Scheme of assessment
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 2020 and then every May/June for the life of the specification.
All materials are available in English only.
Our A-level exams in Biblical Hebrew include questions that allow students to demonstrate their ability to:
- read and understand a range of literary texts, both prose and poetry, in the original language
- apply analytical and evaluative skills at an appropriate level which show direct engagement with the ancient texts
- apply their critical thinking skills to make an informed personal response to the material studied.
Aims
Courses based on this specification must encourage students to:
- develop an appropriate level of competence in the language studied
- acquire the language skills which enable a student to read literary texts, both prose and poetry, in the original language
- develop an interest in, and enthusiasm for, the literary, historical and cultural features of the ancient world
- acquire the literary skills which enable students to read ancient literature, both prose and poetry, in its original language with appropriate attention to literary techniques, styles and genres
- apply analytical and evaluative skills at an appropriate level which show direct engagement with original texts in the ancient language
- make an informed personal response to the material studied
- begin to develop a sensitive and analytical approach to language generally
- develop research and analytical skills that will empower them to become independent learners.
Assessment objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Biblical Hebrew specifications and all exam boards.
The exams will measure how students have achieved the following assessment objectives.
- AO1: Demonstrate knowledge and understanding of the language.
- AO2: Demonstrate knowledge and understanding of literature.
- AO3: Critically analyse, evaluate and respond to literature.
Assessment objective weightings for A-level Biblical Hebrew
| Assessment objectives (AOs) | Component weightings (approx %) | Overall weighting (approx %) | ||
|---|---|---|---|---|
| Paper 1 | Paper 2 | Paper 3 | ||
| AO1 | 50 | 50 | ||
| AO2 | 11.7 | 11.7 | 23.3 | |
| AO3 | 13.3 | 13.3 | 26.7 | |
| Overall weighting of components | 50 | 25 | 25 | 100 |
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: Translation, Comprehension and Composition | 150 | x1 | 150 |
| Paper 2: Prose Literature | 75 | x1 | 75 |
| Paper 3: Poetry | 75 | x1 | 75 |
| Total scaled mark: | 300 | ||
Paper 1: Translation, comprehension and composition
Duration: 3 hours; total raw mark: 150
This component is designed to enable students to demonstrate their linguistic competence in Biblical Hebrew.
There is no Defined Vocabulary List for this component. Students should build on and develop their range of vocabulary through wider reading of texts during the A-level course. No dictionaries are allowed in this exam.
Unseen prose translation, comprehension and pointing
In Section A, students will translate an unseen passage of Biblical Hebrew prose into English, and respond to comprehension and grammar questions on a second unseen passage of Biblical Hebrew prose. One or two sentences of background information will be given in English as an introduction to the Biblical Hebrew text. Names of people and places in the text will be glossed, as well as words that are either very rare or used unusually, if the meaning cannot be derived from the available text.
Questions will target accurate understanding of the Biblical Hebrew text. Students should be able to translate unprepared passages from Biblical Hebrew into idiomatic English which accurately transfers the meaning of the Biblical Hebrew, while showing an awareness of its morphology and syntax. The split between comprehension and grammar questions will be approximately even.
Students will also be required to point approximately 25 words of Biblical Hebrew prose.
Unseen poetry translation and comprehension
In Section B, students will translate an unseen passage of Biblical Hebrew poetry into English, and respond to comprehension and grammar questions on a second unseen passage of Biblical Hebrew poetry. One or two sentences of background information will be given in English as an introduction to the Biblical Hebrew text. Names of people and places in the text will be glossed, as well as words that are either very rare or used unusually, if the meaning cannot be derived from the available text.
Questions will target accurate understanding of the Biblical Hebrew text. Students should be able to translate unprepared passages from Biblical Hebrew into idiomatic English which accurately transfers the meaning of the Biblical Hebrew, while showing an awareness of its morphology and syntax. The split between comprehension and grammar questions will be approximately even.
Composition
In Section C, students will translate a prose passage, of approximately 100 words in length, from English into Biblical Hebrew. The passage will be based on a suitably ancient text, and may be adapted. The passage will be written primarily in third person narrative prose, with some direct speech. Names of people and places in the text will be provided in pointed Hebrew in a glossary.
Paper 2: Prose literature
Duration: 2 hours; total raw mark: 75
In Sections A and B, students will answer questions to show their understanding and appreciation of Set texts 1 and 2. For each set text, students will translate a passage from the set text into English and answer comprehension and grammar questions, which will target contextual and grammatical understanding of the text.
For each set text, students will answer a 15-mark question analysing literary style, characterisation, argument and literary meaning. Students will be asked to refer both to the content and to the language of the passage.
In Section C, students will write an essay which draws upon material from Set text 2 and the material read in translation. Students will need to select relevant examples from the set text and draw and express conclusions based on the selected examples in relation to the question posed. The question will require a critical and analytical response.
Students will be advised to write approximately 300 words for each 15-mark question, and approximately 500 words for the essay question. 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 set texts is not allowed in this exam, except for those extracts quoted within the exam paper.
Paper 3: Poetry
Duration: 2 hours; total raw mark: 75
In Sections A and B, students will answer questions to show their understanding and appreciation of Set texts 3 and 4. For each set text, students will translate a passage from the set text into English and answer comprehension and grammar questions, which will target contextual and grammatical understanding of the text.
For each set text, students will answer a 15-mark question analysing literary style, characterisation, argument and literary meaning. Students will be asked to refer both to the content and to the language of the passage.
In Section C, students will write an essay which draws upon material from Set text 4 and the material read in translation. Students will need to select relevant examples from the set text and draw and express conclusions based on the selected examples in relation to the question posed. The question will require a critical and analytical response.
Students will be advised to write approximately 300 words for each 15-mark question, and approximately 500 words for the essay question. 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 set texts is not allowed in this exam, except for those extracts quoted within the exam paper.
Assessment Criteria
Paper 1: Translation questions (AO1)
Translation passages will be divided into sections, each worth 5 marks.
The general principle in assessing each section will be the proportion (out of 5) of sense achieved.
| Marks | Description |
|---|---|
| 5 | Accurate translation with one slight error allowed |
| 4 | Mostly correct |
| 3 | More than half right |
| 2 | Less than half right |
| 1 | Little recognisable relation or meaning to the Biblical Hebrew |
| 0 | No response or no response worthy of credit |
Paper 1: Pointing question (AO1)
The number of pointing errors will be added up and marks awarded according to the grid below.
Each separate vowel or point will be included in the count, as follows:
1. An incorrect vowel = one error
2. A vowel on a letter which should be unpointed = one error
3. A missing vowel or dagesh = one error
4. A dagesh in a letter which should not have one = one error
| Marks | Description |
|---|---|
| 5 | 1–5 errors |
| 4 | 6–10 errors |
| 3 | 11–20 errors |
| 2 | 21–30 errors |
| 1 | 31–45 errors |
| 0 | more than 45 errors |
Paper 1: Composition question (AO1)
The composition passage will be divided into nine sections, each worth 5 marks. Additional marks to a maximum of 5 will be awarded for individual instances of idiomatic and stylish Biblical Hebrew writing.
The general principle in assessing each section will be the proportion (out of 5) of sense achieved.
For each of the nine phrases, the examiner will start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that mark. The descriptor for the mark indicates the different qualities that might be seen in the student’s answer for that mark.
If the answer covers different aspects of different levels of the mark scheme (eg pointing correct but grammatical errors present, or no grammatical errors but spelling errors) examiners will use a best fit approach for defining the marks. An answer with no attempt at pointing cannot gain more than 2 marks for the phrase.
| Marks | Grammar | Spelling and pointing |
|---|---|---|
| 5 | Accurate translation with one slight grammatical error allowed | Spelling all correct, pointing 75% or more correct |
| 4 | Mostly correct | One or two minor spelling errors, pointing 50% or more correct |
| 3 | More than half right | Minor spelling errors, any attempt at pointing |
| 2 | Less than half right | Spelling errors, no pointing present |
| 1 | Little recognisable relation or meaning to the Biblical Hebrew | Spelling errors, no pointing present |
Papers 2 and 3: Translation questions (AO2)
Translation passages will be divided into sections, each worth 5 marks.
The general principle in assessing each section will be the proportion (out of 5) of sense achieved.| Marks | Description |
|---|---|
| 5 | Accurate translation with one slight error allowed |
| 4 | Mostly correct |
| 3 | More than half right |
| 2 | Less than half right |
| 1 | Little recognisable relation or meaning to the Biblical Hebrew |
| 0 | No response or no response worthy of credit |
Papers 2 and 3: 15 mark questions (AO3)
This question focuses on students’ ability to select relevant examples of content and language from the passage and to structure an answer around these examples to express relevant points. Therefore students will be assessed on the quality of the points made and the range and quality of the examples they have selected from the passage.
Examiners will use a best fit approach to the marking grid. Where there are both strengths and weaknesses in a particular response, examiners will carefully consider which level is the best fit for the performance overall.
15-mark grid for the extended response question.
AO3 = 15 marks = critically analyse, evaluate and respond to literature.
| Level | Marks | Characteristics of performance |
|---|---|---|
| 5 | 13–15 |
Very good engagement with the question. Expresses a range of perceptive points, with very good development, leading to convincing conclusions, based on a range of well selected, accurate and precise examples from the passage. The response is logically structured, with a well-developed, sustained and coherent line of reasoning. |
| 4 | 10–12 |
Good engagement with the question. Expresses a range of relevant points, with good development, leading to sound conclusions, based on well selected, accurate examples from the passage. The response is logically structured, with a well-developed and clear line of reasoning. |
| 3 | 7–9 |
Some engagement with the question. Expresses reasonable points, with some development, leading to tenable conclusions, based on a selection of some accurate examples from the passage. The response presents a line of reasoning which is mostly relevant and has some structure. |
| 2 | 4–6 |
Limited engagement with the question. Expresses limited points, with little development, leading to a weak conclusion, which is occasionally supported by examples from the passage. The response presents a line of reasoning but may lack structure. |
| 1 | 1–3 |
Very limited engagement with the question. Expresses points which are of little relevance and supported with little evidence from the passage. The information is communicated in an unstructured way. |
0 = No response or no response worthy of credit.
Papers 2 and 3: Essay questions (AO2 and AO3)
Two Assessment Objectives are being assessed in the Section C essay question – AO2 (Demonstrate knowledge and understanding of literature) and AO3 (Critically analyse, evaluate and respond to literature). The two Assessment Objectives are equally weighted.
Examiners will use a best fit approach to the marking grid. Where there are both strengths and weaknesses in a particular response, particularly imbalanced responses in terms of the assessment objectives, examiners will carefully consider which level is the best fit for the performance overall. For example, you should not be able to achieve a mark of 14 made up of AO2 = 11 and AO3 = 3.
Responses are credited for AO2 for the detail and accuracy of the knowledge of the set text they deploy and for their understanding of the set text as well as the social, historic and cultural context for the set text.
Responses are credited for AO3 for how well the response addresses the question, for students selecting relevant examples from the set texts they have studied and drawing and expressing conclusions based on the selected examples in relation to the question posed. Students will be assessed on the quality of the conclusions and points they argue and the range and quality of the examples they have selected.
20-mark grid for the extended response question.
AO2 = 10 marks = demonstrate knowledge and understanding of literature.
AO3 = 10 marks = critically analyse, evaluate and respond to literature.
| Level | Marks | Characteristics of performance |
|---|---|---|
| 5 | 17–20 |
Very detailed knowledge and a thorough understanding of the material studied including, where appropriate, the social, cultural and historic context (AO2). An excellent response to the question containing a wide range of relevant points, which are very well-supported by examples selected with precision from the material studied, leading to cogent conclusions (AO3). The response is logically structured, with a well-developed, sustained and coherent line of reasoning. |
| 4 | 13–16 |
Detailed knowledge and a sound understanding of the material studied including, where appropriate, the social, cultural and historic context (AO2). A good response to the question containing a range of relevant points, which are well-supported by examples from the material studied, leading to appropriate conclusions (AO3). The response is logically structured, with a well-developed and clear line of reasoning. |
| 3 | 9–12 |
Some knowledge and understanding of the material studied including, where appropriate, the social, cultural and historic context (AO2). Reasonable response to the question containing some relevant points, which are generally supported by examples from the material studied, leading to tenable conclusions (AO3). The response presents a line of reasoning which is mostly relevant and has some structure. |
| 2 | 5–8 |
A limited knowledge and understanding of the material studied including, where appropriate, the social, cultural and historic context (AO2). A limited response to the question containing some points, which may be narrow in scope, which are occasionally supported by examples from the material studied or are unsupported assertions, leading to a limited conclusion (AO3). The response presents a line of reasoning but may lack structure. |
| 1 | 1–4 |
Very limited knowledge and understanding of the material studied including, where appropriate, the social, cultural and historic context (AO2). Little or no engagement with the question and any points made are of little or no relevance (AO3). The information is communicated in an unstructured way. |
0 = no response or no response worth of credit.
