ocr french specification.pdf

7/27/2019 ocr french specification.pdf

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AS/A Level GCE

Modern Foreign LanguagesOCR Advanced Subsidiary GCE in French H075

OCR Advanced Subsidiary GCE in German H076

OCR Advanced Subsidiary GCE in Spanish H077

OCR Advanced GCE in French H475

OCR Advanced GCE in German H476

OCR Advanced GCE in Spanish H477

n


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n

Contents

1 About these Qual if ications 41.1 The Two-Unit AS 41.2 The Four-Unit Advanced GCE 51.3 Qualification Titles and Levels 51.4 Aims 51.5 Prior Learning/Attainment 6

2 Summary of Content 72.1 AS Units 72.2 A2 Units 9

3 Unit Content 113.1 AS Unit 1: Speaking(French F701/German F711/Spanish F721) 113.2 AS Unit 2: Listening, Reading and Writing 1(French F702/German F712/Spanish F722) 113.3 A2 Unit 3: Speaking (French F703/German F713/Spanish F723) 123.4 A2 Unit 4: Listening, Reading and Writing 2 (French F704/German F714/Spanish F724) 12

4 Schemes of Assessment 13


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6.2 Progression from these Qualifications 246.3 Key Skills Mapping 246.4 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues 256.5 Sustainable Development, Health and Safety Considerations and European Developments 256.6 Avoidance of Bias 256.7 Language 256.8 Performance Descriptions 256.9 Disability Discrimination Act Information Relating to these Specifications 26

Appendix A: Performance Descr ip tions 27

Appendix B: Detai ls of Units at AS and at A Level 32

Appendix C: Content 36

Appendix D: Assessment Cri ter ia (Marking Grids) 52Vertical black lines indicate a significant change to the previous printed version.


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1 About these Qualifications

This booklet contains OCRs Advanced Subsidiary GCE and Advanced GCE specifications inFrench, German and Spanish for teaching from September 2013.

OCR has developed this specification in response to the national subject criteria published by the

QCA in 2006. It incorporates aspects of the previously successful specification and features:

a compact four-unit structure, reducing the examination burden on candidates and teachers;

an updated list of topics for study;

the opportunity to study the topics from a variety of traditional and new media from books,newspapers and magazines, literary texts and film;

the opportunity to demonstrate knowledge of the topics in listening, reading, speaking and

writing;

greater stretch and challenge for the most able candidates.

The national subject criteria stipulate that there should no longer be any internally assessed units,and that a candidates knowledge and understanding of the target language society should no

longer be assessed as a separate element.


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1.2 The Four-Unit Advanced GCE

From September 2013 the Advanced GCE is made up of twomandatory units at AS and two

further mandatory units at A2. These A2 units are also externally assessed.

Unit 3is the speaking test, with the discussion of an article in the target language and topic

discussion. It represents 15% of the marks for A Level.

Unit 4is a written paper, testing the other three skills, with a variety of tasks involving

comprehension and manipulation of language as well as an extended essay. It represents 35% ofthe marks for A Level.

For full information about the units, see Appendix B.

1.3 Qualification Titles and Levels

These qualifications are shown on a certificate as:

OCR Advanced Subsidiary GCE in French, German or Spanish.

OCR Advanced GCE in French German or Spanish


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and in addition, at A Level, to:

provide a sufficient basis for the further study of languages at degree level or equivalent.

1.5 Prior Learning/Attainment

It is recommended that students beginning to study French/German/Spanish at AS and A Level

should have the knowledge, understanding and skills equivalent to those for GCSE at Higher tier in

the language.


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2 Summary of Content

2.1 AS Units

Unit 1: Speaking(French F701/German F711/Spanish F721)

Unit 2: Listening, Reading and Writing 1(French F702/German F712/Spanish F722)

2.1.1 Knowledge, Understanding and Skills

AS candidates will be required to:

listen and respond to a variety of spoken sources, including authentic sources;

read and respond to a variety of written texts, including authentic sources, covering differentcontexts, registers, styles and genres;

adapt their spoken and written language appropriately for different situations and purposes;

use the language accurately to express facts and ideas and to present explanations, opinionsand information in both speech and writing;


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Leisure and entertainment sub-topics

Sport (including national sporting concerns and traditions)

Tourism and related themes: tourism as a changing phenomenon; tourism and theenvironment

Leisure activities: aspects of cultural life, e.g. f ilm, theatre; the arts as part of leisure time.

Communication and media sub-topics

Communication technology: patterns and changes to communication in daily life

Media, e.g. written press; radio; television (roles and influences).

Education and training sub-topics

School and school life: individual experiences; local and national concerns

Work and training: individual experiences; school to work preparation, transition andaspirations.

2.1.3 Grammar

Th ti l t t f t d t AS h b d t ti l l l b t QCA ll


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2.2 A2 Units

Unit 3: Speaking(French F703/German F713/Spanish F723)

Unit 4: Listening, Reading and Writing 2(French F704/German F714/Spanish F724)

2.2.1 Knowledge, Understanding and Skills

In addition to the requirements for the AS units, A Level candidates will be required to:

use the language to present viewpoints, develop arguments, analyse and evaluate in speechand writing;

transfer meaning from the modern foreign language into English, Welsh or Irish;

understand and apply the grammatical system and a range of structures as detailed in the ALevel specification;

study aspects of the contemporary society, cultural background and heritage of one or more ofthe countries or communities whose language is being studied.

2.2.2 Language Topic Areas


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Science and technology: impact and issues sub-topics

Medical progress: development and change impacts on health care, lifestyles, ethics andbeliefs

Scientific advances: change and innovation impacts and issues on society, knowledge,education

Technological developments: change and development impacts on lifestyles, habits, workand education.

Culture sub-topics

Literature and the arts: trends, changes, influences and impacts on individuals and society

Political issues: changes at local and national level; impacts on the individual and society

Heritage and history: influence and impacts of heritage (including colonial heritage) and

historical events (national and international) on contemporary society.

2.2.3 Grammar

The grammatical content for study at A Level has been agreed at a national level between QCA, all

awarding bodies and professional teacher associations.


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3 Unit Content

3.1 AS Unit 1: Speaking(French F701/German F711/Spanish F721)

The tasks are based on topics listed in the AS topic areas.

Section A: Role-play

Using French, German or Spanish, candidatesshould be able to:

explain the English stimulus material;

understand and respond to the examiner.

Section B: Topic discussion

Using French, German or Spanish, candidatesshould be able to:

discuss a topic in detail, explaining facts andideas and justifying points of view.

3 2 AS U it 2 Li t i R di d W iti 1


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3.3 A2 Unit 3: Speaking

(French F703/German F713/Spanish F723)

The task in Section A is based on topics listed in the AS and A2 topic areas.

The task in Section B is based on topics listed in the A2 topic areas.

Section A: Discussion of article

Using French, German or Spanish, candidates

should be able to:

understand and respond to the French,German or Spanish stimulus article;

understand and respond to the examiner;

discuss ideas presented in the stimulusarticle.

Section B: Topic discussion

Using French, German or Spanish, candidates

should be able to:

discuss one or two sub-topics from either thesame or different A2 topic areas, presenting

and analysing the ideas, developing andjustifying points of view.


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4 Schemes of Assessment

4.1 AS GCE Scheme of Assessment

For full details of the marking grids for the assessment criteria at AS and A Level, see Appendix D.

AS GCE Modern Foreign Languages ( French H075/German H076/Spanish H077)

AS Unit 1: Speaking(French F701/German F711/Spanish F721)

30% of the total AS GCE marks15 min speaking test60 marks

This test has twosections:

Section A: Role-play (30 marks) 5 to 6 minutes

This is a transactional task set within a business or domestic

context. Situations require candidates to seek information and

give practical advice, for example to a visitor.

Candidates study an English stimulus of no more than 150words before the test begins. Preparation time is 20 minutes.Candidates are allowed to make notes on the sheet.

During the task, candidates convey the facts and discuss theideas given in the stimulus material with the examiner in French,

German or Spanish.

C did t d U f Sti l R t th


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AS Unit 2: Listening, Reading and Writing 1(French F702/German F712/Spanish F722)

70% of the total AS GCE marks2 h 30 min written paper

140 marks

This paper has twosections:

Section A: Listening and writ ing (55 marks)Recommended time for this section: 1 hour

Candidates listen to threerecorded texts (up to 5 minutes in

total).

Some tasks require non-verbal responses* and some requireanswers in English.

Listening comprehension is assessed on a point-by-point markscheme.

There is also a transfer of meaning task from English intoFrench, German or Spanish related to the third listening text.

For this task candidates are assessed on Communication and

Quality of Language (Accuracy) (Grid H.1; C. 2).

Section B: Reading and wri ting (85 marks)Recommended time for this section: 1 hour 30 min

Candidates read threetexts and respond to a variety of tasks: text 1 non-verbal responses*;

text 2 short responses in French, German or Spanish;

text 3 summary answer and extended writing task in

French, German or Spanish.

For tasks related to text 1, reading comprehension is assessedon a point-by-point mark scheme; for tasks related to text 2,

di h i i d i t b i t k


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4.2 Advanced GCE Scheme of Assessment

Advanced GCE Modern Foreign Languages (French H475/German H476/Spanish H477)

AS units as above, Unit 1 being 15% of the total Advanced GCE marks and Unit 2 being 35% ofthe Advanced GCE marks.

A2 Unit 3: Speaking (French F703/German F713/Spanish F723)

15% of the total Advanced GCE

marks15 min speaking test60 marks

This test has twosections:

Section A: Discussion of article (30 marks) 5 to 6 minutes

Candidates study a French, German or Spanish stimulus textbefore the test begins. This stimulus may be taken from a

newspaper or magazine. The total length of the text will not

exceed 250 words, and the subject matter is taken from the listfor AS and A2 topic areas.

During the test, candidates talk in French, German or Spanish tothe examiner about material in the text.

Candidates are assessed on Understanding of and Response tothe Text, Understanding of and Response to the Examiner, as

well as Quality of Language (Accuracy & Range) (Grids K; L;

C.1; F.1).


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A2 Unit 4: Listening, Reading and Writing 2 (French F704/German F714/Spanish F724)

35% of the total Advanced GCEmarks

2 h 45 min written paper

140 marks

This paper has threesections:

Section A: Listening and writ ing (35 marks)

Recommended time for this section: 30 min

Candidates listen to tworecorded texts lasting up to 6 minutes

in all.

They respond to the first text in English and to the second inFrench, German or Spanish.

Listening comprehension is assessed on a point-to-point mark

scheme. Candidates are also assessed on Quality of Language

(Accuracy) (Grid C.1).

Section B: Reading and wri ting (60 marks)Recommended time for this section: 1 hour

Candidates read twotexts.

Some tasks require non-verbal responses*, and some requireanswers in French, German or Spanish with manipulation of the

language. In these tasks reading comprehension is assessed on

a point-by-point mark scheme and on Quality of Language(Accuracy) (Grid C.1).

There is a transfer of meaning task from French, German orSpanish into English.

Note:In this task requiring an extended piece of writing in

English, Quality of Written Communication Strand (i)(legibility,

spelling, grammar and punctuation) is assessed as part of the

T f f M i (G id H 2)


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4.3 Unit Order

The normal order in which the unit assessments could be taken is AS Units 1 and 2 in the first yearof study, leading to an AS GCE award, then A2 Units 3 and 4 leading to the Advanced GCE award.

However, the unit assessments may be taken in any order.

Alternatively, candidates may take a valid combination of unit assessments at the end of their AS

GCE or Advanced GCE course in a linear fashion.

4.4 Component Options (at AS/A2)

There are three component options in Unit 1 (AS Speaking) and Unit 3 (A2 Speaking) in GCEFrench, German or Spanish.

Centres may choose that the test be:

either

d t d b th t h d t f t t E t l E i i t d b


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4.6 Assessment Availability

There is oneexamination series each year in June.

From 2014, both AS units and A2 units will be assessed in June only.

4.7 Assessment Objectives

Candidates are expected to demonstrate the following in the context of the content described:

AO1 Understand and respond, in speech and writing, to spoken language.

AO2 Understand and respond, in speech and writing, to written language.

AO3 Show knowledge of, and apply accurately, the grammar and syntax prescribed in thespecification.


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AO weightings in AS GCE

Unit % of AS GCE

TotalAO1 AO2 AO3

AS Unit 1: Speaking


17.5 7.5 5 30%

AS Unit 2: Listening, Reading and Writing 1


17.5 32.5 20 70%

35% 40% 25% 100%

AO weightings in Advanced GCE

Unit % of Advanced GCETotal

AO1 AO2 AO3

AS Unit 1: Speaking


8.75 3.75 2.5 15%

AS Unit 2: Listening, Reading and Writing 1


8.75 16.25 10 35%

A2 Unit 3: Speaking

(French F703/German F713/Spanish F723)7.5 2.5 5 15%

A2 Unit 4: Listening, Reading and Writing 2

7 5 20 7 5 35%


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5 Technical Information

5.1 Making Unit Entries

Please note that centres must be registered with OCR in order to make any entries, including

estimated entries. It is recommended that centres apply to OCR to become a registered centre well

in advance of making their first entries. Centres must have made an entry for a unit in order forOCR to supply the appropriate forms. It is essential that unit entry codes (the four-figure alpha-

numeric codes given in brackets at the end of the unit title) are quoted in all correspondence withOCR. See Sections 4.1 and 4.2 for these unit entry codes.

5.2 Making Qualification Entries

Candidates must enter for qualification certification separately from unit assessment(s). If acertification entry is notmade, no overall grade can be awarded.

Candidates may enter for:


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OCR converts the candidates rawmark for each unit to a uniformmark. The maximum uniform

mark for any unit depends on that units weighting in the specification. In French, German orSpanish the two units of the AS specification have UMS weightings of 30% and 70%, and the four

units of the A Level specification have UMS weightings of 15%, 35%, 15% and 35% respectively.

The maximum uniform mark total available for the AS units is 200, and for the A2 units 200. Eachunits raw mark grade boundary equates to the uniform mark boundary at the same grade.

Intermediate marks are converted on a pro-rata basis.

Uniformmarks correspond to unitgrades as follows:

(Advanced GCE)

Unit Weighting

Maximum Unit

Uniform Mark

Unit Grade

ua b c d e35% 140 140112 11198 9784 8370 6956 550

15% 60 6048 4742 4136 3530 2924 230

OCR adds together the unit uniformmarks and compares these to pre-set boundaries (see the

table below) to arrive at qualificationgrades.

Qualification Qualification Grade

A B C D E U

AS GCE 200160 159140 139120 119100 9980 790

1590Advanced GCE 400320 319280 279240 239200 199160

Candidates achieving at least 320 UMS marks in their Advanced GCE, ie grade A, and who also

gain at least 180 UMS in their two A2 units, will receive an A* grade.


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5.6 Unit and Qualification Re-sits

There is no restriction on the number of times a candidate may re-sit each unit before entering for

certification for an AS GCE or Advanced GCE.

Candidates may enter for the full qualifications an unlimited number of times.

5.7 Guided Learning Hours

AS GCE French/German/Spanish requires 180guided learning hours in total.

Advanced GCE French/German/Spanish requires 360guided learning hours in total.

5.8 Code of Practice/Subject Criteria/Common CriteriaRequirements

These specifications comply in all respects with the revised GCSE, GCE, VCE, GNVQ and AEA

Code of Practice 2005/6, the subject criteria for GCE Modern Foreign Languages and TheStatutory Regulation of External Qualifications 2004.


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The classification codes for these specifications are:

French 5650;

German 5670;

Spanish 5750.


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6 Other Specification Issues

6.1 Overlap with other Qualifications

There is no overlap with other qualifications.

6.2 Progression from these Qualifications

Throughout the course of study candidates are encouraged to develop a critical awareness of the

nature of the language and of its many roles at the heart of the cultures in which it is spoken.

The specifications therefore provide a foundation for study in higher education, as well as an

invaluable adjunct to careers in business, education and the arts.

6.3 Key Skills Mapping


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6.4 Spiritual, Moral, Ethical, Social, Legislative, Economic and

Cultural Issues

These specifications can contribute to an understanding of these issues during the study of

relevant language topic areas.

6.5 Sustainable Development, Health and Safety Considerationsand European Developments

Consistent with current EU regulations, these specifications necessarily address the issues ofHealth and Safety considerations, sustainable development and European development as part of

the study of relevant language topic areas.

6.6 Avoidance of Bias


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6.9 Disability Discrimination Act Information Relating to these

Specifications

AS/A levels often require assessment of a broad range of competences. This is because they are

general qualifications and, as such, prepare candidates for a wide range of occupations and higherlevel courses.

The revised AS/A level qualification and subject criteria were reviewed to identify whether any ofthe competences required by the subject presented a potential barrier to any disabled candidates.

If this was the case, the situation was reviewed again to ensure that such competences were

included only where essential to the subject. The findings of this process were discussed withdisability groups and with disabled people.

Reasonable adjustments are made for disabled candidates in order to enable them to access the

assessments. For this reason, very few candidates will have a complete barrier to any part of theassessment. Information on reasonable adjustments is found inAccess Arrangements andSpecial Consideration Regulations and Guidance Relating to Candidates who are Eligible for

Adjustments in Examinationsproduced by the Joint Council (refer to Section 5.9 of thisspecification).

Candidates who are still unable to access a significant part of the assessment, even after exploring

all possibilities through reasonable adjustments, may still be able to receive an award. They would

be given a grade on the parts of the assessment they have taken and there would be an indicationon their certificate that not all of the competences have been addressed. This will be kept underreview and may be amended in the future.


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OCR 2013

GCE Modern Foreign L anguages v4 27

Appendix A: Performance Descriptions

Performance descriptions have been created for all GCE subjects. They describe the learning outcomes and levels of attainment likely to be demonstrated

by a representative candidate performing at the A/B and E/U boundaries for AS and A2.

In practice most candidates will show uneven profiles across the attainments listed, with strengths in some areas compensating in the award process forweaknesses or omissions elsewhere. Performance descriptions illustrate expectations at the A/B and E/U boundaries of the AS and A2 as a whole; theyhave not been written at unit level.

Grade A/B and E/U boundaries should be set using professional judgement. The judgement should reflect the quality of candidates work, informed by the

available technical and statistical evidence. Performance descriptions are designed to assist examiners in exercising their professional judgement. They

should be interpreted and applied in the context of individual specifications and their associated units. However, performance descriptions are not designedto define the content of specifications and units.

The requirement for all AS and A level specifications to assess candidates quality of written communication will be met through one or more of the

assessment objectives.

The performance descriptions have been produced by the regulatory authorities in collaboration with the awarding bodies.


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28 OCR 2013GCE Modern Foreign L anguages v4

AS performance descriptions for modern foreign languages

Assessment objective 1 Assessment objective 2 Assessment objective 3

Assessment

objectives

Understand and respond, in speech andwriting, to spoken language.

1

Understand and respond, in speech and writing, towritten language.

2

Show knowledge of and apply accurately thegrammar and syntax prescribed in the specification.

1Understand and respond in speech to

spoken language may not apply to thespecifications for certain languages, subject toan agreement with the regulatory authorities.

2Understand and respond in speech to written

language may not apply to the specifications forcertain languages, subject to an agreement withthe regulatory authorities.

A/B boundary

performance

descriptions

In the context of materials appropriate to theAS specification, candidates characteristically:

(a) show a clear understanding of spokenlanguage

(b) understand the main points and details,including points of view

(c) are able to infer meaning with only a fewomissions

(d) are able to develop their ideas, andexpress points of view, with someappropriate justification

(e) respond readily and fluently and take the

initiative (speaking)

(f) have generally accurate pronunciation andintonation (speaking)

(g) are able to deal with unpredictableelements (speaking)

(h) show the ability to organise and structuretheir response coherently (writing)

(i) offer relevant information which addressesthe requirements of the task (writing).

In the context of materials appropriate to the ASspecification, candidates characteristically:

(a) show a clear understanding of a range ofwritten texts

(b) understand the main points and details,including points of view.

(c) are able to infer meaning with only a fewomissions

(d) are able to develop their ideas, and expresspoints of view, with some appropriate

justification

(e) respond readily and fluently and take the

initiative (speaking)

(f) have generally accurate pronunciation andintonation (speaking)

(g) show the ability to organise and structure theirresponse coherently (writing)

(h) offer relevant information which addresses therequirements of the task (writing).

In the context of grammar and syntax listed in the ASspecification, candidates characteristically:

(a) make effective use of a range of vocabulary andstructures appropriate to the task.

(b) The deployment of grammar, syntax andmorphology is generally accurate.

(c) are able to manipulate language appropriatelywhen required.


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OCR 2013


E/U

boundary

performance

descriptions


(a) show some understanding of basic, oftenconcrete, spoken language, whileexperiencing difficulties with more complexand abstract language

(b) understand some of the main points anddetails, including basic points of view

(c) have a limited ability to infer meaningwhere appropriate to the task

(d) are able to convey some basic informationwhen transferring meaning

(e) may be hesitant in their response and theirfluency is mostly confined to pre-learntmaterial. Their target languageperformance may be influenced by theirfirst language (speaking)

(f) may have some difficulty communicatingfactual information, narrating events andexpressing basic points of view inresponse to the task set, and do notalways address the requirements of the

task (writing)(g) show some ability to structure and

organise their response whereappropriate.


(a) show some understanding of straightforwardwritten texts, but experience difficulties withmore complex and abstract language

(b) understand some of the main points anddetails, including limited points of view

(c) have a limited ability to infer meaning where

appropriate to the task(d) are able to convey some basic information

when transferring meaning

(e) may be hesitant in their response and theirfluency is mostly confined to pre-learntmaterial. Their target language performancemaybe influenced by their first language(speaking)

(f) may have some difficulty communicatingfactual information, narrating events andexpressing basic points of view in responseto the task set, and do not always address therequirements of the task (writing)

(g) show some ability to structure and organisetheir response where appropriate.

In the context of grammar and syntax listed in the ASspecification, candidates characteristically:

(a) use a restricted range of vocabulary andstructures

(b) have language characterised by frequent errorsin grammar, syntax and morphology

(c) may be influenced by the first language.

(d) demonstrate a very limited ability to manipulatelanguage where required.


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A2 performance descriptions for modern foreign languages

Assessment objective 1 Assessment objective 2 Assessment objective 3

Assessment

objectives Understand and respond, in speech andwriting, to spoken language.

1

Understand and respond, in speech and writingto written language.

2.

Show knowledge of and apply accurately thegrammar and syntax prescribed in the specification.

1Understand and respond in speechto

spoken language may not apply tospecifications for certain languages,subject to an agreement with theregulatory authorities

2Understand and respond in speechto written

language may not apply to specifications forcertain languages, subject to an agreement withthe regulatory authorities

A/B boundary

performance

descriptions

In the context of materials appropriate tothe A level specification, candidatescharacteristically:

(a) show a clear understanding ofspoken language

(b) understand the main points anddetails, including points of view

(c) demonstrate an ability to infermeaning

(d) are able to transfer meaning withonly minor omissions

(e) are able to develop their ideas, andexpress and justify points of vieweffectively

(f) respond readily and fluently and takethe initiative (speaking)

(g) have generally accuratepronunciation and intonation

(speaking)

(h) are able to deal appropriately withunpredictable elements (speaking)

(i) show the ability to organise andstructure their response coherently(writing)

(j) offer relevant information whichaddresses the requirements of thetask (writing).

In the context of materials appropriate to the Alevel specification, candidates characteristically:

(a) show a clear understanding of a range ofwritten texts

(b) understand the main points and details,

including points of view, and are able to infermeaning

(c) demonstrate an ability to infer meaning

(d) are able to transfer meaning with only minoromissions

(e) are able to develop their ideas, and expressand justify points of view effectively

(f) respond readily and fluently and take theinitiative (speaking)

(g) have generally accurate pronunciation andintonation (speaking)

(h) are able to deal appropriately with

unpredictable elements (speaking)(i) show the ability to organise and structure

their response coherently (writing).

In the context of materials appropriate to the A levelspecification candidates characteristically:

(a) make effective use of a wide range ofvocabulary and a variety of complex structuresas appropriate.

(b) predominantly use grammar, syntax andmorphology in an accurate way

(c) are able to manipulate language accurately andappropriately where required.


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OCR 2013


E/U boundary

performance

descriptions

In the context of materials appropriate tothe A level specification, candidatescharacteristically:

(a) show some understanding of spokenusually concrete language, but mayexperience difficulty with morecomplex and abstract language

(b) understand some of the main points

and details, including basic points ofview

(c) demonstrate a limited ability to infermeaning, where appropriate, to thetask

(d) are able to convey the basicinformation when transferringmeaning

(e) may be hesitant in their responseand their fluency is mostly confinedto pre-learnt material. Their targetlanguage performance may beinfluenced by their first language(speaking)

(f) may have some difficultycommunicating factual information,narrative events and expressingbasic points of view in response tothe task set, and do not alwaysaddress the requirements of the taskappropriately (writing)

(g) show some ability to structure andorganise their response, whereappropriate.

In the context of materials appropriate to the Alevel specification, candidates characteristically:

(a) show some understanding of a range ofwritten texts, usually straightforward, butmay experience difficulty with more complexand abstract language

(b) understand some of the main points anddetails, including basic points of view

(c) demonstrate a limited ability to infermeaning, where appropriate, to the task

(d) are able to convey the basic informationwhen transferring meaning

(e) may be hesitant in their response and theirfluency is mostly confined to pre-learntmaterial. Their target language performancemay be influenced by their first language(speaking)

(f) may have some difficulty communicatingfactual information, narrative events andexpressing basic points of view in responseto the task set and do not always addressthe requirements of the task appropriately

(g) show some ability to structure and organisetheir response, where appropriate.

In the context of grammar and syntax listed in the Alevel specification, candidates characteristically:

(a) use a restricted range of vocabulary andstructures. The deployment of grammar, syntaxand morphology contains frequent error andmay be influenced by their first language.

(b) demonstrate a very limited ability to manipulatelanguage correctly when required.


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Appendix B: Details of Units at AS and at A Level

Candidates have 20 minutes to prepare before taking this test.

Unit 1: Speaking (French F701/German F711/Spanish F721) 15 minutes Spoken test

Component Stimulus Task AO1 AO2 AO3 Percentages

Criteria Raw

Marks

Criteria Raw

Marks

Criteria Raw

Marks

Raw

Marks

AS A2

Role-play

Transaction

Lasting from 5 to (a

maximum of) 6

minutes

Materials in English. Respond and give

information and

explanations in the target-

language.

Response to

Examiner, Grid B

10 Use of Stimulus,

Grid A

15 Quality of Language

(Accuracy),

Grid C.1

5

30 15% 7.5%

Topic discussion

Lasting from 9 to

(a maximum of) 10

minutes

Discuss an AS topic withexaminer.

Ideas, Opinionsand Relevance,

Grid D

Fluency,

Spontaneity and

Responsiveness

Grid E.1

Pronunciation and

Intonation,Grid G

10

10

5

Quality of Language(Accuracy),

Grid C.1

5

30 15% 7.5%

Total 35 Total 15 Total 10 60 30% 15%


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OCR 2013


Unit 2: Listening, Reading and Writing 1 (French F702/German F712/Spanish F722) 2 hours 30 minutes Written test

Component Stimulus Task AO1 AO2 AO3 Totals Percentages

Criteria Raw

Marks

Criteria Raw

Marks

Criteria Raw

Marks

Raw

Marks

AS A2

Listening and

writing

The total time ofthe recordings for

the listening shall

not exceed 5

minutes.

The candidate should

spend approximately

1 hour answering this

section.

Texts 1 and 2

Range of listening

comprehensiontasks.

Play the recording as

necessary.

Non-verbal responsetasks.

Comprehension,

point by point.

20 20

Text 3 (longer)

Questions in English.

Respond in English in

words, phrases, numbers

etc.

Comprehension,

point by point.

15 15

Text 4

Transfer of meaning

task based on an

English stimulus

related to Text 3.

Transfer meaning from

English into the target-

language.

Communication,

Grid H.1


(Accuracy) Grid C.2

10 20

5527.5% 13.75%

Reading and writing

The candidate should

spend approximately

1 hour and 30

minutes answering

this section.

Text 5

Range of reading

comprehension

tasks.

Non-verbal response

tasks.

Comprehension,

point by point.

10 10

Text 6

Questions in the

target-language.

Respond in the target-

language.

Comprehension,

point by point


(Accuracy) Grid C.2

10 25

Text 7

Questions in the

target-language.

Respond in the target

language:

1 summary question

extended personal

response to topic/theme

of text.

Comprehension of

Text, Grid I

Response to Text,

Grid J

10

20

Quality of Language

(Accuracy & Range)Grid C.2 &Grid F.2

10 + 10

50

85 42.5% 21.25%



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Unit 3: Speaking (French F703/German F713/Spanish F723) 15 minutes Spoken test


Criteria Raw

Marks

Criteria Raw

Marks

Criteria Raw

Marks

Raw AS A2

Discussion of

article


maximum of) 6

minutes

Text in the target-

language.

Talk about materials from

the text.

Understanding of

and Response to

Examiner, Grid L

10 Understanding of

and Response to

Text, Grid K


(Accuracy),Grid C.1

Quality of Language

(Range),Grid F.1

5

5

30 15% 7.5%

Topic conversation


maximum of) 12

minutes

Discuss and develop

ideas and themes from

one of the two prepared

A2 topics of their choice.

Development of

Ideas, Grid M

Fluency,

Spontaneity,

Responsiveness,

Grid E.2

Pronunciation and

Intonation,Grid G

10

5

5

Quality of Language

(Accuracy),Grid C.1

Quality of Language

(Range), Grid F.1

5

5

30 15% 7.5%


* Candidates have 20 minutes to prepare before taking this test.


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OCR 2013


Unit 4: Listening, Reading and Writing 2 (French F704/German F714/Spanish F724) 2 hours 45 minutes Written test


Criteria Raw

Marks

Criteria Raw

Marks

Criteria Raw

MarksRaw AS A2

Listening and

writing

The recording shall

not exceed 6

minutes.

The candidate

should spend

approximately 30

minutes on this

section.

Text 1

Questions in

English.

Play the recording as necessary.

Respond in English.

Comprehension,

point by point.

10 10

Text 2

Questions in the

target-language.

Respond in the target-language. Comprehension,

point by point.


(Accuracy),Grid C.1

5 25

3517.5% 8.75%

Reading and

writing

The candidate

should spend

approximately 1

hour on this

section.

Text 3

(a)One or two non-

verbal response

tasks.

Matching tasks, finding synonyms etc. Comprehension,

point by point.

7/8 7/8

(b)One or two tasks

in the target-

language.

Manipulate the target-language, e.g. by gap-

filling or sentence-completion.

Comprehension,

point by point.

7/8 7/8

(c)A task withquestions in the

target-language.

Respond in the target-language. Comprehension,point by point.

10 10

25

Text 4

(a)One task with

material to be put

into English.

(b)Two tasks

involving the target-

language.

(c)One task with

questions in thetarget-language.

Transfer meaning from the target-language

into English.

Manipulate the target-language, e.g. by

explaining words or phrases, or in the guided

reformulation of sentences.

Respond in the target-language.

Transfer of

Meaning, Grid H.2

Comprehension

point by point.

Comprehension,

point by point.

10

10

10

Language assessed

globally for(b) and (c)of

Texts 3 and 4.

Quality of Language

(Accuracy),Grid C.1

5

10

10

5

10

35

30%

15%

Writing

Approximately 1

hour and 15

minutes

Choice of eight

essay titles, two

titles in each of the

four A2 topic areas.

Each title will be on

a different sub-topic.

Choose one title.

Produce an extended piece of writing on that

title in the target-language: 250400 words.

Relevance and

Points of View,

Grid N

Structure and

Analysis: Grid O

10

15

Quality of Language

(Accuracy),

Grid C.2

Quality of Language

(Range), Grid F.2

10

45 22.5% 11.25%

10



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Appendix C: Content

Appendix C1: Knowledge, Understanding and Skills

At AS level, candidates:

listen and respond to a variety of spoken sources, including authentic sources;

read and respond to a variety of written texts, including authentic sources, covering differentcontexts, registers, styles and genres;

adapt their spoken and written language appropriately for different situations and purposes;

use the language accurately to express facts and ideas, and to present explanations, opinionsand information in both speech and writing;

transfer meaning from the modern foreign language into English, Welsh or Irish;

understand and apply the grammatical system and the range of structures detailed in the AS

specification;


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Appendix C2: Grammar

AS and A Level candidates will be expected to have studied the grammatical system andstructures of the language during their course. In the examination they will be required to use,

actively and accurately, grammar and structures appropriate to the tasks set, drawn from thefollowing lists. The lists are divided into AS and A Level.

Examples in italics are indicative, not exclusive.

For structures marked (R), receptive knowledge only is required.

C2.1: FRENCH

Grammar for AS Level

Unit 1: Speaking(French F701) and

Unit 2: Listening, Reading and Writing1(French F702)

Nouns: gender


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Quantifiers/

Intensifiers : (trs, assez, beaucoup)

Pronouns: personal; subject, object; direct and indirect; position and order

reflexive

relative (qui, que)

relative (lequel, auquel, dont) (R)

object: direct and indirect

disjunctive/emphatic

demonstrative (celui) (R)

Pronouns: (continued)

indefinite (quelquun)


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tenses: present

perfect (including agreement of past participle)

imperfect

future

conditional

future perfect (R)

conditional perfect (R)

pluperfect

past historic (R)

passive voice: present tense

other tenses (R)

imperative


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FRENCH

Grammar for A Level

Unit 3: Speaking(French F703) and

Unit 4: Listening, Reading and Writing 2(French F704)

In addition to the grammar listed for AS level, the following are required:

Pronouns: relative (lequel, auquel, dont)

possessive (le mien)

demonstrative (celui)

interrogative (quoi)

Verbs: dependent infinitives (faire rparer)

future perfect tense


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C2.2: GERMAN


Unit 1: Speaking(German F711) and

Unit 2: Listening, Reading and Writing 1(German F712)

The case system

Nouns: gender

singular and plural forms

genitive singular and dative plural forms

weak nouns

adjectives used as nouns

Articles: definite and indefinite, including kein


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relative

indefinite (jemand, niemand)

possessive

interrogative (wer, wen, wem, was)

Verbs: weak, strong, mixed and irregular forms of verbs

reflexive usages

modes of address (du, ihr, Sie)

impersonal verbs

separable/inseparable


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Verbs:(continued)

infinitive constructions: lassenwith infinitive (R)

modal verbs (drfen, knnen, mgen, mssen, sollen, wollen): present andimperfect tenses, imperfect subjunctive of mgenand knnen

auxiliary (haben, sein, werden)

infinitive constructions (um zu, ohne zu, verbs with zu)

infinitive constructions: lassenwith infinitive

negative forms

interrogative forms

tenses: present

perfect

perfect (modal verbs) (R)


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subjunctive in indirect speech (R)

Prepositions: fixed case and dual case

Clause structures: main clause word order

subordinate clauses (incl. relative clauses)

Conjunctions: coordinating

subordinating: most common, including damit, ob, so dass

subordinating: als ob, seitdem(R)

Number, quantity

and time: (including use of seit, seitdem)


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GERMAN

Grammar for A Level

Unit 3: Speaking(German F713) and

Unit 4: Listening, Reading and Writing 2(German F714)

In addition to the grammar listed for AS level, the following are required:

Verbs: tenses: perfect (all verbs, including modal verbs)

future perfect

conditional perfect

passive voice (verbs with a direct or an indirect object)

subjunctive in conditional clauses (pluperfect)

infinitive constructions: lassenwith infinitive (R)


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C2.3: SPANISH


Unit 1: Speaking(Spanish F721) and

Unit 2: Listening, Reading and Writing 1(Spanish F722)

Nouns: gender

singular and plural forms

Articles: definite and indefinite (including loplus adjective)

Adjecti ves: agreement

position

apocopation (buen, mal)

comparative and superlative


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reflexive

relative (que, quien, el que, el cual)

disjunctive/emphatic

demonstrative (este, ese, aquel, esto, eso, aquello)

indefinite (algo, alguien)

possessive (el mo, la ma)

interrogative (cul, qu, quin)


48/70

Verbs: regular and irregular forms of verbs, including reflexive verbs

Modes of address (t, usted)

radical changing verbs

impersonal verbs

verbs followed by an infinitive (with or without a preposition)

perfect infinitive

negative forms

interrogative forms

reflexive constructions (se vende, se nos dice que)

uses of serand estar

tenses: present


49/70

gerund present and past participle

subjunctive

mood: present

perfect

imperfect

pluperfect

uses of subjunctive: polite commands

negative commands

after verbs of wishing, command, request, emotion


50/70

Verbs: (continued)

to express purpose (para que)

to express possibility/impossibility

after conjunctions of time (cuando lleguemos)

in conditional sentences after si

all other common uses (R)

Prepositions: personal a

uses of por and para

Conjunctions: common, including y, pero, o, porque, como, cuando

Number, quantity


51/70

SPANISH

Grammar for A Level

Unit 3: Speaking(Spanish F723) and

Unit 4: Listening, Reading and Writing 2(Spanish F724)

In addition to the grammar listed for AS Level, the following are required:

Verbs: future perfect tense

conditional perfect tense

passive voice: all tenses

subjunctive mood: all common uses


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Appendix D: Assessment Criteria (Marking Grids)

Examiners allocate marks to candidates work on a best-fit basis using the following marking grids.

UNIT 1: SPEAKING ROLE-PLAY

GRID A USE OF STIMULUS 15 marks AO2 GRID B RESPONSE TO EXAMINER 10 marks AO1

1315Full use of the stimulus material.Successfully conveys all or nearly all of the points.

910

Responds fluently and fully to the examinersquestions and comments. Shows initiative andimagination throughout. Leads the conversation. A

convincing performance.

1012

Good use of the stimulus material.

Successfully conveys about three quarters of thepoints.

78

Responds readily, takes the initiative and is able to

keep the momentum going. Shows imagination andgives some well developed answers.

69Reasonable attempt to use the stimulus material.Successfully conveys about half of the points.

56

Responds satisfactorily to the examiner. Producessome appropriate replies. Shows some initiative and

imagination in developing answers but performance isinconsistent.

35Some attempt to use the stimulus material. Able togive some basic information.

Successfully conveys about a quarter of the points.

34May be hesitant in responding. Responses to theexaminer are brief and sometimes inadequate. Shows

little initiative or imagination.

02Little or no attempt to use the stimulus material. Norelevant information or supplies one or two of the

points.

02Has some difficulty in understanding and is hesitant inresponding to many of the examiners questions and

comments. Shows very little initiative or imagination.


53/70

OCR 2013


UNIT 1: SPEAKING ROLE-PLAY (Continued)

GRID C.1 QUALITY OF LANGUAGE (ACCURACY)5 marks AO3

5 Characterised by a high and consistent level of

accuracy in use of complex structures, althoughthere may be some errors.

4

Language generally accurate. Shows a soundgrasp of AS and/or A2 structures, as appropriate.Generally correct use of complex structures.

Tenses and agreements good, although there may

be some inconsistency and errors in more complexareas.

3

Shows evidence of fair understanding ofgrammatical usage. Generally accurate use of

simple sentence structures. Some correct use ofcomplex sentence structures. The performance is

likely to be patchy and inconsistent.

2

Evidence of gaps in basic grammar. Frequenterrors of an elementary kind (endings, verb forms,

gender of common nouns, adjectival agreements)but evidence of correct use of simple sentence

structures. Vocabulary and structures may be quite

strongly influenced by the candidates firstlanguage.

01 Little evidence of grammatical awareness.Persistent, serious and elementary errors (endings,verb forms, gender of common nouns). Frequent

first language interference.


54/70


UNIT 1: SPEAKING TOPIC DISCUSSION

GRID DIDEAS, OPINIONS AND RELEVANCE10 marks AO1

GRID E.1FLUENCY, SPONTANEITY, RESPONSIVENESS10 marks AO1

910 Well-chosen relevant information to develop arange of ideas and to justify points of view.

910 Responds promptly and fully. Consistently showsinitiative. Leads the conversation. A fluent and

spontaneous performance throughout.

78Able to develop and explain ideas and to expresspoints of view, with some justification. Offers

relevant information.

78Able to respond readily and take the initiative, withlittle hesitation. Most of the time is fluent and

spontaneous and can keep the momentum going.

56Shows some ability to develop and explain ideas

and to express opinions. Able to conveyinformation. Not always relevant.

56Responds reasonably promptly to the examiner,

though with occasional hesitation. Reasonably fluentand spontaneous at times.

34

Shows a limited ability to develop or explain ideasand to express opinions. May have some difficulty

communicating factual information. Often irrelevant

or repetitive.

34May be hesitant in responding. Responses to the

examiner are brief and sometimes inadequate.

Fluency is often confined to pre-learnt material.

02Very few ideas. Ideas not explained or developed.

Very limited ability to convey even quite basicinformation. Very superficial.

02

Has some difficulty in understanding. Hesitant, withfrequent pauses, in responding to many of the

examiners questions and comments. Fluency

confined to pre-learnt material.


55/70

OCR 2013


UNIT 1 SPEAKING TOPIC DISCUSSION (Continued)

GRID C.1QUALITY OF LANGUAGE (ACCURACY)5 marks AO3

GRID GPRONUNCIATION AND INTONATION5 marks AO1

5 Characterised by a high and consistent level ofaccuracy in use of complex structures, although

there may be some errors.

5 Sounds authentic nearly all of the time. Onlyoccasional errors of pronunciation and intonation.

4

Language generally accurate. Shows a soundgrasp of AS and/or A2 structures, as appropriate.

Generally correct use of complex structures.

Tenses and agreements good, although there maybe some inconsistency and errors in more complex

areas.

4Pronunciation and intonation generally accurate,although there may be occasional mispronunciation

of more difficult sounds.

3

Shows evidence of fair understanding of

grammatical usage. Generally accurate use ofsimple sentence structures. Some correct use ofcomplex sentence structures. The performance is


3Pronunciation and intonation acceptable, in spite of anumber of errors that rarely impede communication.Some problems with some more difficult sounds.

2Evidence of gaps in basic grammar. Frequent

errors of an elementary kind (endings, verb forms,

gender of common nouns, adjectival agreements)but evidence of correct simple sentence structures.

Vocabulary and structures may be quite strongly

influenced by the candidates first language.

2Pronunciation and intonation may be influenced by

candidates first language, and problems with moredifficult sounds sometimes impede communication.

01

Little evidence of grammatical awareness.Persistent, serious and elementary errors (endings,

verb forms, gender of common nouns). Frequent


01 Comprehensible only with difficulty. Many soundsmispronounced. Heavily influenced by candidatesfirst language.


56/70


UNIT 2: LISTENING, READING AND WRITING Section A: Li stening and Writi ng

GRID H.1 COMMUNICATION 10 marks AO2 GRID C.2QUALITY OF LANGUAGE (ACCURACY)10 marks AO3

910 Most or all of the information successfullyconveyed.

910 Characterised by a high and consistent level ofaccuracy in use of complex structures, although there

may be some errors.

78 Three quarters of the points conveyed. 78

Language generally accurate. Shows a sound graspof AS and/or A2 structures, as appropriate. Generally

correct use of complex structures. Tenses and

agreements good, although there may be someinconsistency and errors in more complex areas.

56 Half of the information successfully conveyed. 56

Shows evidence of fair understanding of grammaticalusage. Generally accurate use of simple sentence

structures. Some correct use of complex sentencestructures. The performance is likely to be patchyand inconsistent.

34 Only a quarter of the points conveyed. 34

Evidence of gaps in basic grammar. Frequent errorsof an elementary kind (endings, verb forms, gender

of common nouns, adjectival agreements) but

evidence of correct use of simple sentencestructures. Vocabulary and structures may be quite

strongly influenced by the candidates first language.

02 Very little or no information conveyed. 02

Little evidence of grammatical awareness. Persistent,

serious and elementary errors (endings, verb forms,gender of common nouns). Frequent first language

interference.


57/70

OCR 2013


UNIT 2: L ISTENING, READING AND WRITING 1 Section B: Reading and Writi ng

GRID C.2 QUALITY OF LANGUAGE (ACCURACY)10 marks AO3

910Characterised by a high and consistent level ofaccuracy in use of complex structures, although


78




areas.

56


grammatical usage. Generally accurate use ofsimple sentence structures. Some correct use ofcomplex sentence structures. The performance is


34

Evidence of gaps in basic grammar. Frequent

errors of an elementary kind (endings, verb forms,



strongly influenced by the candidates first

language.

02

Little evidence of grammatical awareness.Persistent, serious and elementary errors (endings,verb forms, gender of common nouns). Frequent



58/70


UNIT 2: LISTENING, READING AND WRITING 1 Section B : Reading and Wri ting (Conti nued)

GRID ICOMPREHENSION OF TEXT10 marks AO2

GRID JRESPONSE TO TEXT20 marks AO2

910Consistently relevant information. Includes nearly

all the points from the original passage. Shows avery clear understanding of the text.

1620Responds with well-developed points of view thatshow insight, originality and imagination.

78

Relevant information showing understanding of upto two third of the points from the original passage.

There may be one or two instances of lifting from

the original passage.

1215

Expresses points of view that are consistentlydeveloped and respond to the requirements of

the task. Shows some originality and/or

imagination.

56

Some relevant information showing understanding

of up to half of the points. There may be instancesof lifting from the original passage.

811

Expresses points of view that respond to the

requirements of the task. Some of these may bedeveloped and there may be some originalityand/or imagination.

34

Little relevant information. Includes up to a third of

the points, showing understanding of some of the

points. Over-reliance on phrases lifted from theoriginal passage.

47Manages the beginning of a response to therequirements of the task. May have difficulty in

expressing and/or developing points of view.

02No relevant information or supplies one or tworelevant points from the original passage.

03Very short response. May not go beyond pointsof view already expressed in the original text.


59/70

OCR 2013


UNIT 2: LISTENING, READING AND WRITING 1 Section B : Reading and Wri ting (Conti nued)


GRID F.2QUALITY OF LANGUAGE (RANGE)10 marks AO3

910Characterised by a high and consistent level ofaccuracy in use of complex structures, althoughthere may be some errors.

910Effective and confident use of a wide range ofvocabulary and idiom with a variety of complexsentence structures.

78


Generally correct use of complex structures.Tenses and agreements good, although there may

be some inconsistency and errors in more complex

areas.

78

Effective use of a range of vocabulary andstructures appropriate to the task, with little

repetition. A positive attempt to introduce varietyand to use a range of complex sentence

structures (though not always able to maintain

correct usage).

56

Shows evidence of fair understanding ofgrammatical usage. Generally accurate use of

simple sentence structures. Some correct use ofcomplex sentence structures. The performance is


56

Attempts to extend the range of vocabulary,though still rather repetitive. Attempts to use

more complex language with some success inproducing a range of syntax and sentence

structures appropriate to the task.

34





34

Use of a restricted range of vocabulary and

structures. Frequent repetition of the same wordsand phrases. Some attempt (not necessarily

successful) at the use of more complex sentence

structures.

02

Little evidence of grammatical awareness.

Persistent, serious and elementary errors (endings,verb forms, gender of common nouns). Frequent


02Only simple sentence patterns. Very limitedvocabulary. Very limited range of structures.


60/70


UNIT 3: SPEAKING DISCUSSION OF ARTICLE

GRID KUNDERSTANDING OF AND RESPONSE TOTEXT10 marks AO2

GRID LUNDERSTANDING OF AND RESPONSETO EXAMINER10 marks AO1

910Excellent understanding of the text. Fully able todevelop ideas and to express and justify points of

view.

910

No problems of comprehension. Very prompt andfluent response to questions. Readily takes the

initiative in developing the topics raised.Confidently deals with unpredictable elements.

78

Supplies the main points and details from the text,including points of view where relevant. Able toinfer meaning. Able to develop ideas and justify

points of view effectively.

78

Few problems of comprehension. Respondsreadily and fluently and takes the initiative indeveloping the topics raised. Able to deal with

unpredictable elements.

56

Supplies most of the main points and some details

from the text. Shows a reasonable level ofunderstanding of the text, including points of view

where relevant. Some ability to infer meaning.

56

Understands questions on basic concepts buthas some difficulty understanding questions

about more complicated ideas. Some delay inresponse but may take the initiative at times.

Needs encouragement to develop the topics

raised. Some ability to deal with unpredictableelements.

34Supplies some of the main points and details butshows limited ability to infer meaning. May

experience difficulties with more complex language.

34

Shows some understanding of examinersquestions but may experience difficulties with

more complex language. Generally hesitant.Limited response to the majority of topics raised.

Limited ability to deal with unpredictableelements.

02Supplies no relevant information or only one or two

of the points from the text. Minimal understandingshown of text.

02Severe problems of comprehension. Very marked

hesitation. Limited response. Not able to dealwith unpredictable elements.


61/70

OCR 2013


UNIT 3: SPEAKING DISCUSSION OF ARTICLE (Continued)





5Effective and confident use of a wide range ofvocabulary and idiom with a variety of complex

sentence structures.

4


Tenses and agreements good, although there maybe some inconsistency and errors in more complexareas.

4

Effective use of a range of vocabulary andstructures appropriate to the task, with littlerepetition. A positive attempt to introduce variety

and to use a range of complex sentencestructures (though not always able to maintaincorrect usage).

3

Shows evidence of fair understanding ofgrammatical usage. Generally accurate use ofsimple sentence structures. Some correct use of

complex sentence structures. The performance is


3

Attempts to extend the range of vocabulary,though still rather repetitive. Attempts to usemore complex language with some success in

producing a range of syntax and sentence


2


gender of common nouns, adjectival agreements)

but evidence of correct use of simple sentencestructures. Vocabulary and structures may be quite


2

Use of a restricted range of vocabulary andstructures. Frequent repetition of the same words

and phrases. Some attempt (not necessarilysuccessful) at the use of more complex sentence

structures.

01


Persistent, serious and elementary errors (endings,

verb forms, gender of common nouns). Frequentfirst language interference.

01Only simple sentence patterns. Very limited

vocabulary. Very limited range of structures.


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UNIT 3: SPEAKING TOPIC CONVERSATION

GRID MDEVELOPMENT OF IDEAS10 marks AO1

GRID E.2FLUENCY, SPONTANEITY,RESPONSIVENESS5 marks AO1

910Well-chosen relevant information to develop a

range of ideas and to justify points of view.5

Responds promptly and fully. Consistently shows

initiative. Leads the conversation. A fluent andspontaneous performance throughout.

78Able to develop and explain ideas and to express

points of view, with some justification. Offers

relevant information.

4Able to respond readily and take the initiative,

with little hesitation. Most of the time is fluent and

spontaneous and can keep the momentum going.

56

Shows some ability to develop and explain ideas

and to express opinions. Able to conveyinformation, not always relevant.

3

Responds reasonably promptly to the examiner,

though with occasional hesitation. Reasonablyfluent and spontaneous at times.

34

Shows a limited ability to develop or explain ideasand to express opinions. May have some difficulty

communicating factual information. Often irrelevant

or repetitive.

2May be hesitant in responding. Responses to the

examiner are brief and sometimes inadequate.Fluency is often confined to pre-learnt material.

02Very few ideas. Ideas not explained or developed.Very limited ability to convey even quite basic

information. Very superficial.

01

Has some difficulty in understanding. Hesitant,

with frequent pauses, in responding to many ofthe examiners questions and comments. Fluency

confined to pre-learnt material.


63/70

OCR 2013


UNIT 3: SPEAKING TOPIC CONVERATION (Continued)





5Effective and confident use of a wide range ofvocabulary and idiom with a variety of complex

sentence structures.

4


Tenses and agreements good, although there maybe some inconsistency and errors in more complexareas.

4

Effective use of a range of vocabulary andstructures appropriate to the task, with littlerepetition. A positive attempt to introduce variety

and to use a range of complex sentencestructures (though not always able to maintaincorrect usage).

3




3

Attempts to extend the range of vocabulary,though still rather repetitive. Attempts to use morecomplex language with some success in

producing a range of syntax and sentence


2





2

Use of a restricted range of vocabulary andstructures. Frequent repetition of the same words

and phrases. Some attempt (not necessarilysuccessful) at the use of more complex sentence

structures.

01


Persistent, serious and elementary errors (endings,

verb forms, gender of common nouns). Frequentfirst language interference.

01Only simple sentence patterns. Very limited

vocabulary. Very limited range of structures.


64/70


UNIT 3: SPEAKING TOPIC CONVERSATION (Continued)

GRID GPRONUNCIATION AND INTONATION5 marks AO1

5 Sounds authentic nearly all of the time. Onlyoccasional errors of pronunciation and intonation.

4Pronunciation and intonation generally accurate,although there may be occasional

mispronunciation of more difficult sounds.

3

Pronunciation and intonation acceptable, in spite

of a number of errors that rarely impede

communication. Some problems with some moredifficult sounds.

2Pronunciation and intonation may be influenced bycandidates first language and problems with more

difficult sounds sometimes impede communication.

01Comprehensible only with difficulty. Many sounds

mispronounced. Heavily influenced by candidatesfirst language.


65/70

OCR 2013


UNIT 4: LISTENING, READING AND WRITING 2 Section A: Li stening and Writi ng

GRID C.1 ACCURACY OF LANGUAGE (ACCURACY)5 marks AO3



4




areas.

3


grammatical usage. Generally accurate use ofsimple sentence structures. Some correct use of



2

Evidence of gaps in basic grammar. Frequent

errors of an elementary kind (endings, verb forms,gender of common nouns, adjectival agreements)

but evidence of correct use of simple sentence

structures. Vocabulary and structures may be quitestrongly influenced by the candidates first

language.

01


Persistent, serious and elementary errors

(endings, verb forms, gender of common nouns).Frequent first language interference.


66/70


UNIT 4: LISTENING, READING AND WRITING 2 Section B : Reading and Wri ting (Transfer of Meaning task)

This grid is to be used in conjunction with the indicative content given in the mark scheme.

Award twomarks per translated section according to the grid below.

This grid assesses Transfer of Meaning into English. Note that this grid integrates Quality of Written Communication Strand (i) descriptors.

GRID H.2TRANSFER OF MEANING10 marks AO2

2Accurate transfer of meaning. Faultless or virtuallyfaultless grammar, punctuation and spelling in

English.

1

Inconsistent transfer of meaning. Mostly accurate

but there are errors and/or missed details. There

are instances of error in grammar, punctuation andspelling in English.

0

Very limited transfer of meaning. A substantial

number of elements misunderstood or missing.

Significant error in grammar, punctuation andspelling in English.

Notes to Grid H.2

Exceptional responses and marks to award

1. Candidates may answer in faultless English but may not transfer meaning accurately. Award either 0 or 1 mark, depending on level of inaccuracy in

meaning.

2. The transfer of meaning is accurate but contains significant spelling and/or grammar errors. Award 0 or 1 mark, depending on level of inaccuracy of

English.


67/70

OCR 2013


UNIT 4: L ISTENING, READING AND WRITING 2 Section B: Reading and Writi ng


5

Characterised by a high and consistent level of accuracy

in use of complex structures, although there may besome errors.

4

Language generally accurate. Shows a sound grasp of

AS and/or A2 structures, as appropriate. Generallycorrect use of complex structures. Tenses and

agreements good, although there may be some

inconsistency and errors in more complex areas.

3

Shows evidence of fair understanding of grammaticalusage. Generally accurate use of simple sentence

structures. Some correct use of complex sentence

structures. The performance is likely to be patchy andinconsistent.

2

Evidence of gaps in basic grammar. Frequent errors ofan elementary kind (endings, verb forms, gender of

common nouns, adjectival agreements) but evidence of

correct use of simple sentence structures. Vocabularyand structures may be quite strongly influenced by the

candidates first language.

01

Little evidence of grammatical awareness. Persistent,serious and elementary errors (endings, verb forms,

gender of common nouns). Frequent first languageinterference.


68/70

68 OCR 2013GCE Modern Foreign Languages v4

UNIT 4: LISTENING, READING AND WRITING 2 Section C: Writi ng (Essay)

GRID NRELEVANCE AND POINTS OF VIEW10 marks AO2

GRID OSTRUCTURE AND ANALYSIS15 marks AO2

910Consistently relevant information that supportspoints of view and opinions. Shows genuine insight

in responding to the task.

1315The response displays genuine control and clarity. A verywell-developed argument. Confident ability to develop an

argument, analyse and evaluate, and draw conclusions.

78

Relevant information that responds to therequirements of the task and is used to support

points of view and opinions. Produces an

imaginative and/or original response to the task.

1012Coherently structured and organised response. Points ofview are linked in a logical sequence. Able to develop an

argument, analyse and evaluate, and draw conclusions.

56

The information given is mainly relevant to the

task. Points of view and opinions are generally

supported by some factual evidence. Maydemonstrate some originality and/or imagination.

69

Structured and organised response. Points of view are

mostly linked in a logical sequence. Shows some ability

to develop an argument, analyse and evaluate and drawconclusions.

34

Includes some relevant information but does notalways address the requirements of the task. May

have some difficulty in expressing points of viewand/or narrating events and/or communicatingfactual information.

35Shows some ability to structure and organise the

response. Limited ability to develop an argument,analyse and evaluate, and draw conclusions.

02The response to the task is likely to be very short

and/or irrelevant and/or very superficial.02

Random organisation of the response. Limited attempt todevelop an argument, analyse and evaluate, and drawconclusions.


69/70

OCR 2013


UNIT 4: LISTENING, READING AND WRITING 2 Section C: Writi ng (Essay)





910Effective and confident use of a wide range of vocabulary

and idiom with a variety of complex sentence structures.

78




areas.

78

Effective use of a range of vocabulary and structures

appropriate to the task, with little repetition. A positive

attempt to introduce variety and to use a range ofcomplex sentence structures (though not always able to

maintain correct usage).

56


complex sentence structures. The performance islikely to be patchy and inconsistent.

56

Attempts to extend the range of vocabulary, though still

rather repetitive. Attempts to use more complex languagewith some success in producing a range of syntax and

sentence structures appropriate to the task.

34





34

Use of a restricted range of vocabulary and structures.Frequent repetition of the same words and phrases.Some attempt (not necessarily successful) at the use of

more complex sentence structures.

02


Persistent, serious and elementary errors(endings, verb forms, gender of common nouns).Frequent first language interference.

02Only simple sentence patterns. Very limited vocabulary.Very limited range of structures.


70/70

SUMMARY OF THE GRIDS AND OF THEIR USES IN THE FOUR UNITS

A Use of stimulusB Response to ExaminerC.1 Quality of Language (Accuracy) (5 marks)C.2 Quality of Language (Accuracy) (10 marks)D Ideas, Opinions and RelevanceE.1 Fluency, Spontaneity,Responsiveness (10 marks)

E.2 Fluency, Spontaneity, Responsiveness (5 marks)F.1 Quality of Language (Range) (5 marks)F.2 Quality of Language (Range) (10 marks)G Pronunciation and IntonationH.1 Communication (10 marks)H.2 Transfer of Meaning (10 marks)I Comprehension of TextJ Response to TextK Understanding of and Response to TextL Understanding of and Response to ExaminerM Development of IdeasN Relevance and Points of View

O Structure and Analysis

AO1 AO2 AO3

UNIT 1Speaking

Role-play B A C.1

Topic Discussion D; E.1; G C.1

UNIT 2Listening, Reading and Writing 1

Listening and Writing H.1 C.2

Reading and Writing I; J C.2 (twice); F.2

UNIT 3Speaking

Discussion of Article L K C.1; F.1

Topic Conversation M; E.2; G C.1; F.1

UNIT 4Listening, Reading and Writing 2

Listening and Writing C.1

Reading and Writing H.2 C.1

Writing (Essay) N; O C.2; F.2

ocr french specification.pdf

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