AQA A-level French (includes AS)

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The nature of these responses will mean that the discussion largely avoids questions inviting the student to evaluate critically aspects of what has been researched in favour of a more factual line of questioning.

provide support/guidance on research techniques, including how best to manage the storing and assimilation of knowledge and information that has been researched 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.The student will respond readily to all opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. The examiner may use points made in the presentation as well as information given on the Candidate Record form to initiate the discussion. grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development 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. qualification may be used for responses in English, including translation into English. Assessment objective weightings for A-level

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. 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 The emphasis throughout the discussion will be on eliciting views, opinions, ideas, and reactions from the student which they will be invited to explain, develop further, justify, illustrate, and defend, and where knowledge of the topic area will be paramount in supporting the responses given.The student will respond well to most opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. identify a key question or subject of interest and select relevant information in French from a range of authentic sources, including the internet 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. match the phrasing of the question set. Examples of this are in the specimen mark scheme. Translation 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.

The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments. 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.

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The student will respond well to some opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. 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.