‘Lifted’ language will not be eligible for credit when the AO3 mark is awarded.
In comprehension questions with no AO3 marks, where the natural answer to a question consists entirely or partly of words or phrases from the recording or text, students may use that material without rephrasing it. Minor spelling errors which do not distort the meaning will be tolerated. However, the AO1 or AO2 mark will not be awarded for a response in which the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the question set. Examples of this are in the specimen mark scheme.
Translation
Students will translate a passage of at least 100 words from French into English. The content will be based on the themes and sub-themes in this specification.
Students will translate a passage of at least 100 words from English into French. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in French, giving them some of the vocabulary and structures which they will need for the translation.
No dictionaries are allowed in this exam.
4.5 Paper 2: Writing
Duration: 2 hours; total raw mark: 80
Students will answer an essay question in French for each of the two works they have studied (this can be a book and a film, or two books). Students will have a choice of question on each book/film. All questions will be in French and will require a critical and analytical response.
Students will be advised to write approximately 300 words per essay. Everything that students write will be marked; there is no word limit. Students who write the recommended number of words will have access to the full range of marks.
No dictionaries are allowed in this exam.
Access to the books and films is not allowed in this exam.
4.6 Paper 3: Speaking
Duration: 21–23 minutes (including 5 minutes supervised preparation time); total raw mark: 60
The test will be in two parts. Part 1 will be the discussion of one sub-theme from those in this specification, lasting 5–6 minutes, and Part 2 will be the presentation and discussion of the student’s individual research project.
Part one
In Part one, the teacher-examiner gives the student two cards, following the sequencing table provided as part of the assessment material and avoiding the topic of the student’s individual research project. Each card is based on a sub-theme and the two cards are drawn from different themes. The student chooses one of the two cards.
The stimulus card will form the basis for the discussion. The content of each card will be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher-examiner will ask the student the questions during the discussion.
The student must ask the teacher-examiner two questions arising from the material on the card.
To meet the requirement to ask questions, a student must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.
Students may make notes during the 5 minute supervised preparation time and may make reference to these notes during the discussion of the sub-theme. The notes should be stored securely in the centre until results day.
Part two
In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. Examples of the types of question the teacher-examiner will ask during the discussion of the project are included in the AS and A-level French, German and Spanish Instructions for the Conduct of the Examinations at aqa.org.uk
Students will provide in advance on the Candidate Record Form a list of headings to indicate the scope of their research and the sources used. Apart from the names of published sources, any headings must be in English. The teacher may help the student to complete the form. Students must use at least two sources and at least one of them must be an online source. Apart from the two required sources, any remaining sources and/or headings must not exceed 80 words. Sources could be visual, audio or written (in any combination) and must be capable of leading to findings that will form the basis of a 9–10 minute discussion.
Teachers are allowed to:
- provide suggestions for the subject of students’ individual research
- discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the research
- correct the language of the project title where necessary
- give feedback to students on the extent to which their provisional titles will or will not meet the assessment criteria
- suggest sources of reference, including but not limited to websites, books and magazines
- provide support/guidance on research techniques, including how best to manage the storing and assimilation of knowledge and information that has been researched
- provide guidance on planning and timescales, including deadlines or milestones according to which research outcomes can be monitored and checked
- monitor students’ progress according to such deadlines or milestones
- provide general advice on the type of language which students might use in the presentation and discussion.
Teachers must not:
- provide the student with material that they have designed specifically for the student’s project
- download and give the student specific source materials or copied and pasted extracts
- provide specific advice on the language of the student’s presentation and discussion, apart from the language of the project title
- give feedback orally or in writing on any written notes, drafts or preparatory work produced by the student for the presentation or discussion
- give feedback orally or in writing on any oral practice presentation by the student, beyond informing the student if it exceeds 2 minutes.
General advice is defined as guidance which the teacher would include in the teaching and learning of the class and which would apply to all projects. Specific advice is defined as guidance which relates to a particular project and is tailored to an individual student or group of students.
During the presentation and discussion of their research project, students may only have access to their completed Candidate Record Form . No other notes are allowed.
Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.
All assessments will be assessed by an AQA examiner.
A five - week window will be timetable d during April and May. All assessments must be conducted within this period.
Teachers conducting the assessments can open the assessment material up to two working days before the assessment window opens in order to prepare for conducting the tests.
Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments.
The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments.
Access to dictionaries is not allowed at any time during the assessment or preparation time.
For further detail on Paper 3 Speaking, see A-level French, German and Spanish Instructions for Speaking tests and A-level French, German and Spanish: Candidate Record Form.
4.7 Assessment criteria
4.7.1 Paper 1 Summary questions: AO3
Mark | Description |
---|
5 | The language produced is mainly accurate with only occasional minor errors. The student shows a consistently secure grasp of grammar and is able to manipulate complex language accurately where required by the task. |
4 | The language produced is generally accurate, but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex language accurately where required by the task. |
3 | The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex language accurately where required by the task. |
2 | The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex language accurately where required by the task. |
1 | The language produced contains many errors of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex language accurately where required by the task. |
0 | The student produces nothing worthy of credit. |
Paper 2: Writing
Essays on texts and films will be assessed according to the following assessment criteria.
AO3 (20 marks)
Mark | Description |
---|
17–20 | The language produced is mainly accurate with only occasional minor errors. The student shows a consistently secure grasp of grammar and is able to manipulate complex language accurately. The student uses a wide range of vocabulary appropriate to the context and the task. |
13–16 | The language produced is generally accurate, but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex language accurately. The student uses a good range of vocabulary appropriate to the context and the task. |
9–12 | The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex language accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task. |
5–8 | The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex language accurately. The student uses a limited range of vocabulary appropriate to the context and the task. |
1–4 | The language produced contains many errors of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex language accurately. The student uses a very limited range of vocabulary appropriate to the context and the task. |
0 | The student produces nothing worthy of credit. |
AO4 (20 marks)
Mark | Descriptors |
---|
17–20 | Excellent critical and analytical response to the question set. Knowledge of the text or film is consistently accurate and detailed. Opinions, views and conclusions are consistently supported by relevant and appropriate evidence from the text or film. The essay demonstrates excellent evaluation of the issues, themes and the cultural and social contexts of the text or film studied. |
13–16 | Good critical and analytical response to the question set. Knowledge of the text or film is usually accurate and detailed. Opinions, views and conclusions are usually supported by relevant and appropriate evidence from the text or film. The essay demonstrates good evaluation of the issues, themes and the cultural and social contexts of the text or film studied. |
9–12 | Reasonable critical and analytical response to the question set. Knowledge of the text or film is sometimes accurate and detailed. Opinions, views and conclusions are sometimes supported by relevant and appropriate evidence from the text or film. The essay demonstrates reasonable evaluation of the issues, themes and the cultural and social contexts of the text or film studied. |
5–8 | Limited critical and analytical response to the question set. Some knowledge of the text or film is demonstrated. Opinions, views and conclusions are occasionally supported by relevant and appropriate evidence from the text or film. The essay demonstrates limited evaluation of the issues, themes and the cultural and social contexts of the text or film studied. |
1–4 | Very limited critical and analytical response to the question set. A little knowledge of the text or film is demonstrated. Opinions, views and conclusions are rarely supported by relevant and appropriate evidence from the text or film. The essay demonstrates very limited evaluation of the issues, themes and the cultural and social contexts of the text or film studied . |
0 | The student produces nothing worthy of credit in response to the question. |
Paper 3: Speaking
The following assessment criteria will be used.
Discussion of sub-theme
AO1 (5 marks)
Mark | Descriptors |
---|
5 | Delivery is fluent throughout. The ideas and opinions expressed are nearly always developed, independently of prompts. Students give an appropriate response to nearly all unpredictable elements. |
4 | Delivery is mainly fluent. The ideas and opinions expressed are mostly developed, independently of prompts. Students give an appropriate response to most unpredictable elements. |
3 | Delivery is sometimes fluent. The ideas and opinions expressed are sometimes developed, independently of prompts. Students give an appropriate response to some unpredictable elements. |
2 | Delivery is occasionally fluent. The ideas and opinions expressed are occasionally developed, independently of prompts. Students give an appropriate response to a few unpredictable elements. |
1 | Delivery is rarely fluent. The ideas and opinions expressed are rarely developed, independently of prompts. Students give an appropriate response to very few unpredictable elements. |
0 | Nothing in the performance is worthy of a mark. |
Notes
Fluency is defined as delivery at a pace which reflects natural discourse, although not of the level associated with a native speaker. Hesitation and pauses may occur to allow for a word to be found, for a phrase to be formulated or for self-correction and/or repair strategies to be used. The use of self-correction and/or repair strategies will not be penalised.
AO2 (5 marks)
Mark | Descriptors |
---|
5 | Students’ responses show that they have a very good understanding of the material on the card. |
4 | Students’ responses show that they have a good understanding of the material on the card. |
3 | Students’ responses show that they have some understanding of the material on the card. |
2 | Students’ responses show that they have a limited understanding of the material on the card. |
1 | Students’ responses show that they have a very limited understanding of the material on the card. |
0 | Nothing in the performance is worthy of a mark. |
If a student only asks one question, a maximum of 4 marks can be awarded for AO2. If a student asks no questions, a maximum of 3 marks can be awarded for AO2.
Notes
The material on the card is defined as the text containing the target-language heading, any statement of opinion, any factual/statistical information and the printed questions.
AO3 (10 marks)
Mark | Descriptors |
---|
9–10 | A wide range of vocabulary and complex language and a good knowledge of appropriate idiom are demonstrated. Highly accurate application of grammar with occasional minor errors. Pronunciation and intonation are very good. |
7–8 | A good range of vocabulary and complex language and some knowledge of appropriate idiom are demonstrated. Mostly accurate application of grammar with some minor errors. Pronunciation and intonation are good. |
5–6 | Some variety of vocabulary and complex language is demonstrated. Accurate application of grammar is uneven. Pronunciation and intonation are fairly good. |
3–4 | Little variety of vocabulary and structures is demonstrated. Accurate application of grammar is limited. Pronunciation and intonation are mostly intelligible. |
1–2 | Very little variety of vocabulary and structures is demonstrated. Accurate application of grammar is very limited. Pronunciation and intonation are poor. |
0 | Nothing in the performance is worthy of a mark. |
Notes
Pronunciation and intonation are not expected to be of native speaker standard.
Serious errors are defined as those which adversely affect communication.
Idiom refers to a form of expression that is particular to the target language.
AO4 (5 marks)
Mark | Descriptors |
---|
5 | Very good critical and analytical response. Very good knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students consistently select relevant information to support their arguments. They consistently use appropriate evidence to justify their conclusions, demonstrating a very good evaluation of the sub-theme. |
4 | Good critical and analytical response. Good knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students often select relevant information to support their arguments. They often use appropriate evidence to justify their conclusions, demonstrating a good evaluation of the sub-theme. |
3 | Reasonable critical and analytical response. Reasonable knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students sometimes select relevant information to support their arguments. They sometimes use appropriate evidence to justify their conclusions, demonstrating a reasonable evaluation of the sub-theme. |
2 | Limited critical and analytical response. Some knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students occasionally select relevant information to support their arguments. They occasionally use appropriate evidence to justify their conclusions, demonstrating a limited evaluation of the sub-theme. |
1 | Very limited critical and analytical response. A little knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students rarely select relevant information to support their arguments. They rarely use appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of the sub-theme. |
0 | Nothing in the performance is worthy of a mark. |
Further guidance on what we expect for AO4 can be found in the indicative content in the specimen mark scheme.
Research-based topic presentation
The maximum mark available for the presentation is 5.
AO4 (5 marks)
Mark | Descriptors |
---|
5 | Thorough knowledge and understanding of the area of study are evident in the presentation. |
4 | Good knowledge and understanding of the area of study are evident in the presentation. |
3 | Reasonable knowledge and understanding of the area of study are evident in the presentation. |
2 | Limited knowledge and understanding of the area of study are evident in the presentation. |
1 | Very limited knowledge and understanding of the area of study are evident in the presentation. |
0 | Nothing in the presentation is worthy of a mark. |
Research-based topic discussion
The maximum mark available for discussion of the research topic is 30 .
AO1 (10 marks)
Mark | Descriptors |
---|
9–10 | Delivery is fluent throughout. The ideas and opinions expressed are nearly always developed, independently of prompts. Students engage very well in the discussion and give an appropriate response to nearly all questions . |
7–8 | Delivery is mainly fluent. The ideas and opinions expressed are mostly developed, independently of prompts. Students engage well in the discussion and give an appropriate response to most questions . |
5–6 | Delivery is sometimes fluent. The ideas and opinions expressed are sometimes developed, independently of prompts. Students engage reasonably well in the discussion and give an appropriate response to some questions . |
3–4 | Delivery is occasionally fluent. The ideas and opinions expressed are occasionally developed, independently of prompts. Students engage to a limited extent in the discussion and give an appropriate response to a few questions . |
1–2 | Delivery is rarely fluent. The ideas and opinions expressed are rarely developed, independently of prompts. Students engage to a very limited extent in the discussion and give an appropriate response to very few questions . |
0 | Nothing in the performance is worthy of a mark. |
Notes
Fluency is defined as delivery at a pace which reflects natural discourse, although not of the level associated with a native speaker. Hesitation and pauses may occur to allow for a word to be found, for a phrase to be formulated or for self-correction and/or repair strategies to be used. The use of self-correction and/or repair strategies will not be penalised.
AO3 (10 marks)
Mark | Descriptors |
---|
9–10 | A wide range of vocabulary and complex language and a good knowledge of appropriate idiom are demonstrated. Highly accurate application of grammar with occasional minor errors. Pronunciation and intonation are very good. |
7–8 | A good range of vocabulary and complex language and some knowledge of appropriate idiom are demonstrated. Mostly accurate application of grammar with some minor errors. Pronunciation and intonation are good. |
5–6 | Some variety of vocabulary and complex language is demonstrated. Accurate application of grammar is uneven. Pronunciation and intonation are fairly good. |
3–4 | Little variety of vocabulary and structures is demonstrated. Accurate application of grammar is limited. Pronunciation and intonation are mostly intelligible. |
1–2 | Very little variety of vocabulary and structures is demonstrated. Accurate application of grammar is very limited. Pronunciation and intonation are poor. |
0 | Nothing in the performance is worthy of a mark. |
Notes
Pronunciation and intonation are not expected to be of native speaker standard.
Serious errors are defined as those which adversely affect communication.
Idiom refers to a form of expression that is particular to the target language.
AO4 (10 marks)
Mark | Descriptors |
---|
9–10 | Excellent critical and analytical response. From the research carried out, the student has acquired thorough knowledge and understanding of the culture and society relevant to the chosen topic. Students consistently select relevant information to support their arguments. They consistently use appropriate evidence to justify their conclusions, demonstrating an excellent evaluation of their chosen topic. |
7–8 | Good critical and analytical response. From the research carried out, the student has acquired good knowledge and understanding of the culture and society relevant to the chosen topic. Students often select relevant information to support their arguments. They often use appropriate evidence to justify their conclusions, demonstrating a good evaluation of their chosen topic. |
5–6 | Reasonable critical and analytical response. From the research carried out, the student has acquired reasonable knowledge and understanding of the culture and society relevant to the chosen topic. Students sometimes select relevant information to support their arguments. They sometimes use appropriate evidence to justify their conclusions, demonstrating a reasonable evaluation of their chosen topic. |
3–4 | Limited critical and analytical response. From the research carried out, the student has acquired some knowledge and understanding of the culture and society relevant to the chosen topic. Students occasionally select relevant information to support their arguments. They occasionally use appropriate evidence to justify their conclusions, demonstrating a limited evaluation of their chosen topic. |
1–2 | Very limited critical and analytical response. From the research carried out, the student has acquired a little knowledge and understanding of the culture and society relevant to the chosen topic. Students rarely select relevant information to support their arguments. They rarely use appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of their chosen topic. |
0 | The student fails completely to engage with the discussion. |
Assessment of individual research project
Students will provide a two-minute presentation of their chosen research project. This will be followed by a discussion lasting 9–10 minutes.
The presentation will be assessed for AO4 and the discussion for AO1, AO3 and AO4.
The presentation
The presentation should cover some key findings emerging from the research carried out by the student. It will be the quality of these findings rather than their quantity that will determine the mark awarded.
Level | Descriptor |
---|
Thorough knowledge | A presentation that demonstrates that the student has fully understood and assimilated research-based knowledge through the development, in the time available, of key findings. |
Good knowledge | A presentation that demonstrates that the student has mostly understood and assimilated research-based knowledge through the development, in the time available, of key findings. |
Reasonable knowledge | A presentation that demonstrates that the student has understood and assimilated some research-based knowledge through the development, in the time available, of key findings. |
Limited knowledge | A brief outline of key findings with little development and showing little understanding and assimilation of research-based knowledge. |
Very limited knowledge | The briefest outline of key findings with very little development and showing very little understanding and assimilation of research-based knowledge. |
The discussion
The examiner may use points made in the presentation as well as information given on the Candidate Record Form to initiate the discussion.
From there on, the examiner proceeds on the basis of points made in response to questions. Questions can be informed by knowledge of the topic area, or lack of knowledge of the topic area.
The emphasis throughout the discussion will be on eliciting views, opinions, ideas, and reactions from the student which they will be invited to explain, develop further, justify, illustrate, and defend, and where knowledge of the topic area will be paramount in supporting the responses given.
The discussion will focus on key concepts such as importance, impact, value, contribution, significance, as well as on the student’s appreciation of the topic area – its appeal and interest, and the insights the study has brought to the student. This will naturally generate opportunities for the student to analyse, evaluate and draw conclusions on those aspects of the topic area that have been researched.
Level | Descriptor |
---|
Excellent level of performance | - The student will respond readily to all opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.
- Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge.
- Knowledge of the topic under discussion will be used consistently and effectively to support views and opinions.
- Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will consistently be responded to with a confident and effective marshalling of knowledge.
|
Good level of performance | - The student will respond well to most opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.
- Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by some relevant factual knowledge but at times the student may provide information that is not directly relevant to the discussion.
- Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not always be responded to with a confident and effective marshalling of knowledge.
|
Reasonable level of performance | - The student will respond well to some opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.
- Response to questions inviting the student to evaluate critically aspects of what has been researched will not generally be supported by some relevant factual knowledge and the student may provide much information that is not directly relevant to the discussion.
- Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not usually be responded to with a confident and effective marshalling of knowledge.
|
Limited level of performance | - The student may attempt some response to opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion but these will not always be successful.
- The nature of these responses will mean that the discussion largely avoids questions inviting the student to evaluate critically aspects of what has been researched in favour of a more factual line of questioning.
- There will be few if any challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering.
|
Very limited level of performance | - The examiner will be hard pushed to find opportunities to which the student can respond effectively to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.
- Questions will be designed to elicit very simple responses both in terms of language and content and there will be little awareness of linking factual information about the topic under discussion to a broader context.
|