GCSE Panjabi Specification Specification for teaching in 2017
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Find past papers and mark schemes, and sample 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.
GCSE exams and certification for this specification are available for the first time in May/June 2019 and then every May/June for the life of the specification.
All materials are available in English only.
Our GCSE exams in Panjabi include questions that allow students to demonstrate their ability to:
Courses based on this specification must encourage students to:
Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Panjabi specifications and all exam boards.
The exams will measure how students have achieved the following assessment objectives.
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.
Students may be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.
25% of the marks
Foundation Tier 40 marks; 35 minutes (including 5 minutes' reading time)
Higher Tier 50 marks; 45 minutes (including 5 minutes' reading time)
In Section A, students’ understanding of spoken language will be tested by a range of question types in English, requiring non-verbal responses or responses in English. In Section B, students’ comprehension will be tested by a range of question types in Panjabi, requiring non-verbal responses or responses in Panjabi. The tests will contain some items which are common to both tiers.
The responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors in the quality of language used.
The test at both tiers will consist of a variety of short and longer spoken pieces of language, involving some more complex language later in the test, which will not place an undue burden on memory at any time.
Students will be required to identify the overall message, key points, details and opinions from items such as announcements, short conversations, instructions, news bulletins and telephone messages, together with some material which will be longer and will include reference to the relationship between past, present and future events. These items will include authentic sources, suitably adapted and abridged. They will also be required to deduce meaning from more abstract material, including short narratives. They will hear more extended spoken text where they will recognise and respond to key information, themes and ideas by answering questions, extracting information and evaluating and drawing conclusions.
Students may be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.
25% of the marks
A window of up to five weeks will be timetabled for the test, during which schools/colleges will be free to test their students at any time. The window will be timetabled to run in April and May. The teacher may open the speaking test materials up to three working days in advance of the first day of the specified test period in order to prepare for conducting the tests. The Teacher’s booklet will contain a Speaking test sequence chart which will show which Role-play and Photo card each student must be allocated and which themes will be covered in the general conversation part of the test.
Detailed instructions for the teacher will be issued prior to the test period. Online training will also be available to ensure teachers are wholly familiar with the requirements and format of the tests.
The confidentiality of the test materials must be strictly maintained prior to and during the period of the tests.
Access to dictionaries is not permitted at any time during the test or the supervised preparation time.
Instructions for the test are in English. All questions are in Panjabi.
Students will be allowed to make notes, on an Additional answer sheet , during their supervised preparation time and take them into the exam room to use during the test. There is no restriction on the number of words or the material (eg conjugated verbs) which the notes may contain. They must hand the notes in to the teacher-examiner immediately before the general conversation part of the test. The notes must be stored under secure conditions until results day, after which they must be disposed of.
The test is conducted and audio-recorded by the teacher and marked by an AQA examiner.
60 marks
Foundation Tier: students will attend one session of 7–9 minutes (and supervised preparation time of 12 minutes).
Higher Tier: students will attend one session of 10–12 minutes (and supervised preparation time of 12 minutes).
The format of the test will be the same for each tier and will consist of three parts.
Based on a stimulus card, to be prepared by the student immediately before the test during their preparation time. Students will carry out one role-playing situation (approximately two minutes at Foundation Tier and two minutes at Higher Tier).
The Role-play card will allow students to answer questions and convey information, using and adapting language for new purposes. Students will respond to unexpected questions and use repair strategies to sustain communication. They will also ask a question.
Based on a stimulus card, to be prepared by the student immediately before the test in the supervised preparation time. Students will discuss one Photo card (approximately two minutes at Foundation Tier and three minutes at Higher Tier). Teachers will ask five prescribed questions based on the Photo card. Three of these five questions will be printed on the student’s card.
The teacher will conduct a conversation based on the two themes which have not been covered on the Photo card (between three and five minutes at Foundation Tier and five and seven at Higher Tier). A similar amount of time should be spent on each theme. The student will choose the first theme; the second theme is the remaining theme which has not been covered in the Photo card part of the test. This ensures that aspects of all three themes are covered in the Speaking test.
The general conversation allows the student to take part in a conversation, asking and answering questions and exchanging opinions. The student will also convey information and narrate events coherently and confidently and use and adapt language for new purposes. They will be able to speak spontaneously, responding to unexpected questions, points of view or situations and sustain communication by using repair strategies. They will initiate and develop conversations and discussion to produce extended sequences of speech. They will make creative and more complex use of language, as appropriate, to express and justify their own thoughts and points of view.
All three parts of the test will allow students to demonstrate appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events. They will also allow students to use accurate pronunciation and intonation so as to be understood by a native speaker.
See the Speaking test assessment criteria.
Students may be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.
25% of the marks
Foundation Tier 60 marks; 45 minutes
Higher Tier 60 marks; 1 hour
In Section A, students’ understanding of written language will be tested by a range of question types in English, requiring non-verbal responses or responses in English. In Section B, students’ comprehension will be tested by a range of question types in Panjabi, requiring non-verbal responses or responses in Panjabi. In Section C, there will be a translation from Panjabi into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier). The tests will contain some items which are common to both tiers.
Responses will be assessed according to a detailed mark scheme. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors in the quality of language used.
The test will consist of a variety of short and longer written texts, involving some more complex language later in the test. Students will be required to identify the overall message, key points, details and opinions from items such as instructions, public notices and advertisements, together with some material which will be longer, such as extracts from brochures, guides, letters, newspapers, magazines, literary texts, email and websites. These will include reference to the relationship between past, present and future events. These items will include authentic sources, suitably adapted and abridged. Literary texts will include a mix of contemporary and historical sources.
Students will also be required to deduce meaning from a variety of written texts, including some unfamiliar language and short narratives. They will be presented with longer texts where they will be required to recognise and respond to key information, themes and ideas. They will demonstrate understanding by being able to scan for particular information, organise and present relevant details. They will draw inferences and recognise implicit meaning.
Students may be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.
25% of the marks
50 marks; 1 hour
Students are required to write in Panjabi.
A message which demonstrates students’ ability to write short sentences using familiar language in a familiar context.
A short passage which demonstrates students’ ability to write a short text, using simple sentences and familiar language accurately, to convey meaning and exchange information. Students are expected to write approximately 40 words but, provided the tasks set are completed , the number of words is not important.
A translation from English into Panjabi, requiring a minimum of 35 words. This demonstrates students’ ability to convey key messages accurately and to apply grammatical knowledge of language and structures.
A structured writing task which demonstrates students’ ability to produce clear and coherent text of extended length, to present facts and express ideas and opinions. They also make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. They are required to manipulate the language, using and adapting a variety of structures and vocabulary, using appropriate style and register. The requirement to use formal or informal address will vary year on year.
Students are expected to write approximately 90 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 4.1 or 4.2. This question is common to Higher Tier Question 1.
60 marks; 1 hour 15 minutes
Students are required to write in Panjabi.
A structured writing task which demonstrates students’ ability to produce clear and coherent text of extended length, to present facts and express ideas and opinions. They also make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. They are required to manipulate the language, using and adapting a variety of structures and vocabulary, using appropriate style and register. The requirement to use formal or informal address will vary year on year.
Students are expected to write approximately 90 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 1.1 or 1.2. This question is common to Foundation Tier Question 4.
An open-ended writing task which demonstrates their ability to make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince. They should use appropriate style and register. The requirement to use formal or informal address will vary year on year.
Students are expected to write approximately 150 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 2.1 or 2.2.
A translation from English into Panjabi, requiring a minimum of 50 words. This demonstrates students’ ability to convey key messages accurately and to apply grammatical knowledge of language and structures.
See the Writing test assessment criteria.
See the mark scheme published each year for details of how marks are awarded for this question paper.
Marks will be allocated in the following way at both Foundation and Higher Tier:
There are five tasks for the Role-play, each of which will be awarded up to 2 marks for communication. There will then be an overall assessment of the student’s knowledge and use of language in the Role-play. Up to 5 marks will be available for this assessment.
For each task:
Notes
(a) Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, they should be awarded the same mark as if they had understood it originally.
(b) Where students are required to give two responses or details in one task, failure to convey an unambiguous message in reply to one of them means that the message is partially conveyed and one mark is awarded.
(c) The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain how much detail the student is expected to give per task. However, some students may still go beyond the minimum requirement of the task. When this happens, as soon as the task is accomplished, any further incorrect information given by the student is ignored for assessment purposes, for both communication and for knowledge and use of language.
For the Role-play overall:
The student’s responses to the five questions are assessed for communication only, as specified in the criteria below.
Notes
(a) At least one question on each Photo card asks students to give and explain an opinion.
(b) Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, they should be awarded the same mark as if they had understood it originally.
The general conversation is based on the two themes not covered in the Photo card. At Foundation Tier, the conversation should last between three and five minutes. It is assessed for communication, range and accuracy of language, pronunciation and intonation and spontaneity and fluency, as specified in the criteria below.
A zero score for communication means that the mark in the other three categories must also be zero but, apart from that, the communication mark does not limit the marks in the other categories.
There are five tasks for the Role-play, each of which will be awarded up to 2 marks for communication. There will then be an overall assessment of the student’s knowledge and use of language in the Role-play. Up to 5 marks will be available for this assessment.
For each task:
Notes
(a) Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, they should be awarded the same mark as if they had understood it originally.
(b) Where students are required to give two responses or details in one task, failure to convey an unambiguous message in reply to one of them means that the message is partially conveyed and one mark is awarded.
(c) The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain how much detail the student is expected to give per task. However, some students may still go beyond the minimum requirement of the task. When this happens, as soon as the task is accomplished, any further incorrect information given by the student is ignored for assessment purposes, for both communication and for knowledge and use of language.
For the Role-play overall:
The student’s responses to the five questions are assessed for communication only, as specified in the criteria below.
Notes
(a) At least one question on each Photo card asks students to give and explain an opinion.
(b) Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, they should be awarded the same mark as if they had understood it originally.
The general conversation is based on the two themes not covered in the Photo card. At Higher Tier, the conversation should last between five and seven minutes. It is assessed for communication, range and accuracy of language, pronunciation and intonation and spontaneity and fluency, as specified in the criteria below.
A zero score for communication means that the mark in the other three categories must also be zero but, apart from that, the communication mark does not limit the marks in the other categories.
See the mark scheme published each year for details of how marks are awarded for this question paper.
Marks will be allocated in the following way at Foundation Tier:
Students are required to write four sentences. Each sentence is marked according to the following criteria.
There are four compulsory bullet points, assessed for content (10 marks) and quality of language (6 marks), as specified in the criteria below. The student is expected to produce approximately 40 words over the whole question. The number of words is approximate; examiners will mark all work produced by the student.
The translation is assessed for conveying key messages (5 marks) and application of grammatical knowledge of language and structures (5 marks), as specified in the criteria below. When awarding the marks, the student’s response across all five sentences should be considered as a whole.
There are four compulsory bullet points, assessed for content (10 marks) and quality of language (6 marks), as specified in the criteria below. The student is expected to produce approximately 90 words over the whole question. The number of words expected is approximate; examiners will mark all work produced by the student.
Marks will be allocated in the following way at Higher Tier:
There are four compulsory bullet points, assessed for content (10 marks) and quality of language (6 marks), as specified in the criteria below. The student is expected to produce approximately 90 words over the whole question. The number of words expected is approximate; examiners will mark all work produced by the student.
There are two compulsory bullet points, assessed for content (15 marks), range of language (12 marks) and accuracy (5 marks), as specified in the criteria below. The student is expected to produce approximately 150 words over the whole question. The number of words expected is approximate; examiners will mark all work produced by the student.
The translation is assessed for conveying key messages (6 marks) and application of grammatical knowledge of language and structures (6 marks), as specified in the criteria below. When awarding the marks the student’s response across the passage will be considered as a whole.