The briefest outline of key findings with very little development and showing very little understanding and assimilation of research-based knowledge. The student will respond well to some opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. For further detail on Paper 3 Speaking, see A-level French, German and Spanish Instructions for Speaking tests and A-level French, German and Spanish: Candidate Record form. Assessment criteria Paper 1 Summary questions: AO3 Mark A five -week window will be timetable d during April and May. All assessments must be conducted within this period. Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not always be responded to with a confident and effective marshalling of knowledge.

discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the research

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The discussion will focus on key concepts such as importance, impact, value, contribution, significance, as well as on the student’s appreciation of the topic area – its appeal and interest, and the insights the study has brought to the student. This will naturally generate opportunities for the student to analyse, evaluate and draw conclusions on those aspects of the topic area that have been researched. Table 1. Levels of performance for the discussion Level online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not usually be responded to with a confident and effective marshalling of knowledge.

General advice is defined as guidance which the teacher would include in the teaching and learning of the class and which would apply to all projects. Specific advice is defined as guidance which relates to a particular project and is tailored to an individual student or group of students. In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. Examples of the types of question the teacher-examiner will ask during the discussion of the project are included in the AS and A-level French, German and Spanish Instructions for the Conduct of the Examinations at aqa.org.uk. Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will consistently be responded to with a confident and effective marshalling of knowledge. Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge.

Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by some relevant factual knowledge but at times the student may provide information that is not directly relevant to the discussion. Conjugation of regular - er , - ir , -re verbs, modal verbs, principal irregular verbs, including reflexive verbs provide support/guidance on research techniques, including how best to manage the storing and assimilation of knowledge and information that has been researched

The examiner will be hard pushed to find opportunities to which the student can respond effectively to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.

There will be few if any challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering. identify a key question or subject of interest and select relevant information in French from a range of authentic sources, including the internet provide specific advice on the language of the student’s presentation and discussion, apart from the language of the project titleKnowledge of the topic under discussion will be used consistently and effectively to support views and opinions. Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments. The student may attempt some response to opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion but these will not always be successful. Students will provide in advance on the Research project form a list of headings to indicate the scope of their research and the sources used. Apart from the names of published sources, any headings must be in English. The teacher may help the student to complete the form. Students must use at least two sources and at least one of them must be an online source. Apart from the two required sources, any remaining sources and/or headings must not exceed 80 words. Sources could be visual, audio or written (in any combination) and must be capable of leading to findings that will form the basis of a 9–10 minute discussion. Response to questions inviting the student to evaluate critically aspects of what has been researched will not generally be supported by some relevant factual knowledge and the student may provide much information that is not directly relevant to the discussion.