THE ROYAL HIGH SCHOOLHIGHER MODERN LANGUAGES

Course NotesPUPIL BOOKLET 2019

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CONTENTS

Resources p3

How to study p4

Learner Targets p5

Approaches to Study p6

Assessment Overview p7

Contexts and Topics p8

Checklist for Submission of Typed Coursework p9

Homework p9

Reading p11

Translation p12

Directed Writing p14

Listening p18

Writing Assignment p19

Talking p24

Post-prelim Analysis P28

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RESOURCES – WHAT YOU WILL NEED

HighlightersMfl dictionary Collins, Dictionary plus GrammarRing-binder with sections for:

Society Culture Learning Employability Grammar Directed writing Discursive writing Talking

ORGANISIATION

Classwork jotter Homework jotter Writing jotter Log vocab test scores Folio kept in class of final drafts of all personal response and directed writing essays (photocopied for you to

take home to revise)

3HOW TO STUDYWhen revising, eat first and put your phone away (out of sight, out of mind!)Take breaksCreate quiet (music-free) environment

LEARNER TARGETS

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HOW TO STUDYWhen revising, eat first and put your phone away (out of sight, out of mind!)Take breaksCreate quiet (music-free) environment

After each mini topic YOU should make a point of reviewing your learning. Take time to go over all vocabulary/grammar points until you are sure that you have grasped everything. Some study tips are detailed below. Although the skills are listed separately, there is a large crossover and you will soon find that focus on one area will have a positive impact on other areas.

TALKINGOverall Target: To build confidence in speaking and improve pronunciation and fluency.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING Improve pronunciation Listen to audio files and repeat after recording. Record yourself and listen to it.Increase confidence Read notes/essay/phrases aloud. Listen to recording and read transcript at same time.Improvising Build up bank of key phrases, practice answering questions without help of notes.Fluency Learn key phrases to help you sound more fluent.Extended speaking Learn linking words and opinions in order to give extended answers.Questioning techniques Learn the question words and practise asking questions.Preparing for assessments Create cue cards/prompts. Practise until you are familiar with what you are going to say.

LISTENING Overall Target: Aim to improve aural skills and be able to extract key information with ease.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING Vocabulary recall Revise all vocabulary on a regular basis Versatility Listen to as many different listening materials in MFL as possible (TV, audio files, music, films)Answering questions Practice being asked questions/role play with friends/family member/cue cardsWord recognition Listen to how individual words sound (www.mylanguages.co.uk)Word recognition Listen to listening files and read transcript at same time to recognise how words soundNote taking Practice taking short notes when doing listening practiceExam practice (S4/5/6) Do one past paper per week

READING Overall Target: To learn techniques for tackling reading passages.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING Scanning skills Read questions, scan passage –identify key words in text/questions in order to locate answer.Vocabulary recall Get into habit of noting down any new vocab that you look up and LEARN it. Versatility Read as wide a range of MFL materials as possible (look up website which interest you)Accuracy Get into habit of looking up all vocab around the answer – don’t ignore any wordsVerbs Be able to find stem of regular verbs and learn irregular verbsDictionary skills Familiarise self with dictionary and how to look up words quicklyTense recognition Familiarise yourself with tenses and irregular stemsExam practice (S4/5/6) Do one past paper per week

WRITINGOverall Target: To improve accuracy and raise level of writing.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING Accuracy Use vocabulary book /dictionary to check spelling, gender, tenses – don’t forget accentsSophistication Try to incorporate as many high-level phrases in your writing as possible Sense Think about what you are writing and how this translates verbatim (word for word) in EnglishStructure Plan work - ensure beginning, middle and endDictionary skills Learn write accurately with aid of a dictionary but don’t rely on it too much.Exam practice (S4/5/6) Do one past paper per week

If you think of any other methods which have been particularly useful to you, PLEASE share these with your teacher.

APPROACHES TO STUDY

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MAIN THEMES AND TOPICS (VOCABULARY) Revise all vocabulary twice weekly (on the topics below from your notes (incl N5), booklets and essays) Prepare some very good phrases on each topic which you could include in essays/speaking Revise openers, connectors, endings and essay phrases from your induction booklet

READING AND LISTENING You should be using Scholar twice weekly - do the reading and listening activities (note down good phrases)

http://courses.scholar.hw.ac.uk/vle/scholar/ Download MFL radio app and listen daily. Use Press Reader app and read daily.

GRAMMAR PRACTICE & EXPLANATIONS Practice grammar on Scholar, websites below and revise your grammar notes from last year. Ensure you are confident with tenses – present, perfect, pluperfect, imperfect, future, conditional, future

and conditional perfect. Prepare 5 phrases with a verb in the subjunctive which you could include in your essay. Revise the imperative and any other grammar topics studied this year.

NEWS AND CURRENT AFFAIRS (Reading and Listening) You need to keep abreast of current affairs and should listen to and read MFL every day. Set yourself listening targets – listen for numbers and dates / listen for salient points then write a brief

summary / write a dictation of exactly what you hear. Set yourself reading targets - summarise / highlight key vocab / translate small sections / consider the

author’s opinion.

PAST PAPERS, REVISION & EXAM TIPS Go to SQA website and do the reading/translation and listening practice from the last 3 years Print out the listening transcripts if you don’t have them and underline any good vocabulary you could use in

essays. For each text choose a second translation section.

HIGHER ASSESSMENT OVERVIEW

COMPONENT DETAILS LENGTH MARKS SCALED %

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INTERNAL EXAM: Talking

Talking (30 marks) – conducted by class teacher and recorded (February). 10 minute discussion on at least two of the contexts.

10 minutes

30 marks

30 25%

WRITING ASSIGNMENT(done internally, marked externally)

200-250 words based on one of the four contexts. May refer to more than one context.

20 marks

15 12.5%

EXTERNAL EXAMPaper 1:

Reading (20 marks) – 20 marks are available for identifying main points, supporting detail and overall purpose. Answers in English. Generally 1-3 marks available for each question. In penultimate question, candidates need to identify overall purpose.Translation (10 marks) –divided into 5 sections, each section worth 2 points.

Directed Writing (20 marks) – write one essay (150-180 words) in the past tense from a choice of 2 scenarios from 2 different contexts not sampled in reading or listening (Society, Learning, Employability, Culture). You will have to cover 6 bullet points (BP1 contains 2 pieces of information)

You may use a bilingual dictionary for both parts of the exam.

2 hours 30 marks

20 marks

30

15

25%

12.5%

EXTERNAL EXAMPaper 2:

Listening (20 marks) – 2 parts. You will hear the recordings twice. Part A is monologue. Answer in English (8 marks). Part B is a conversation between 2 people.

The texts are linked thematically and based on context not used in reading or directed writing. Questions and answers in English (12 marks).

You may NOT use a dictionary.

30 mins 20marks

30 25%

CONTEXTS AND TOPICS

Society Family and Becoming an adult/new family structure/marriage/partnership/gang7

friends culture/bullying/social influences and pressures.Lifestyle Teenage problems, e.g. smoking, drugs, alcohol.Media Impact of the digital age.Global languages Minority languages and their importance/association with culture.Citizenship Global citizenship/democracy/politics/power.

Learning Learning in context

Understanding self as a learner, e.g. learning styles/importance of language learning.

Education Advantages/disadvantages of higher or further education, choosing a university/college, lifelong learning.

Employability Jobs Getting a summer job, planning for future jobs/higher education, gap year, career path, equality in the workplace.

Work and CVs Preparing for a job interview/importance of language in global contexts, job opportunities.

Culture Planning a trip Taking a gap yearWorking abroad (mobility)Travel

Other countries Living in a multicultural society/stereotypes/ prejudice and racism.Celebrating a special event

Social influences on/importance of traditions, customs and beliefs in another country

Literature of another country

Literature — analysis and evaluation

Film and television

Studying the media of another country

CHECKLIST FOR SUBMISSION OF TYPED COURSEWORK

LAYOUT

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1. My full name is typed at the top of the document2. The title of the work is clearly printed at the top of the document3. I have typed the document in Calibri, font size 124. I have used double-line spacing5. I have used correct punctuation (capital letter at start of sentence, full stop, etc.)6. My work is laid out in paragraphs

CONTENT

1. I have not used Google translate2. The word-count is clearly shown at the bottom of the document3. If speaking, the time it takes me to read this aloud is detailed at the bottom of the document4. I have used my resources and carefully copied any phrases used from my resources5. I have checked grammar including adjectives and verb conjugation6. I have checked all spelling and accents thoroughly7. I have ensured that the MFL spell-check is enabled and have checked my document fully

SUBMISSION

Prior to submission you must print out your document, proof-read it and edit it. Once you have edited your document, a final copy should then be printed and given to your teacher.

1. I have printed a hard copy of my work and given this to my teacher2. I have ensured that my work has been handed in to my teacher before or on the deadline.3. It is clearly indicated on my document if this is my 1st, 2nd or 3rd draft.

Work which is not deemed to have been completed to the best of your ability or not checked thoroughly by you will be returned to you for redrafting.

Work which is handed in after the deadline will be logged as late. If homework is handed in late on 2 occasions a letter will send home informing your parents.

HOMEWORK Personal response and directed writing essays in French, preparation, and final drafts done on separate lined

paper and put into the folio [weekly]

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Studying useful sentences and paragraphs for essays Studying vocabulary in advance of class listening tasks [most nights] Studying useful sentences and paragraphs for speaking test Reading over grammar notes Reading comprehensions, having gone over vocabulary in class Translations into English Speaking questions will be given out at the beginning of each topic Listening vocabulary will be assigned in class and linked to the next week’s listening task In addition, the personal response and directed essays in the following schedule are essential, and as many

of the reading tasks will be covered as there is time for:

HOW TO BE SUCCESSFUL

Plan your time carefully Use your planner to record homework Complete homework tasks to the best of your ability Hand in homework on time Work consistently over the whole year Ask for help if you need it or if you feel you require any area to have more emphasis placed on it Practice skills by writing short essay on each topic area and do presentation. Practice vocab on each topic on www.brightredbooks.net Use listening transcripts to get useful phrases/vocabulary. Go over vocabulary for all (N5) topics Remember to build up a bank of phrases which can be ‘recycled’ Build a list of pros/cons phrases for each topic

Reading & Translation (25%)HOW CAN I IMPROVE MY READING SKILLS?

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Use Scholar at least 3 times per week Generate sophisticated vocab/phrases from listening passages and use in speaking and writing You need to keep abreast of current affairs and listen to and read MFL every day. Set yourself reading targets - summarise /highlight key vocab /translate small sections /consider the author’s

opinion.

Work at reading skills, particularly dictionary use, and knowing where to find the answers. Look at past papers with the SQA marking schemes (download from the SQA website). Try Scholar reading assessments If asked to give details, be sure to answer in full. If asked to give any two or three details, it means that there will be more than two or three details – choose

the ones that you understand. Don’t waste time looking up all words in a dictionary – you don’t need to understand every word. Use the

questions to help you locate where the answer is then look up all vocab relating to answer. N.B. O/P question is only worth 2 marks – do not spend huge amount of time on it or write lengthy

paragraph. Just pick out a key sentence to justify your answer. Answer this in ENGLISH (no marks for quoting a part of the passage in MFL).

READING PREP

I have practised using dictionaryI have completed lots of timed past papers and looked carefully at marking schemeI am familiar with SQA marking schemes and the depth of answers requiredI have completed scholar assessmentsI have revised vocabulary for all topics from vocab booklet and topic bookletsI regularly read a wide variety newspaper articlesI am in the habit of asking myself what the overall purpose of passage is/point of view of author

READING EXAM CHECKLIST

I have read the introduction in English to give some clues to the passageI have read all of the comprehension questions carefully to get the gist of the passageI have highlighted/underlined key words in questionsI have read the text globally to gain an overall understanding before answering questions.I have checked the number of points for each question and written bullet points in anticipation of answersI have located and highlighted corresponding answers in passageWhen asked to give details, I have answered in full (do not miss out words)I have checked for a glossary at the end of the passageI have answered the correct question (not the next or previous question)I have answered the questions in the order in which they come (follows the order of passage)I have answered in depth, giving full answers with accompanying details (check the number of points)My answers are accurate and I have not omitted essential detailsI have not included information from the translation section in these answers.I have written in good English and my answer makes sense is clear to understand and answers the questionIf I get stuck, I have moved on and will come back to the question later.My handwriting is neat and legible.I have managed my time and left sufficient time to check answers and do the translation and DW.

N.B. Reading, Translation and Directed Writing all need to be done in 2 hours.

OVERALL PURPOSE QUESTIONMake an assertion, give a reason for that assertion, and back it up with relevant detail from the text.Don’t simply quote parts of the text in French as the means of justifying answer -no credit for this.

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Write succinctly in answer to the overall purpose question – don’t write lengthy responses that merely regurgitate answers from the comprehension questions.

TARGET SETTINGWhat am I going to do to improve my reading?

TranslationHOW CAN I IMPROVE MY TRANSLATION SKILLS?Each translation is divided into 5 sense units, each awarded 2/1/0 points.

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Ensure reads well and makes sense in English (don’t ignore words, highlight words as you translate them) Watch out for - mistranslation of words, false friends, tenses, definite article Test yourself on www.brightredbooks.net and translate some of the passages You have to give all the relevant information, but your translation has to read like English! So change what

you have to, but make sure you give all the details from the original. It can be quite different from the original, but the key is getting all the detail in. You should look at past

papers with the SQA marking schemes which you can download from the SQA website. This will show you the variety of answers which are seen as acceptable.

You should make sure you leave at least 10 minutes for the translation: it is worth 10 marks. Don’t try to do the translation until you have answered the questions (although you might try it before you tackle the overall purpose question).

Develop translation skills – get lots of practice translation and dictionary.TRANSLATION PREP

I have practised doing translations regularly (English to MFL and MFL to English)I have completed all of the translations from the SQA past papers and checked against marking schemeI understand the level of accuracy required for translationI have revised all tensesI have learned the negative constructions I know how to pay attention to the words that come before the nouns (my/this/that/the etc)I know the false friends

TRANSLATION EXAM CHECKLIST

I have given myself MAX 10/15 mins for this (worth half the points of the reading, need time to do it well)I have completed translation after I have answered all the reading questions I have re-read the underlined section several times before writing anything.I have taken into consideration the text as a whole and what it is about (do not view in isolation)In my head I have divided it into sense units (5 sections each worth 2 marks)I have highlighted the verbs which tense each verb is in and meaningI have highlighted the nouns can recognise if singular/pluralI have written on every second lineI have translated tenses and verbs accurately (correct tense)When using dictionary, I have looked all options for meaning of word and chose words which makes senseI have translated every word (tick each word as you put in into English to ensure nothing missed).I have not guessed the meaning of words – always check, even if you think that you knowI have checked for false friendsI have not paraphrased (need to be accurate here)I have adhered closely to the same sequence and structures as the French sense unitsI have checked for accuracy and possible omissions (especially single words)I have used the dictionary as much as is necessary (don’t just choose first word, look for correct meaning)I have re-read my literal translation (probably won’t sound like natural English)In the blank lines, I have now written a corrected, natural translationMy translation reads well in English, is accurate and makes sense (no clumsy English)Once finished, I have scribbled out my first draft

Directed Writing (12.5%)

You must write one essay (150-180 words) in the past tense from a choice of 2 scenarios from 2 different contexts (Society, Learning, Employability, Culture) not covered in reading or listening. For the directed writing you must address all 6 bullet points. The first bullet point contains two pieces of information to be addressed. The remaining five bullet points contain one piece of information each.

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UNDERSTADNING STANDARDS

https://www.understandingstandards.org.uk/Subjects/Spanish/higher/DirectedWriting

The Directed Writing task will assess your ability to use appropriate past tenses and at least one other tense (e.g. conditional or future). You may use a dictionary.

You should aim to revise learned material which you know is correct, whilst being able to adapt this to fit specific bullet points. Impress the markers with a range of vocabulary, structures and linking words.

To achieve ‘Very Good’ or full marks or an ‘A’ pass you must demonstrate that

Your language is mostly accurate [verbs, the language system]You can form complex sentencesYou write with a range of structuresYou write with a range of vocabularyYou make appropriate use of learned material [from your folio of writing]You address the topic fullyYour presentation is clearYour presentation is structured

N.B. If a candidate fails to address one bullet point the maximum mark available is 16.If a candidate fails to address two of the bullet points the maximum mark available is 12.If a candidate fails to address three or more bullet points they will be awarded 0 marks.

DIRECTED WRITING EXAM PREP

I know tenses well, especially the perfect, imperfect and conditional and when they are usedI have learned phrases so that I can write about a wide range of scenariosI know how to use a dictionary (check accents, gender, spelling, chose correct word)I have revised adjectives, adjective agreement and irregular adjectivesI have chosen a town in appropriate country and know how to spell it, location, sights etc to include in writing

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I have learned some impressive A* phrases (learn multi-purpose phrases)I have learned a range of phrases for giving opinions and reasonsI have learned phrases to say why learning a modern language is beneficialI can adapt learned language to cover different scenariosI have built up a bank of vocabulary and phrases which I can reuse and recycle to cover all BPsI know how to say that my MFL has improved as a result of the trip and future impact of tripI have learned sophisticated structural phrasesI can give a sophisticated conclusion I have practised under timed, exam conditions and checked word count (and submitted for marking)

DIRECTED WRITING EXAM CHECKLIST

I have read both scenarios carefully and decided which one I can do better (only write ONE essay)I have scored out the scenario that I am not going to write aboutI have made a plan of structure incl. good phrases and verbs which I will use BEFORE startingI have only used learned material (don’t make things up or translate directly from English)My intro includes when, where, why, where I stayed and how I travelled (repeat what’s said in intro)BP1 – I have written about BOTH pieces of information requiredI have written in paragraphs (and clear sentences with capital letter, full stop etc.)I have NOT just written lists.I have not changed the details of the scenario (points will be deducted for this)My writing has structure (including into and conclusion)I have addressed bullet points in a balanced way I have covered ALL bullet points (if you miss one out, the most you can score will be)I have used detailed and complex structures, compound sentence and range of tenses (top marks)I have checked spelling, genders, plurals, accents, and adjectival agreementI have checked all grammar (verbs, tenses etc.)What I have written is relevant to the bullet pointI have used dictionary to check spelling (avoid dictionary misuse and overreliance) My handwriting is neat and accents are clear (capital letters, full-stops etc.)I have checked my work for accuracy (gender, adjective agreement, accents, spelling)

DIRECTED WRITING SUCCESS CRITERIA MAY 2018Content Accuracy Language Resource Mark

• The content is comprehensive. • The candidate

• The language is accurate throughout. However, where the candidate attempts to go beyond the range of the task, a slightly higher number of

• The candidate uses detailed and complex language throughout. • There is a wide range of adjectives,

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addresses all bullet points fully and may also provide additional relevant information. • The language flows well.

inaccuracies need not detract from the overall impression.• The candidate uses a comprehensive range of verbs accurately, and tenses are consistent and accurate. • The candidate demonstrates confident handling of all aspects of grammar and accuracy in spelling, and, where appropriate, word order. The language may contain a number of minor errors, or even one serious error.

adverbs and prepositional phrases. • They use a comprehensive range of verbs/verb forms, tenses and constructions.

Scaled to 15

• The content is clear. • The candidate addresses bullet points clearly, although one bullet point may not be addressed. • Generally the language flows well.

• The language is mostly accurate. Where the candidate attempts to use detailed and complex language, errors may detract from the overall impression. • The candidate uses a range of verbs accurately, and tenses are generally consistent and accurate. • There may be a few errors in spelling, adjective endings and, where relevant, word order and case endings. • Use of accents, where relevant, is not always secure.

• The candidate uses language which is mostly detailed and complex. • In one bullet point the language may be less detailed and complex than might otherwise be expected at this level. • The candidate uses a range of verbs/verb forms and other constructions. • Overall the writing is competent but there may be some repetition of structures.

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Scaled to 12

• The content is adequate. • The candidate addresses bullet points adequately, however two of the bullet points may not be addressed.

•The language may be accurate in most of the bullet points. However, in the others, control of the language may deteriorate significantly. • Verbs are generally correct. • The candidate may use tenses inconsistently, with present tenses used at times instead of past tenses. • There may be errors in spelling, adjective endings and other parts of speech, as well as in word order, cases and the use of accents (where relevant). • Overall, there is more correct than incorrect.

• The candidate gives some examples of detailed and complex language. • The candidate attempts to use a range of vocabulary and structures, although the language may be repetitive. • The candidate attempts to use a range of verbs and tenses. • Sentences may be brief.

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Scaled to 9

• The content may be limited. • The writing may be presented as a single paragraph.

• The language is inaccurate and after the first bullet point the control of the language may deteriorate significantly. • Verbs are generally incorrect and the candidate has difficulty in using different tenses. • There are errors, which may be serious, in spelling, adjectival endings and many other parts of speech, as well as in word order, cases and accents (where relevant). • Some points may not be immediately understood by a speaker of the language.

• The candidate demonstrates a limited use of detailed and complex language. • The language is repetitive, with a limited range of vocabulary and structures. • Sentences are brief. • There may be other language interference and/or an example of serious dictionary misuse

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Scaled to 6

• The content is limited. • The candidate has difficulty in addressing the bullet points.

• The language is inaccurate throughout and there is little control of language. • Most of the verbs are incorrect and the candidate has great difficulty in using tenses. • There are many serious errors in spelling, adjectival endings and many other parts of speech, as well as in word order, cases and accents (where relevant). • Several points may not be understood by a speaker of the language.

• The candidate uses little, if any, detailed and complex language. • There is a very limited range of verbs, vocabulary and structures. • Sentences are very brief. • There may be several examples of other language interference and/or serious dictionary misuse.

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Scaled to 3

• The content is very limited. • The candidate is unable to address the bullet points. or • Three or more of the bullet points are not addressed.

• The language is seriously inaccurate and there is no control of language. • Virtually nothing is correct. • Very little is intelligible to a speaker of the language.

• There is no evidence of detailed and complex language. • There may be several examples of other language interference and/or serious dictionary misuse. • The writing may contain very few sentences.

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Listening (25%)HOW CAN I IMPROVE MY LISTENING SKILLS?

Use Scholar at least 3 times per week – VITAL

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The earlier Scholar activities are easier and slower, so start with them. When you are in the Higher area, on the left under additional tools you will find activities. Click on that and look for all the listening activities to practise with. Get used to the listening by looking at the script while you are listening. Listen and read, and pause as often as you want to get used to the listening.

Get used to the listening by looking at the script while you are listening. This is easy to do on Scholar by pressing reveal at the bottom of the page.

Set yourself listening targets – listen for numbers/dates/salient points then write a brief summary/dictation of exactly what you hear.

See course info booklet for news channels, radio stations

Listen to any listening homework files (go over any that you didn’t do so well in) Past papers - download the scripts for the last three or four years from the SQA website, as well as the sound

files. Listen and read, and pause as often as you want to get used to the listening (past paper pack) Generate sophisticated vocab/phrases from listening passages and use in speaking and writing

N.B. No dictionary permitted for the exam.

LISTENING EXAM PREP

I have listened to MFL news/radio re current affairs EVERY DAYI have regularly watching DVDs in MFL/ TV onlineI have revised vocabulary on all topics regularly (at least twice a week)I have practised taking short notes in the MFL from listening filesI have practised doing listening with the transcriptsI have completed all of the SQA past papers and marked using marking scheme and completed list packI have gone over SQA marking schemes and understand requirements for Higher

LISTENING EXAM CHECKLIST

I have read all questions carefully prior to recordingI have highlighted/underlined key words in questionsI have made bullet points in preparation for answers (e.g. 3 marks available, 3 bullet points)I have answered questions accurately, giving a full and detailed answerI have translated all key vocabulary I have answered all questionsI have accurately translated numbers/dates/statisticsI have focused on what was actually said and not own knowledge of a particular topic or themeMy answers read well in English and answer the questionI have scored out any notes at end

Target Setting

What am I going to do to

improve my listening?

Writing Assignment (12.5%)

The assignment allows candidates to produce a piece of writing in the modern language based on one of the following contexts: society, learning, employability, culture.

It gives candidates an opportunity to demonstrate:

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Using detailed and complex written language, in the modern language, as part of a coursework writing task on a chosen topicUsing language accurately to convey meaning Expressing ideas and opinions and using content relevant to the taskLanguage resource and a range of vocabulary, structures and, where appropriate, tenses

UNDERSTANDING STANDARDS

French https://www.understandingstandards.org.uk/Subjects/French/higher/assignmentGerman https://www.understandingstandards.org.uk/Subjects/German/higher/assignmentSpanish https://www.understandingstandards.org.uk/Subjects/Spanish/higher/assignment

ASSIGNMENT WRITING OVERVIEW

Candidates produce a piece of writing in the modern language of 200 – 250 words using detailed and complex language. The piece of writing is based on one of the following contexts: society, learning, employability, culture. You may refer to other contexts in your writing if you wish.

Centres may provide candidates with a choice of writing stimuli in English. These may be selected from those published by SQA or centres may produce their own stimuli. Candidates may choose to write about a topic of particular interest and agree this with the teacher or lecturer. Whichever of these approaches is adopted, it is important to note that candidates must not have sight of the actual stimulus until the point of assessment

Candidates have opportunities for remediation and consolidation of their writing. Teachers and lecturers provide feedback on areas for improvement via the use of, for example, a writing improvement code.

The information relayed in the piece of writing is mainly of a discursive nature. Teachers and lecturers should encourage candidates to write in a focused and structured way, and to write in paragraphs. Candidates should practise how to structure a piece of writing, while developing techniques on how to check the accuracy of written work.

Candidates should express of discuss different viewpoints, while demonstrating relevant content, ideas and opinions and, where applicable, give reasons for opinions. You should draw conclusions and demonstrate language resource (variety and range of structures) and accuracy.

ASSESSMENT CONDITIONS

TIMEThere is no time limit for any of the four stages of the assignment. Teachers and lecturers may use their discretion to decide how much time candidates need for preparation, consolidation, remediation and completion of the piece of writing.

SUPERVISION, CONTROL AND AUTHENTICATIONTeachers and lecturers must exercise their professional responsibility in ensuring that evidence submitted by a candidate is the candidate’s own work. Candidates must confirm by a signature that the submission is their own work. They must also provide the stimulus to which they are responding and indicate the context they have chosen. Candidate submissions must be legible and free from teacher or lecturer annotations.

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PROCESSWhen candidates receive their annotated draft, they do not have to produce their final version immediately. They may have the time they need to reflect on any annotations. How much time this takes can vary from candidate to candidate. Candidates may choose to revise a particular topic or rules of the language out of class time, between the draft and final version. Teachers and lecturers should encourage them to reflect on their writing prior to producing their final submission.

Candidates have up to two attempts to produce their assignment (that is a maximum of one draft annotated by teachers or lecturers) before it is ready for submission to SQA. Teachers and lecturers must not provide the correct version in the modern language of any part of the writing, but may discuss with candidates how to make improvements by using their reference or support materials. At all stages, candidates must be encouraged to develop their knowledge and understanding of the modern language.

Any drafts produced by candidates, together with all reference and support materials used during the assignment–writing process, must be retained by the teacher or lecturer and must not be removed from the classroom during all stages of the process.

RESOURCESCandidates may use any of the following support materials:grammar reference notes (including verb tables)bilingual dictionarywordlist or vocabulary listwriting improvement code (if applied by teachers or lecturers to writing drafts and with which candidates are familiar)draft writing annotated by the teacher or lecturer, provided it does not contain the correct version in the modern language the writing stimulus (in English)Candidates must not use:textbooks or reading texts in the modern language (paper or electronic)web-based resourceslist/bank of phraseswriting frames

EVIDENCE TO BE GATHERED The following candidate evidence is required for this assessment: One piece of writing in the modern language as a response to a stimulus provided in English, from one of the contexts of society, learning, employability, culturethe stimuluscandidate answer booklet signed by the candidate

DETAILED MARKING INSTRUCTIONSThe nine characteristics of the three aspects of the assignment marking are as follows:

CONTENTCommunication of relevant ideas and opinionsRange of ideas and opinions and reasons for theseCommunication of different viewpoints and drawing conclusionsOrganisation and structure of writing and/or focusACCURACYAll aspects of grammarspelling

LANGUAGE RESOURCESUse of detailed and complex languageRange of vocabulary and language structures used

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Application and understanding of the modern language, including use of a range of tenses (if appropriate) and other language features

MARKING INXPositive markingNo penalty for under or over wordcount

YOU MAY USEWord list, grammar notes and verb tables

ASSIGNMENT WRITING PREP

Learn useful discursive phrases to help make your arguments more powerfulI have learned some good intro phrases to link paragraphs and build up to effective endingI have recycled good (checked) phrases from the speaking examBuild a bank of pros and cons for each topicsTalk about ‘some people’ rather than ‘I think’Set out your arguments logicallyEnsure that your mastery of tenses is spot-on (especially present tense)I can recycle phrases from the final oral I know lots of (sophisticated) opinion words and phrases I understand spelling, gender, accents and adjectival agreementI have looked at and understood marking instructions and looked at exemplarsI have revised present tense irregular verbs and the future and conditional tensesI have undertaken lots of practice on a wide range of topics

ASSIGNEMENT WRITING EXAM CHECKLIST

I have understand the questions in MFLI have planned structure of essay prior to starting (clear intro, middle paras and clear conclusion)I have stuck to things that I know how to say – don’t be tempted to make things upI have written in paragraphs I have written in third person (avoid using first person too much)I have used discursive phrasesI have expressed ideas and discuss different viewpointsI have used qualifiers, adjectives, connectors, negatives, options, tenses, time phrasesI have given reasons for my opinions and used as many opinion phrases as possibleMy writing is relevant to the task that is set, expressing opinions and giving reasons for those opinionsI have tried to include detailed and complex sentences with sophisticated vocabulary.I have used pre-learned phrases (don’t be tempted to make up essay from scratch)I have responded to ALL questions asked (no need to write an equal number of words each question)My writing is accurate and I have avoided translating directly from EnglishI have avoided dictionary misuse and mother tongue/other MFL interferenceI have checked my spelling, gender, accents and adjectival agreementI have addressed the task properly (don’t write directed writing-style essay)I have not included irrelevant material

ASSIGNMENT WRITING SUCCESS CRITERIA MAY 2018Content Accuracy Language Resource Mark

addresses the title in a full and balanced way

demonstrates a very good degree of grammatical accuracy

uses detailed and complex language throughout

20

20

uses content which is relevantexpresses a wide range of ideas, opinions and reasonspresents different arguments or viewpoints and draws a conclusionwrites in a very structured and organised way and the language flows well

corresponding to the level, although may make a few errors which do not detract from the overall impression demonstrates a very good degree of accuracy in spelling and, where appropriate, word order

uses a wide range of structures uses a wide range of verbs/verb forms, tenses (if appropriate) and other language features

Scaled to 15

addresses the title competently uses content which is mostly relevantexpresses a range of ideas, opinions and reasons presents different arguments or viewpoints and draws a conclusion writes in a structured and organised way

demonstrates a good degree of grammatical accuracy corresponding to the level. Errors may occasionally detract from the overall impression demonstrates a good degree of accuracy in spelling and, where appropriate, word order

mostly uses detailedand complex languageuses a range of structures uses a range of verbs/verb forms, tenses (if appropriate) and other language features may occasionally repeat structures, verbs, etc.

16

Scaled to 12

addresses the title fairly competently uses content which is generally relevant expresses some ideas, opinions and reasons attempts to present different arguments or viewpoints andto draw a conclusion writes with an adequate sense of structure and writing is mostly organised

demonstrates an adequate degree of grammatical accuracy corresponding to the level, although errors, which occasionally may be serious, detract from the overall impression demonstrates an adequate degree of accuracy in spelling and, where appropriate, word order produces more correct language than incorrect

attempts to use detailedand complex languageattempts to use a range of structures uses a few different verbs/verb forms, tenses (if appropriate) and other language featuresmay use fairly repetitive languagemay use some lists

12

Scaled to 9

uses content which at times may not be relevant to the title expresses limited ideas, opinions and reasons may find it difficult to present different arguments or viewpoints and to draw a conclusionwrites with a limited sense of structure and writing may not be well organised

demonstrates an inadequate degree of grammatical accuracy corresponding to the level makes errors, many of which are serious and impede communication demonstrates an inadequatedegree of accuracy in spelling and, where appropriate, word order may demonstrate evidence of misuse of the dictionarymay include other language interference

uses a limited amount of detailed and complex language uses a limited range of structuresuses a limited amount of verbs/verb forms, and other language features uses language which is largely repetitivedemonstrates an over-reliance on the use of lists

8

Scaled to 6

uses content which may have little relevance to the titleexpresses very limited ideas, opinions and reasonspresents few arguments or viewpoints and has difficulty drawing a conclusion demonstrates little sense of Structure or organisation

demonstrates serious grammatical inaccuracies corresponding to the level makes serious errors whichimpede communication throughout demonstrates an insufficient degree of accuracy in spelling and, where appropriate, word order demonstrates evidence of misuse of the dictionary may include other language interference

uses a very limited amount of detailed and complexlanguage uses a very limited range of structures uses a very limited amount of verbs/verb forms, and other language features uses repetitive language

4

Scalr

uses content which is irrelevant to the title does not express any ideas, opinions or reasons

demonstrates little or no evidence of grammatical accuracy corresponding to the level

does not use detailed and complex language makes little or no use of structures, verbs/verb forms and

0

21

is unable to present any arguments or viewpoints and/or draw a conclusion is unable to write with any structure or organisation

has great difficulty in spelling most words correctlydemonstrates little or no knowledge of word orderfrequently demonstrates evidence of misuse of the dictionaryincludes frequent other language interference

other language features

TALKING (25%)You are assessed on at least two of the four contexts: society, learning, employability, culture.

You will have the opportunity to use the modern language to demonstrate:using detailed and complex spoken language, as part of a discussion on the chosen contexts using language accurately to convey meaning maintaining interaction as appropriate to purpose

22

The performance takes the form of a discussion which will last approximately 10 minutes. This has a total mark allocation of 30 marks. This is 25% of the overall marks for the course assessment. You may use brief notes and/or visual aids. You may refer to five headings of not more than eight words each. The headings are prompts and are not to be read out word for word.

OVERVIEWCandidates take part in a discussion with the teacher or lecturer using detailed and complex language on at least two different contexts and respond to questions in the modern language relating to each of the contexts. The exchange of information is mainly of a factual nature and also includes ideas and opinions. Candidates may ask questions where appropriate during the discussion.

Candidates identify beforehand the contexts and related topic development for the discussion. They communicate these to the teacher or lecturer before taking part in the performance talking. The contexts chosen must be noted on the candidate assessment record (or equivalent). Candidates choose contexts from those included in the course, and preparation largely takes place as a normal part of learning and teaching

The final speaking will take place at the end of February/beginning of March. You should be fully prepared for this by the end of January (presentation and answers to questions submitted, marked and redrafted).

The eight characteristics of the four aspects of the performance are as follows:

CONTENTOrganisation and communication of ideas and opinionsDevelopment and relevance of ideas and opinions

ACCURACYVocabulary and structuresPronunciation and intonation

LANGAUGE RESOURCEVariety and range of vocabulary and language structures used

INTERACTION (as a feature of content and language resource)Understanding of the modern language Ability to maintain and sustain a discussion

HOW CAN I IMPROVE MY SPEAKING?Create bank of phrases for each topic (take from reading and listening passages)Learn vocabulary and phrases regularly Learn how to express opinions e.g. agreeing, disagreeing, asking questions, ask for clarificationRecord your presentation/responses and listen to your recordingEnsure that you know how to pronounce vocabulary (use the ‘Pronounce’ app, www.voki.com or www.textivate.com)When making notes/prompt sheets, be selective in the words that you needEXAM TIPS

I have prepared WELL in advance, learn off-by-heart (flash-cards, recording etc.)I have checked that the length of the discussion is correctI have learned and included discursive phrases and conversational MFL (natural and informative)I have included use of detailed and complex languageI have demonstrated a variety of structures, verbs, tenses and vocabularyI understand everything that I am saying

23

I have learned a variety of discussion techniques to cope with unexpected language.I have practised pronunciation and intonationI am able to discuss a theme constructively and expand on answers.I have thought about question that I might be askedMy conversation has a mixture of longer and shorter answersI have learned some natural interjections I know how to show that I have understood the question I am prepared to asked questions that are relevant to the discussion and at relevant timesI know how to ask for clarification if stuck

FINAL SPEAKING CHECKLIST

I have chosen topics which is not too prescriptive to allow for development of discussion I have learned some phrases to buy myself time/ask to clarification or repetitionI have learned expressions to give my point of viewI can sustain a discussion (ask questions back and respond to unexpected questions in natural way)I can take the initiative and go beyond minimal responses I can deal with questions that go beyond learned material. I can incorporate pre-learned material naturally and avoid any tendency to deliver mini-speeches. Focus on grammatical accuracy, particularly with regard to use of verbs (especially the preterite and the perfect), gender of nouns, adjectival agreements and the subjunctive. I have had frequent practice of talking to develop confidence.

TARGET SETTING

What level are you at now?What level are you going to aim for?

What are you going to do to achieve this?

PERFORMANCE TALKING SUCCESS CRITERIA MAY 2018Content Accuracy Language Resource Pegged

Mark uses content which is comprehensive, relevant and well-organisedexpresses a wide range of ideas and opinions

demonstrates a very good degree of grammatical accuracy corresponding to the level may make a few errors

immediately understands almost all of what is said uses a wide range of detailed and complex language uses a wide range of structures

30 or 27

24

readily goes beyond minimum responsesreadily adapts learned material as appropriate to the discussion deals confidently with unpredictable elements shows little, if any, undue hesitation readily takes the initiative covers at least two contexts

which do not detract from the overall impression uses pronunciation and intonation which are sufficient to be readily understood by a speaker of the language

uses a wide range of verbs/verb forms, tenses and other language features may use some idiomatic language and expressions may use some interjections and/or connectivesmay occasionally seek clarification in the modern language

uses content which is mostly relevant and well-organisedexpresses a range of ideas and opinions goes beyond minimum responses uses learned material but not always appropriately deals with unpredictable elements may hesitate occasionally but recovers successfully occasionally takes the initiative covers at least two contexts

demonstrates a good degree of grammatical accuracy corresponding to the level may make errors which occasionally detract from the overall impression uses pronunciation and intonation which can mostly be understood by a speaker of the language

understands almost all of what is said uses a range of detailed and Complex language uses a range of structures uses a range of verbs/verb forms, tenses and other language featuresmay attempt to use some idiomatic language and expressions may attempt to use some interjections and/or connectives may seek clarification in the modern language

24 or 21

uses content which is generally relevant and wellorganised expresses some ideas and opinions attempts to go beyond minimum responses mostly deals with unpredictable elements may rely on the use of learned materialmay hesitate occasionally, thereby affecting the flow of the discussion may attempt to take the Initiative but not always successfully may not cover at least two contexts

demonstrates an adequate degree of grammatical accuracy corresponding to the level makes errors which detract from the overall impression uses pronunciation and intonation which are sufficient to be understood by a speaker of the language, although some points may not be immediately clear

understands most of what is saidattempts to use a range of detailed and complex languageattempts to use a range of structures uses a few different verbs/verb forms, tenses and other language features uses language which is perhaps repetitive may require occasional prompting and/or repetition may attempt to use some interjections and/or connectives but not always successfully may attempt to seek clarification in the modern language

18 or 15

uses content which at times may not be relevant and well-organisedexpresses limited ideas and opinions tends not to go beyond minimum responses has difficulty dealing with

demonstrates an inadequate degree of grammatical accuracy corresponding to the level makes errors which often impede communication uses pronunciation and

may have difficulty in understanding much of what is said uses a limited amount of detailed and complex language uses a limited range of structures uses a limited amount of

12 or 9

25

some unpredictable elements relies heavily on the use of learned material hesitates in many responses, thereby affecting the flow of the discussion rarely takes the initiative may not cover at least two contexts

intonation which are generally sufficient to be understood by a speaker of the language, although some points may not be immediately clear

verbs/verb forms, tenses and other language features requires some prompting and/or repetition frequently uses language which is not appropriate to the level may seek clarification in the modern language but often unsuccessfully

uses content which is basic, irrelevant and disorganised expresses ideas and opinions with difficultyis unable to go beyond the use of learned material has difficulty dealing with most unpredictable elements hesitates throughout, thereby seriously affecting the flow of the discussion does not take the initiative may not cover at least two contexts

demonstrates serious grammatical inaccuracycorresponding to the level makes errors which impede communication throughout uses pronunciation and intonation which are often insufficient to be understood by a speaker of the language, and many points may not be clear

may have difficulty in understanding most of what is said uses a very limited amount of detailed and complex language uses a very limited range of structures uses a very limited amount of verbs/verb forms, tenses and other language features requires frequent prompting and/or repetition mostly uses language which is not appropriate to the level may demonstrate other language interference may not seek clarification in the modern language

6 or 3

uses content which is basic, irrelevant and disorganised expresses no ideas and opinions is unable to deal with unpredictable elements hesitates throughout, thereby seriously impeding communication is unable to take the initiative may not cover at least two contexts

uses language which is almost completely inaccurate makes errors whichseriously impede communication throughout uses pronunciation and Intonation which are insufficient to be understood by a speaker of the language

is unable to understand much of what is said uses no detailed and complexlanguage uses very few, if any, structures uses very few, if any, verbs/verb forms, tenses and other language features requires constant prompting and/or repetition uses language which is not appropriate to the level may demonstrate several examples of other language interference is unable to seek clarification in the modern language

0

Higher Modern Languages: performance—talking candidate assessment record

Centre: ___________________________________ Centre number: _________________

Candidate name: ___________________________ Candidate number: _________________

To be completed by the candidate before the assessmentContext 1 Topic development area(s)

26

Context 2 Topic development area(s)

Other contexts* Topic development area(s)

*if applicable

Candidate signature: _______________________________

Assessment date: __________________________________

Teacher or lecturer name: __________________________

Teacher or lecturer signature: _______________________

THE ROYAL HIGH SCHOOL - HIGHER POST-PRELIM ANALYSIS

ELEMENT OF EXAM PRELIM SCORE TARGET SCORE

READING & TRANSLATION

DIRECTED WRITING

27

LISTENING

DISCURSIVE WRITING

TOTAL

READINGWhat I did well

What I need to improve uponHow I plan to do this

TRANSLATIONWhat I did well

What I need to improve uponHow I plan to do this

DIRECTED WRITINGWhat I did well

What I need to improve uponHow I plan to do this

LISTENING What I did well

What I need to improve uponHow I plan to do this

28