GCE Modern Languages French German Irish and Spanish

GCE Modern Languages (French, German, Irish and Spanish) February 2018 A 2 Support Event

A 2 at a glance A 2 = 60% of A Level • A 2 1: Speaking – 18% of A Level • A 2 2: Listening and Reading – 24% of A Level - Section A: Listening - Section B: Reading • A 2 3: Extended Writing – 18% of A Level

Assessment Objectives There are FOUR assessment objectives: • AO 1: understand respond to spoken language (20%) • AO 2: understand respond to written language (30%) • AO 3: manipulate the language accurately (30%) • AO 4: show knowledge and understanding of aspects of the culture/society of French/German/Irish/Spanish* speaking countries and communities (20%) * Delete as appropriate

A 2 Subject Content (1) Young People in Society part-time jobs education and employment career planning – aspirations and intentions young people and democracy European citizenship – advantages, disadvantages and opportunities • societal attitudes and young people • • •

A 2 Subject Content (2) Our Place in a Changing World • equality / inequality and discrimination / prejudice • poverty at home and abroad – causes, consequences and measures to combat it • immigration and emigration – causes, benefits and related issues • multicultural society and cultural identity – benefits and challenges • causes, consequences and resolution of conflict • sustainable living and environmental issues

A 2 1: Speaking This unit has TWO elements: • an introduction (1 minute) and discussion (5 minutes) based on an individual research project – AO 4 : 30 marks – AO 3 : 10 marks • a general conversation (9 minutes) – AO 1 : 25 marks – AO 3 : 10 marks

A 2 1 : Introduction and Discussion Content • The introduction and discussion elements are based on an aspect of a French/German/Irish/Spanish* speaking country or community. • There are three options: – culture – historical period – region • They should be on a general theme and not focus on a single film, text or individual. * Delete as appropriate

A 2 1: Introduction and Discussion • The introduction should not last more than one minute. • The opening question for the discussion will be based on one of the headings in the summary sheet but candidates should not expect questions on each of the five headings. • The discussion should not consist of a series of mini-presentations. • Candidates should engage with the questions and avoid reeling off prepared material at a fast pace.

A 2 1: Conversation • The conversation is a general conversation based on the candidate’s life and interests and experience of the AS and A 2 themes. • Candidates will be free to speak any topic of special interest to them. • It is an unscripted conversation and preprepared monologues will be discouraged. • Candidates should develop their answers and include opinions.

A 2 2 Section A: Listening AO 1 : 25 marks 45 minutes Content • Q 1 : QA in Target Language • Q 2 : QA in English – 10 marks – 15 marks

A 2 2: Listening • Answers do not have to be in full sentences. • There are no marks for answers in the wrong language. • If appropriate one word answers/figures may be used. • Superfluous material will not be penalised if the correct answer is clearly given. • Alternative answers will not be credited.

A 2 2: Listening Q 1 QA in Target Language • Candidates can use words/phrases from the stimulus – there is no need to rephrase. • A simple transcription will not be rewarded if it does not answer the question appropriately. • Candidates should take care when using pronouns or possessive adjectives. • Minor spelling mistakes are not penalised. • Meaning must be clear.

A 2 2 Section B: Reading • AO 2 : 40 marks • AO 3 : 35 marks 2 hours Content - Q 1 : Gap-filling - Q 2 : Comprehension - Q 3 : Summary - Q 4 : Translation AO 2 : 10 marks AO 2 : 15 marks AO 3 : 35 marks

A 2 2 Q 1: Gap-filling • The same word cannot be used twice. • The comprehension exercise is supported by grammatical clues. Candidates should be able to identify the correct part of speech needed to complete a sentence. • Minor spelling mistakes will not be penalised provided the meaning is clear.

A 2 2 Q 2: Comprehension QA in Target Language • Phrases from the stimulus may be used provided they answer the question appropriately. • Superfluous material will not be penalised provided it does not affect the meaning of the answer. • Alternative answers will not be credited. • Marks are for AO 2 but meaning must be clear.

A 2 2 Q 3: Summary in English • QWC is assessed in this question. Answers should be in good English and in full sentences. • Candidates are asked to summarise in approximately 100 words. The tolerance is set at 10% for Band 5. • Candidates should be encouraged to select the key points and structure their response in paragraphs reflecting the stimulus. This helps with structure, balance and word length.

A 2 2 Q 4: Translation into Target Language • The translation tests grammatical structures and core vocabulary. • The translation should be an accurate rendering of the original text. • Alternative translations are possible and will be credited but candidates should be careful of rephrasing or simplifying. • Repeated or consequential errors will not be penalised repeatedly. • Translations are marked positively.

A 2 3: Extended Writing One essay response on a set text AO 2 – Understanding AO 4 - Knowledge AO 3 – Target Language 1 hour 35 marks 20 marks

A 2 3 Extended Writing Content See Appendix 4 of the Specification for the list of poems, texts and films

AO 2 Performance Descriptors Band 5: • The candidate demonstrates an excellent understanding of the requirements of the question. • The question is addressed appropriately and coherently with minimum repetition and no irrelevant material. • There is very good evidence of analysis.

AO 2: Understanding of the requirements of the question Examiners are looking for a structured response consisting of: • a short introduction • structured paragraphs following a plan and addressing the question set • a short conclusion

AO 2: Appropriate response • Candidates should focus on the question. • They should avoid general answers, story-telling and all-purpose answers. • There is no word limit but - overlong answers may include repetition and are at risk under AO 3. - short answers may lack detail.

AO 2: Coherent response • A brief introduction and conclusion give coherence to the answer. • Candidates should plan their answers to avoid unbalanced answers or repetition. • They should avoid the use of arrows/asterisks. • Candidates should be encouraged to skip a line between paragraphs.

AO 4 Performance Descriptors Band 5: • The candidate demonstrates an excellent knowledge of the text studied and • is able to focus appropriately on key aspects of the question. • Detailed knowledge, views, arguments and insights are presented clearly.

AO 4: Knowledge of the text • Knowledge needs to be precise and relevant to the question chosen by the candidate. • Candidates should illustrate their answers with specific references to the text. • Quotations are desirable but not essential. • Quotations should be accurate and relevant.

AO 4: Focus on key aspects • Candidates should read the question carefully and answer the question set. • They should avoid the use of irrelevant pre-learnt material. • They should be encouraged to plan their answer outlining the points to be included in their essay and focusing on the question.

AO 3 Performance Descriptors Band 5: • Excellent command of language with frequent examples of accurate and complex structures appropriate to this level. • Examples of idiomatic language evident. • Some errors but only where more complex language is used.

AO 3: Command of language • Excellent command of language means there is a natural flow to the writing. • The response reads well in spite of minor errors. • Candidates should use a variety of structures and some more complex idiom and structures. • Idiomatic expressions should be used appropriately.

AO 3: Accuracy • Candidates should avoid basic errors and check – spelling, including accents – basic agreements – verb forms – word order

CCEA Language microsites The following resources are available on the microsites: • Specification section: – Circular: Speaking Assessments (December 2017) • Support section: – Specification Clarification Information (General) – Scheme of Work (General) – A 2 Fact Files – Study Cards