Awaiting
Accreditation
Oxford Cambridge and RSA
OCR Level 1/2 GCSE (9–1) in French (J720)
German (J721) Spanish (J722)
Specification
Version 1: First assessment 2018
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This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to have early
sight of our proposed approach to GCSE (9–1) in French/German/Spanish. Further changes may be required and
no assurance can be given at this time that the proposed qualification will be made available in its current form,
or that it will be accredited in time for first teaching in 2016 and first award in 2018.
© OCR 2015
GCSE (9–1) in French/German/Spanish
QN Awaiting Accreditation
Contents
1a.
1b.
1c.
1d.
Why choose an OCR GCSE (9–1) in French/German/Spanish?
1
2
The specification overview
6
3
Assessment of GCSE (9–1) in French/German/Spanish
3a.
3b.
3c.
3d.
3e.
3f.
3g.
3h.
3i.
3j.
3k. 3l.
3m. 4
5
1
2
3
5
Overview of GCSE (9–1) in French (J720), German (J721), Spanish (J722)
6
Content of OCR GCSE (9–1) in French (J720), German (J721), Spanish (J722)
7
Key skills for Listening Foundation Tier (01) and Higher Tier (02) French/German/Spanish
9
Key skills for Speaking Foundation Tier (03/05) and Higher Tier (04/06) French/German/Spanish 10
Key skills for Reading Foundation Tier (07) and Higher Tier (08) French/German/Spanish
11
Key skills for Writing Foundation Tier (09) and Higher Tier (10) French/German/Spanish
12
Examples of how the themes can be applied in developing Listening and Speaking skills
13
Examples of how the themes can be applied in developing Reading and Writing skills
15
Prior knowledge, learning and progression
17
Forms of assessment
Assessment Objectives (AO)
Tiers
Assessment availability
Retaking the qualification
Speaking test guidance
Marking criteria for Speaking Foundation Tier (03/05)
Marking criteria for Speaking Higher Tier (04/06)
Marking criteria for Writing Foundation Tier (09)
Marking criteria for Writing Higher Tier (10)
Synoptic assessment
Assessment of extended responses
Calculating qualification results
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2a.
2b.
2c.
2c.
2c.
2c.
2c.
2c.
2d.
Why choose an OCR qualification?
Why choose an OCR GCSE (9–1) in French/German/Spanish?
What are the key features of this specification?
How do I find out more information?
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Admin: What you need to know
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Appendices 46
4a.
4b.
4c.
4d.
4e.
4f.
5a. 5b.
5c.
5d.
5e. Pre-assessment
Special consideration
External assessment arrangements
Results and certificates
Post-results services
Malpractice
Grade descriptors
Overlap with other qualifications
Accessibility
Knowledge of vocabulary
Grammar requirements
© OCR 2015
GCSE (9–1) in French/German/Spanish
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© OCR 2015
GCSE (9–1) in French/German/Spanish
1Why choose an OCR GCSE (9–1) in French/
German/Spanish?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that
you’re working with one of the UK’s leading exam
boards. Our new OCR GCSE (9–1) in French/German/
Spanish course has been developed in consultation
with teachers, employers and higher education to
provide us with a qualification that’s relevant to them
and meets their needs.
1
• A wide range of high-quality creative
resources including:
Delivery Guides
Transition Guides
Topic Exploration Packs
Lesson Elements
... and much more.
•Access to subject specialists to support you through the transition and throughout the lifetime of the specifications.
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We’re part of the Cambridge Assessment Group,
Europe’s largest assessment agency and a department
of the University of Cambridge. Cambridge
Assessment plays a leading role in developing and
delivering assessments throughout the world,
operating in more than 150 countries.
We provide a range of support services designed to
help you at every stage, from preparation through to
the delivery of our specifications. This includes:
• CPD/training for teachers including face-toface events to introduce the qualifications and
prepare you for first teaching.
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We work with a range of education providers,
including schools, colleges, workplaces and other
institutions in both the public and private sectors.
More than 13,000 centres choose our A Levels,
GCSEs and vocational qualifications including
Cambridge Nationals, Cambridge Technicals and
Cambridge Progression.
Our Specifications
We believe in developing specifications that help you
bring the subject to life and inspire your learners to
achieve more.
We’ve created teacher-friendly specifications
based on extensive research and engagement with
the teaching community. They’re designed to be
straightforward and accessible so that you can tailor
the delivery of the course to suit your needs. We
aim to encourage students to become responsible
for their own learning, confident in discussing ideas,
innovative and engaged.
• Active Results – our free results analysis
service to help you review the performance of
individuals or whole schools.
• ExamCreator – our new online past papers service that enables you to build your own test papers from past OCR exam questions.
All GCSE (9–1) qualifications offered by OCR are
accredited by Ofqual, the regulator for qualifications
offered in England.
The accreditation number for OCR’s GCSE (9–1) in
French is QNXXXXXX.
The accreditation number for OCR’s GCSE (9–1) in
German is QNXXXXXX.
The accreditation number for OCR’s GCSE (9–1) in
Spanish is QNXXXXXX.
© OCR 2015
GCSE (9–1) in French/German/Spanish
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1b. Why choose an OCR GCSE (9–1) in French/German/Spanish?
We will work extensively with adapted and abridged,
authentic and age-appropriate texts and contexts
to maximise learners’ motivation. Our approach is
to embed learning in the culture of target language
countries in order to increase awareness and
understanding of the countries where the languages
are spoken.
This specification has been produced in consultation
with experts from schools and higher education.
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OCR’s GCSE (9–1) in French/German/Spanish provides
a practical and engaging course, designed to inspire
and develop learners’ language skills. We have
chosen to take a skills-based approach to the linear
exam in order to enable learners to manipulate the
language in a range of contexts. Learners will develop
transferable skills in listening, speaking, reading and
writing, which they will apply to a range of contexts
as outlined in the themes section in 2b. This approach
supports the linear framework. In addition it will
provide a strong basis for learners who go on to study
modern foreign languages at a higher level, post-16,
by equipping them with key skills and strategies.
It will also provide a strong basis for learners who will
go into the world of work, where their skills will be of
value in employment.
Aims and learning outcomes
•develop awareness and understanding of
the culture and identity of the countries and
communities where the language is spoken
•be encouraged to make appropriate links to
other areas of the curriculum to enable bilingual
and deeper learning, where the language may
become a medium for constructing and applying
knowledge
•develop language learning skills both for
immediate use and to prepare them for further
language study and use in school, higher
education or in employment
•develop language strategies, including repair
strategies.
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OCR’s GCSE (9–1) in French/German/Spanish will
encourage learners to:
•develop their ability to communicate confidently
and coherently with native speakers in speech
and writing, conveying what they want to say
with increasing accuracy
•express and develop thoughts and ideas
spontaneously and fluently
•listen to and understand clearly articulated,
standard speech at near normal speed
•deepen their knowledge about how language
works and enrich their vocabulary in order for
them to increase their independent use and
understanding of extended language in a wide
range of contexts
•acquire new knowledge, skills and ways of
thinking through the ability to understand and
respond to a rich range of authentic spoken
and written material, adapted and abridged, as
appropriate, including literary texts
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© OCR 2015
GCSE (9–1) in French/German/Spanish
How will we support you?
OCR will provide comprehensive support for this
specification, which includes:
•access to a team of Subject Specialists to answer
your queries
•vocabulary learning with Memrise, a free
online resource designed to help learners retain
vocabulary
•CPD tailored to your needs, working with skilled
trainers in the Modern Foreign Languages (MFL)
field
•
sample question papers and mark schemes
•a relevant package of high-quality, free
resources developed in conjunction with
teachers
•
an anthology to support reading in Key Stage 4
•a curriculum guide for Year 9 to support schools
wishing to implement a skills-based approach
•evidence-based research projects by our
Assessment Research and Design team to
support a strong rationale for continuing
support and development in teaching and
learning.
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1c. What are the key features of this specification?
This specification has the following key features:
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•an accessible course for learners of all levels
of ability, which builds on the Key Stage 3
curriculum and enables more personalised
learning with a choice of tiers
•a skills-based approach to language learning
that encourages learners to be independent
and confident
•a focus on language skills and strategies, and
their application to a variety of language
contexts, allowing learners to make links to
other areas of the curriculum
•emphasis on adapted and abridged authentic
texts in order to develop awareness and
understanding of the culture and identity of the
countries where the target language is spoken
•a partnership with Memrise, a scientifically
researched online learning tool that will support
vocabulary learning using new technology in
accessible, flexible ways
•a flexible and relevant support package
of free resources for teachers, developed
by experienced modern foreign languages
teachers, that can be adapted as required and
shaped to learners’ needs.
Encouraging independence and confidence: a skills-based approach
The new OCR GCSE specification focuses on a skillsbased approach to MFL teaching and learning. The
skills-based approach aims to create confident
linguists who can employ strategies to extract
information from written and spoken language, and
who can manipulate language independently to
fully express themselves in both spoken and written
contexts. Learners develop a set of transferable
language-learning skills and strategies that can help
them to learn not only the language in question, but
additional languages in the future too. The focus on
the development of skills and linguistic functions
relating to listening, speaking, reading and writing
© OCR 2015
GCSE (9–1) in French/German/Spanish
enables and encourages learners to apply these skills
and the functional linguistic structures across all of
the themes.
We will provide a guide to this approach for learners
in Year 9 to demonstrate how a skills-based approach
to teaching MFL can be incorporated into existing
Year 9 schemes of work. This will enable learners to
develop a set of language-learning skills prior to them
embarking on the OCR GCSE (9–1) in French/German/
Spanish specification. The guide comprises a range
of discrete skill development modules, which can be
inserted into existing schemes of work.
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Adapted and abridged authentic texts
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The OCR GCSE (9–1) in French/German/Spanish
specification encourages the inclusion of adapted
and abridged authentic texts to increase learner
knowledge of the target language countries.
These texts include internet resources (such as
blogs, web pages and online forums), as well as
published resources (magazines and extracts from
novels and plays).
At GCSE, learners are required to read extracts from
contemporary and traditional literary texts as part of
the Reading component. Literary texts in the context
of this specification include novels, plays, short stories
and poems in the target language. This focus enables
learners to access a rich range of texts that use
language in imaginative and engaging ways.
Vocabulary
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Our skills-based approach encourages learners to
develop strategies to learn new vocabulary, including
word families, cognates and predicting skills. Learning
new vocabulary in this way aims to inspire interest in
language learning and foster good habits that will be
useful beyond GCSE.
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Our specification builds on the foundation of core
grammar and vocabulary outlined in the programmes
of study for Key Stages 2 and 3, increasing the level
of linguistic and cognitive demand. We have collated
a list of areas from Key Stage 3 that learners should
already be familiar with (see Appendix 5d).
Supporting vocabulary learning: Memrise
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In order to support independent and confident
learning, we are working with Memrise, a free, online
vocabulary learning resource.
Memrise provides vocabulary learning activities using
high, medium and low-frequency words. It offers a
range of vocabulary items to help learners widen their
vocabulary base and to help them access adapted and
abridged authentic texts. Learning vocabulary through
Memrise will complement the work done in the
classroom and support learners to express themselves
in a wide range of contexts.
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Memrise resources give learners access to a rich
range of relevant vocabulary and provide the tools
to help them learn new words. Learners can access
the vocabulary tests and resources from the website
(www.memrise.com) and on iOS and Android
applications.
Using Memrise enables learners to practise their
vocabulary regularly in a structured learning
programme that is based on scientific memorisation
theories. Learners may monitor their progress using
web-based applications to reinforce their vocabulary
learning throughout the course.
© OCR 2015
GCSE (9–1) in French/German/Spanish
1d. How do I find out more information?
If you are already using OCR specifications, you can
contact us at: www.ocr.org.uk
Want to find out more?
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Get in touch with one of our Subject Specialists:
If you are not already a registered OCR centre, you
can find out more information about the benefits of
becoming one at: www.ocr.org.uk
Email: OCRMFL2@ocr.org.uk
Customer Contact Centre: 01223 553998
Teacher support: www.ocr.org.uk
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If you are not yet an approved centre and would like
to become one, go to: www.ocr.org.uk
© OCR 2015
GCSE (9–1) in French/German/Spanish
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2 The specification overview
2a. OCR’s GCSE (9–1) in French (J720), German (J721), Spanish (J722)
Qualification Overview
2
Assessment Overview
Foundation Tier – grades 5 to 1
Component 01 Listening*
(Foundation Tier)
Written paper
40 marks
25% of total GCSE
35 minutes (including 5 minutes reading time)
Written paper
Component 03/05 Speaking*
(Foundation Tier)
Non-exam assessment (Speaking test)
40 marks
7–9 minutes
plus 10–12 minutes preparation time
25% of total GCSE
Component 07 Reading*
(Foundation Tier)
Written paper
50 marks
1 hour
25% of total GCSE
Component 09 Writing*
(Foundation Tier)
Written paper
37 marks
1 hour
25% of total GCSE
Component 02 Listening*
(Higher Tier)
Written paper
40 marks
45 minutes (including 5 minutes reading
25% of total GCSE
Component 04/06 Speaking*
(Higher Tier)
Non-exam assessment (Speaking test)
40 marks
10–12 minutes
plus 10–12 minutes preparation time
25% of total GCSE
Component 08 Reading*
(Higher Tier)
Written paper
50 marks
1 hour 15 minutes
25% of total GCSE
Component 10 Writing*
(Higher Tier)
Written paper
50 marks
1 hour 15 minutes
25% of total GCSE
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Learners take either Foundation Tier or Higher Tier to be awarded the OCR GCSE (9–1) in French/German/Spanish.
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Higher Tier – grades 9 to 4
* Indicates synoptic assessment, see section 3k.
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© OCR 2015
GCSE (9–1) in French/German/Spanish
2b. Content of OCR GCSE (9–1) in French (J720), German (J721),
Spanish (J722)
Themes
2
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Theme 1: Identity and culture
The subject content of OCR’s GCSE (9–1) in French/
German/Spanish is organised into three broad
themes:
• Identity and culture
•Local, national, international and global areas
of interest
•Current and future study and employment
Each theme contains a series of sub-themes that
enable and encourage learners to develop reallife, transferable language skills in a range of
relevant contexts.
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The focus of the OCR GCSE (9–1) in French/German/
Spanish is the development of real-life language skills
based on authentic-style tasks and situations. This will
enable learners to develop their ability and ambition
to communicate with native speakers in speech and
writing. This approach encourages learners to step
beyond familiar cultural boundaries, to broaden their
horizons and develop new ways of seeing the world.
Sub-themes:
Personal identity within the context of family, friends
and the wider community
•Family members, types of family groupings
and dynamics
• Personal qualities and appearance
•Identity as defined by community (town/school)
and region or nation (for example, language,
appearance and dress)
Relationships and family activities
• Time spent with the family
• Activities in the home
• Attitudes to relationships
• Problems in relationships
• Importance of family and friends
Friendships and social groups
• Personal introductions, including online
• Plans for social outings and events
• Types of social gatherings
• Expressions of friendship
• Problems with friendships
© OCR 2015
GCSE (9–1) in French/German/Spanish
Youth culture, leisure activities (sport, music, hobbies)
and use of technology
•Dress and appearance as an expression of
identity or culture
•Types of film, book, television programme, apps,
music, hobby and sport
• Social media and advertising
•Use of technology (including mobile technology)
Typical lifestyles, daily routines and activities, food
preparation and mealtimes, holidays in home and
target-language countries and cultures
•Personal lifestyle and typical lifestyle of targetlanguage countries
• Attitudes towards food
• Healthy/unhealthy lifestyles
•Traditional food and recipes of target-language
countries and own country
•Holiday destinations, including reference to
climate, accommodation, activities and travel
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Theme 2: Local, national, international and global
areas of interest
Sub-themes:
Studying at school and beyond, school routine and
activities, plans for after GCSEs and beyond
•School subjects, importance to self and future
life choices
•School life in target-language countries and
own country
• Future plans
Preparing for work and employment, work
experience, voluntary work, importance of life and
language skills in the workplace
• Work experience
• Part-time jobs and ways of earning money
•Voluntary work, to include types of opportunity,
benefits and drawbacks
•Skills for the workplace and their importance in
relation to jobs
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Sub-themes:
Festivals, traditions, memorable events, sporting
events in target language countries and cultures,
(e.g. Le Tour de France, Karneval, La Tomatina), and
global events, (e.g. the Olympics and UN world days,
such as World Water Day)
•Traditional celebrations based on religion,
history and geography
•Value and importance/significance of
international events
• Ways of celebrating
• Festivals and memorable events
Theme 3: Current and future study and employment
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Charity-related activities, initiatives such as fair
trade, food miles, global poverty, fundraising events
at school, in the local area and nationally
•Campaigns to raise awareness or to raise
money
•Charity and awareness-raising events (e.g. fair
trade, food miles, global poverty)
•Global events that provoke charity-related
activities
Key features and activities of a region or town in
your own country and target language countries
• Geographical features
• Urban and rural environment
• Transport
• Places around town
• Facilities and things to do in a town/area
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World of work, part-time jobs, school/work/life
balance, jobs in the future
• Types of job
• Personal qualities needed for jobs
• Job search and applications
• Job interviews
Learners must study all of the themes and their subthemes as part of their GCSE (9–1) course.
© OCR 2015
GCSE (9–1) in French/German/Spanish
The table below provides a breakdown of the Listening skills covered in GCSE (9–1) in French/German/Spanish.
Key skills
Foundation Tier learners should be able to:
Higher Tier learners should be able to:
demonstrate general and specific
understanding of different types of spoken
language.
•demonstrate general, and some more specific
understanding of a range of spoken language, including
monologues and dialogues.
•demonstrate general and more specific understanding of
a range of spoken language, including monologues and
dialogues.
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© OCR 2015
GCSE (9–1) in French/German/Spanish
2c. Key skills for Listening Foundation Tier (01) and Higher Tier (02) French/German/Spanish
follow and understand clear standard
speech using familiar language across a
range of specified contexts.
•understand the main points of clear standard speech on •follow more extended speech and more complex
familiar topics regularly encountered in work, school and
arguments, provided the theme is reasonably familiar
leisure
and it is delivered in a standard speech
•use common phonological features to identify meaning, •use a range of phonological features to identify meaning,
including stressed words and syllables.
including stressed words, syllables and intonation.
•use knowledge of the context to work out the meaning
of some unfamiliar words in a range of spoken texts.
•use contextual, grammatical and vocabulary cues to
work out the meaning of unknown words and to infer
attitude, mood and intentions in a range of spoken
texts.
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deduce meaning from a variety of short and
longer spoken texts, involving some complex
language and more abstract material,
including short narratives and authentic
material addressing a wide range of relevant
contemporary and cultural themes.
AF
identify the overall message, key points,
•understand the overall message, key points, details and •identify the overall message, key points, details and
details and opinions in a variety of short
opinions in a variety of short and some longer spoken
opinions in longer spoken passages involving more
and longer spoken passages, involving some
passages, which include mainly high frequency language
complex language
more complex language, recognising the
•recognise past, present and future events by identifying •recognise past, present and future events by
relationship between past, present and
a range of verb forms and common time references.
identifying verb forms and time references in more
future events.
complex language.
recognise and respond to key information,
•make notes of the key points in some longer spoken texts
important themes and ideas in more
•answer a range of question types which target the main
extended spoken text, including authentic
points, themes and ideas in some longer spoken texts
sources, adapted and abridged, as
•employ strategies such as prediction and selective
appropriate, by being able to answer
listening when listening for key points in longer spoken
questions, extract information, evaluate and
texts.
draw conclusions.
9
•make more detailed notes when listening to more
extended speech
•answer a range of question types which target more
specific points (explicit and implicit), themes and ideas
in more extended speech
•effectively employ strategies such as prediction and
selective listening when listening for information and
ideas in more extended speech.
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2c. Key skills for Speaking Foundation Tier (03/05) and Higher Tier (04/06) French/German/Spanish
The table below provides a breakdown of the Speaking skills covered in GCSE (9–1) in French/German/Spanish.
Key skills
Foundation Tier learners should be able to:
Higher Tier learners should be able to:
communicate and interact effectively in
speech for a variety of purposes across a
range of specified contexts.
•communicate and interact on a range of subjects related •communicate and interact fluently and effectively on
to his/her field of interest.
familiar, as well as more complex or abstract subjects.
•use language flexibly and effectively when taking part in
conversations on most general topics.
convey information and narrate events
coherently and confidently, using and
adapting language for new purposes.
•pass on more detailed or abstract information with ease
•narrate events reasonably fluently, integrating subthemes and developing points effectively
•use connectives to good effect to produce reasonably
smoothly flowing, well structured speech.
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take part in a short conversation, asking and
•ask and answer questions and exchange opinions on
answering questions, and exchanging opinions.
familiar topics, using a range of language.
•pass on straightforward information
•narrate events with some fluency, using language
appropriate to the context
•use a range of connectives to produce fairly clear,
connected speech.
• speak with minimal hesitation
•use a range of strategies to express and qualify ideas
effectively
•use repair strategies and rephrasing to sustain conversation.
initiate and develop conversations and
discussion, producing extended sequences
of speech.
•initiate discourse, take turns appropriately and end a
conversation with some confidence
•expand and support points of view to produce some
longer turns.
•initiate discourse, take turns, and end a conversation
confidently and effectively
•expand and support points of view effectively to
produce extended speech.
make appropriate and accurate use of a
variety of vocabulary and grammatical
structures, including some more complex
forms, with reference to past, present and
future events.
•use a reasonable variety of vocabulary and
grammatical structures appropriate to the context
•speak with reasonable accuracy in familiar contexts,
and with a reasonable control of language, without
making errors that cause misunderstandings.
•use a wider variety of vocabulary and grammatical
structures, including some more complex language,
appropriately
•speak with a good degree of accuracy and good control
of language, with only occasional slips or minor errors.
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© OCR 2015
GCSE (9–1) in French/German/Spanish
speak spontaneously, responding to
•speak without noticeably long pauses
unexpected questions, points of view or
•use some paraphrase to convey meaning for words
situations, sustaining communication by using
which he/she can’t recall or wishes to qualify
rephrasing or repair strategies, as appropriate. •clarify meaning and correct minor slips and errors.
make creative and more complex use of the •using language to reasonable effect, to describe and
language, as appropriate, to express and
illustrate thoughts and ideas.
justify their own thoughts and points of view.
• use language effectively to convey meaning.
use accurate pronunciation and intonation
•use pronunciation and intonation clearly enough for a
•use clear pronunciation and intonation to be understood
such as to be understood by a native speaker.
native speaker to understand them without much effort.
without difficulty, and to convey meaning effectively.
2c. Key skills for Reading Foundation Tier (07) and Higher Tier (08) French/German/Spanish
Key skills
Foundation Tier learners should be able to:
Higher Tier learners should be able to:
understand and respond to different types
of written language.
•understand a variety of text types, adapting style and
speed of reading to different texts and purposes
•use visual clues such as the layout, title, images and
length of a text to predict content, style, and genre.
•understand a wide range of texts, adapting style and
speed of reading effectively
•use visual clues such as the layout, title, images and
length of a text to predict content, style, and genre.
understand general and specific details
within texts using high frequency familiar
language across a range of contexts.
•understand the main points of texts on familiar topics.
•follow more extended texts and more complex
arguments, provided the topic is reasonably familiar.
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© OCR 2015
GCSE (9–1) in French/German/Spanish
The table below provides a breakdown of the Reading skills covered in GCSE (9–1) in French/German/Spanish.
identify the overall message, key points,
•understand the overall message, key points, details and •identify the overall message, key points, details and
details and opinions in a variety of short and
opinions in a variety of short and some longer written
opinions in longer written passages involving more
longer written passages, involving some more
passages, which include mainly high frequency language
complex language
complex language, recognising the relationship •recognise past, present and future events by identifying •recognise past, present and future events by identifying
between past, present and future events.
a range of verb forms and common time references.
verb forms and time references in more complex language.
•use contextual, grammatical and vocabulary cues to
work out the meaning of unknown words and to infer
attitude, mood and intentions in a range of written
texts on both familiar and unfamiliar topics.
recognise and respond to key information,
important themes and ideas in more
extended written text and authentic
sources, including some extracts from
relevant abridged or adapted literary texts.
•make notes of the key points in longer written texts
•answer a range of question types which target the main
points, themes and ideas in longer written texts.
•make more detailed notes on longer, more complex
written texts
•answer a range of question types which target more
specific points, themes and ideas in more extended
written texts.
demonstrate understanding by being able to • scan a text to locate specific information
scan for particular information, organise and •make some inferences and begin to understand implicit
present relevant details, draw inferences in
meaning.
context and recognise implicit meaning where
appropriate.
•scan quickly through longer, more complex texts, to
locate relevant details
• make inferences and understand implicit meaning.
translate a short passage from the assessed
language into English.
•translate a short passage which contains some more
complex language into English.
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deduce meaning from a variety of short and
•use knowledge of the context to work out the meaning
longer written texts from a range of specified
of unfamiliar words in a range of written texts.
contexts, including authentic sources involving
some complex language and unfamiliar
material, as well as short narratives and
authentic material addressing a wide range of
relevant contemporary and cultural themes.
•translate a short passage which contains mainly high
frequency language into English.
2
2
12
2c. Key skills for Writing Foundation Tier (09) and Higher Tier (10) French/German/Spanish
The table below provides a breakdown of the Writing skills covered in GCSE (9–1) in French/German/Spanish.
Key skills
Foundation Tier learners should be able to:
Higher Tier learners should be able to:
communicate effectively in writing for a variety of •communicate in writing on a range of subjects
purposes across a range of specified contexts.
related to his/her field of interest.
•communicate fluently and effectively in writing on
familiar, as well as more complex or abstract subjects.
write short texts, using simple sentences and
familiar language accurately to convey meaning
and exchange information.
•use language flexibly and effectively to convey
information and ideas in short texts on abstract as well
as concrete topics.
DR
•use a range of language with reasonable accuracy
to convey information and ideas in short texts on
familiar topics.
produce clear and coherent text of extended
•produce some extended text containing facts, ideas •produce extended text by expanding and supporting
length to present facts and express ideas and
and opinions
points of view with subsidiary points, reasons and
opinions appropriately for different purposes and •use a range of connectives to produce fairly clear,
relevant examples
in different settings.
connected written text.
•use connectives to good effect to produce smoothly
flowing, well structured written text.
•use a reasonable variety of vocabulary and
grammatical structures appropriate to the context
•write with reasonable accuracy and with generally
good control of language, without making errors
that cause misunderstandings.
•use a wider variety of vocabulary and grammatical
structures, including more complex language,
appropriately
•write with a good degree of accuracy and good control
of language, with only occasional slips or minor errors.
AF
make accurate use of a variety of vocabulary and
grammatical structures, including some more
complex forms, to describe and narrate with
reference to past, present and future events.
•use language, register, style and format effectively for
the genre of the text, the purpose of the task and the
intended audience.
make independent, creative and more complex
use of the language, as appropriate, to note
down key points, express and justify individual
thoughts and points of view, in order to interest,
inform or convince.
•write clear, detailed, well-structured and developed
descriptions and where appropriate,imaginative texts in
a personal style, relevant to the purpose and audience
of the text
•produce an article or report which effectively presents
a point of view or develops an argument, using a wide
range of appropriate language.
•write an electronic message appropriate to the
purpose and audience of the text.
T
© OCR 2015
GCSE (9–1) in French/German/Spanish
manipulate the language, using and adapting
•use language, register, style and format which are
a variety of structures and vocabulary with
appropriate to the genre of the text, the purpose
increasing accuracy and fluency for new purposes,
of the task and the intended audience.
including using appropriate style and register.
translate sentences and short texts from English •translate from English, into the assessed language,
into the assessed language to convey key
sentences and short texts which contain mainly
messages accurately and to apply grammatical
high frequency language, conveying the message
knowledge of language and structures in context.
with reasonable accuracy.
•translate from English, into the assessed language,
sentences and short texts which contain some more
complex language, conveying the message with a good
degree of accuracy.
The table below provides some examples of the ways in which the content of the themes can be applied to the skills-based approach to Listening and Speaking. This is not
an exhaustive list of subject content for each theme, but it can be used as an aid to teaching the content of the sub-themes.
Theme
Listening
Speaking
1. Identity and culture
Learners:
•follow and understand a conversation about
preferences in relation to cinema or television
•identify opinions in a discussion about the importance
of music in youth culture
•extract key information from an interview about the
advantages and disadvantages of social media
•understand and evaluate different points of view in a
conversation about an aspect of identity (relating to
family structure or friendships)
•demonstrate general understanding of a conversation
about attitudes to family life related to the target
language culture.
Learners:
•
ask and answer questions about cinema and television
•exchange opinions about preferences for leisure activities and
types of music
•convey information about an aspect of culture (for example,
food, traditions, customs) of the target language countries
that is popular
•exchange information about healthy eating and changing
eating habits
•express and justify their own opinions on the advantages and
disadvantages of using mobile technology
•express and justify their own points of view about the
importance of social media and/or online blogs.
Learners:
•identify key points and details in a radio-style
announcement about sporting facilities in their town
and region
•demonstrate specific understanding of spoken
information about methods of transport (electric cars,
buses and trains) available in their region
•identify key points in an advert for a local or national
festival in the target language
•identify the overall messages from spoken information
about a global initiative such as fair trade, buying local
food and food miles.
Learners:
•
narrate what they did and saw at an event of local significance
•
convey information about the work of a local charity
•give a mini presentation about a charity event and respond to
questions about it
•take part in a short conversation about the significance of a
global event (for example, World Water day)
•develop rephrasing and repair strategies to exchange opinions
about facilities in their town or region
•give a mini presentation about relevant issues – such as fair
trade, growing poverty, food miles – and respond to questions
about them with reference to the target-language countries.
2. Local, national,
international and
global areas of interest
T
AF
DR
© OCR 2015
GCSE (9–1) in French/German/Spanish
2c. Examples of how the themes can be applied in developing Listening and Speaking skills
13
2
1
2
5
14
Listening
Speaking
3. Current and future study
and employment
Learners:
•identify opinions and deduce meaning in a
conversation between young people about their
preferences and experiences related to school subjects
•demonstrate specific understanding of basic
information (for example, hours, salary) relating to jobs
•follow and understand a conversation about the
advantages and disadvantages of online access
at school
•identify key points and opinions from a discussion
about the changing world of work, such as new types
of jobs and job roles that are disappearing.
Learners:
•exchange opinions about school life
•respond to points of view about choices for future study or
employment
•
discuss the advantages and disadvantages of work experience
•develop some discussion relating to the importance of
languages in the workplace
•respond to some unexpected questions in order to secure a
place of study, work experience or employment.
T
© OCR 2015
GCSE (9–1) in French/German/Spanish
AF
DR
Theme
© OCR 2015
GCSE (9–1) in French/German/Spanish
2c. Examples of how the themes can be applied in developing Reading and Writing skills
The table below provides some examples of the ways in which the content of the themes can be applied to the skills-based approach to Reading and Writing. This is not an
exhaustive list of subject content for each theme, but it can be used as an aid to teaching the content of the sub-themes.
Reading
Writing
1. Identity and culture
Learners:
•recognise key information in a magazine article about
television viewing habits
•identify different opinions in an online forum about
ways to spend leisure time
•identify details in online articles aimed at young people
about fashion and the influence of celebrities
•understand general and specific details in media
reports about different traditions and customs relating
to the target-language countries
•recognise important themes and ideas in a written
interview about healthy lifestyles.
Learners:
•describe leisure activities they enjoy and explain why they
enjoy them
•give information about a sports personality and explain how
the personality influences young people
•
narrate what they did on holiday in their own country
•describe how mobile technology helps them in their
everyday lives.
2. Local, national,
international and
global areas of interest
AF
DR
Theme
Learners:
•
write information for tourists visiting their local area
•write about what they did at a local festival, say what they
enjoyed and explain why they enjoyed these things
•express their ideas and opinions on effective ways to raise
money for charity at school
•
present facts about fair trade activities in an article
•describe how towns and cities in a target-language country
have changed over time.
T
Learners:
•identify different opinions in an online discussion forum
about different methods of transport
•identify key points and deduce meaning in an online
review of a music festival
•scan an advert for a major sporting or cultural event for
particular information
•identify details and recognise basic implicit meaning
in an article about regional differences within a targetlanguage country.
15
2
1
2
4
5
16
Reading
Writing
3. C
urrent and future study
and employment
Learners:
•identify opinions in an email exchange about school life
and/or school subjects, and organise those opinions
into positive and negative
•recognise important themes and ideas in a blog entry
about plans for the future
•scan an informational text about work experience for
particular details
•recognise key information and important themes in an
article promoting part-time work
•identify key points and opinions in a text about the
importance of voluntary work
•recognise important themes and ideas, and draw
inferences in an online discussion about differences in
workplace practices and attitudes.
Learners:
•express their opinions on school life and/or subjects
•make suggestions and recommendations on how school life
could be improved
•
describe their ideas for the school of the future
•describe work experience they have undertaken and explain
what they have learned
•give information about their skills and strengths in a more
formal email to secure a place of study, work experience or
employment.
T
© OCR 2015
GCSE (9–1) in French/German/Spanish
AF
DR
Theme
2d. Prior knowledge, learning and progression
•Learners in England who are beginning a GCSE
(9–1) course are likely to have followed a Key
Stage 3 programme of study.
2
DR
AF
T
•This specification builds on the foundation of
core grammar and vocabulary outlined in the
programmes of study for Key Stages 2 and 3,
increasing the level of linguistic and cognitive
demand.
•There are no prior qualifications required for
learners to enter for a GCSE (9–1) in French/
German/Spanish, nor is any prior knowledge
or understanding required for entry onto this
course.
© OCR 2015
GCSE (9–1) in French/German/Spanish
17
3Assessment of GCSE (9–1) in French/German/
Spanish
3a. Forms of assessment
3
4
5
Questions set in the target language will also have
their rubric/instructions set in the target language.
Components 01 and 02: Listening
Foundation Tier
T
2
Learners:
•must be entered for either Foundation Tier or
Higher Tier
•must take all four components for the
appropriate tier in the same series
•
are not permitted to use a dictionary.
Higher Tier
• Externally assessed written examination
• 25% of total GCSE (9–1)
•35 minutes (including 5 minutes reading time
before the recording is played)
• 40 marks
• Multiple-choice questions
• Non-verbal response tasks
• Short-answer questions
•20% of marks will be available for responses to
questions and tasks set in the target language
• 10 tasks in total
• Externally assessed written examination
• 25% of total GCSE (9–1)
• 45 minutes (including 5 minutes reading time before the recording is played)
• 40 marks
• Multiple-choice questions
• Non-verbal response tasks
• Short-answer questions
•20% of marks will be available for responses to
questions and tasks set in the target language
• 9 tasks in total
•Tasks 9 and 10 are the overlap tasks between
the Foundation and Higher Tiers. One of the two
overlap tasks is set in the target language.
•Tasks 1 and 2 are the overlap tasks between the
Foundation and Higher Tiers. One of the two
overlap tasks is set in the target language.
DR
AF
1
The OCR GCSE (9–1) in French/German/Spanish is a
linear qualification with 100% external assessment.
There are four equally weighted components, each
worth 25%. Three components are examined;
Listening (Component 01/02), Reading (Component
07/08) and Writing (Component 09/10). The Speaking
tests (Component 03/05 and 04/06) are internally
conducted and externally assessed.
•Learners are assessed on their ability to identify •Learners are assessed on their ability to identify
and respond to overall messages, key points
and respond to overall messages, key points and
and information, important themes and ideas,
information, important themes and ideas, details
details and opinions in a range of contexts within
and opinions in a range of contexts within the
the themes. Learners are required to recognise
themes. Learners are required to recognise more
straightforward relationships between past,
complex relationships between past, present and
present and future events, to deduce meaning at
future events, to deduce meaning and to evaluate
a basic level and to make simple evaluations of
information and draw conclusions.
information and draw simple conclusions.
•
18
Dictionaries are not allowed.
•
Dictionaries are not allowed.
© OCR 2015
GCSE (9–1) in French/German/Spanish
Components 03, 04, 05 and 06: Speaking
Higher Tier
•Externally set, internally conducted, externally
assessed speaking test
• 25% of total GCSE (9–1)
• 10–12 minutes preparation time
• 7–9 minutes assessment time
• 40 marks
• Task 1 is a role play of 1–2 minutes. Learners
make five utterances using simple sentences and
familiar language, including some unpredictable
content. They will be assessed on their ability to
communicate each message.
• Task 2 is the overlap task between the
Foundation and Higher tiers. Learners take part
in a conversation lasting 2–3 minutes about
a picture stimulus. Learners must present
ideas and opinions appropriately. Learners are
assessed on effectiveness of communication,
range and development of ideas, accuracy
and variety, and relevance of vocabulary and
grammatical structures.
•Task 3 consists of a mini presentation and 2
conversations totalling a maximum of 4 minutes.
•Externally set, internally conducted, externally
assessed speaking test
• 25% of total GCSE (9–1)
• 10–12 minutes preparation time
• 10–12 minutes assessment time
• 40 marks
•Task 1 is a role play of 2–3 minutes. Learners
make five utterances using a range of structures
and language, including some unpredictable
content. They will be assessed on their ability to
communicate each message.
•Task 2 is the overlap task between the
Foundation and Higher tiers. Learners take part
in a conversation lasting 2–3 minutes about
a picture stimulus. Learners must present
ideas and opinions appropriately. Learners are
assessed on effectiveness of communication,
range and development of ideas, accuracy
and variety and relevance of vocabulary and
grammatical structures.
• Task 3 consists of a mini presentation and 2
conversations totalling a maximum of 6 minutes.
In conversation 1, learners will give a mini
presentation of up to 45 seconds on a preprepared topic of their choice from the themes
in the specification. After this, a follow-up
conversation will take place, during which the
teacher will ask questions based on what the
candidate has said. (Follow-up conversation:
maximum 1 minute 30 seconds).
In conversation 1, learners will give a mini
presentation of up to 45 seconds on a preprepared topic of their choice from the themes
in the specification After this, a follow-up
conversation will take place, during which the
teacher will ask questions based on what the
candidate has said. (Follow-up conversation:
maximum 2 minutes 30 seconds).
In conversation 2, learners will take part in a
short conversation on a different theme (from
conversation 1 and specified by OCR) for a
maximum of 2 minutes
Learners are assessed on quality of
communication and interaction, accuracy,
variety and relevance of vocabulary and
grammatical structures, use of rephrasing
and repair strategies where appropriate, and
pronunciation and intonation.
In conversation 2, learners will take part in a
short conversation on a different theme (from
conversation 1 and specified by OCR) for a
maximum of 3 minutes
Learners are assessed on quality of
communication and interaction, accuracy, variety
and relevance of vocabulary and grammatical
structures, use of rephrasing and repair strategies
where appropriate, and pronunciation and
intonation.
3
DR
AF
T
Foundation Tier
•
Dictionaries are not allowed.
© OCR 2015
GCSE (9–1) in French/German/Spanish
•
Dictionaries are not allowed.
19
Components 07 and 08: Reading
4
5
Externally assessed written examination
•
Externally assessed written examination
•
25% of total GCSE (9–1)
•
25% of total GCSE (9–1)
•
1 hour
•
1 hour 15 minutes
•
50 marks
•
50 marks
•
Multiple-choice questions
•
Multiple-choice questions
•
Non-verbal response tasks
•
Non-verbal response tasks
•
Short-answer questions
•
Translation from the target language into English •
T
3
•
•
Short-answer questions
Translation from the target language into English
AF
2
Higher Tier
•30% of marks will be available for responses to
questions and tasks set in the target language
•30% of marks will be available for responses to
questions and tasks set in the target language
•
•
11 tasks in total
•Tasks 9 and 10 are the overlap tasks between
the Foundation and Higher Tiers. One of the
passages will be an extract from a literary text.
DR
1
Foundation Tier
10 tasks in total
•Tasks 1 and 2 are the overlap tasks between the
Foundation and Higher Tiers. One of the passages
will be an extract from a literary text.
•In Tasks 1–10, learners will be assessed on
•In Tasks 1–9, learners will be assessed on
their ability to identify and respond to overall
their ability to identify and respond to overall
messages, key points and information, important
messages, key points and information, important
themes and ideas, details and opinions in a
themes and ideas, details and opinions in a range
range of types of written language within the
of types of written language within the themes.
themes. Learners are required to recognise
Learners are required to recognise more complex
straightforward relationships between past,
relationships between past, present and future
present and future events, to deduce meaning at
events, to deduce meaning, to scan for particular
a basic level, to scan for particular information,
information, to organise and present details,
to organise and present basic details and to draw
to draw inferences in context and to recognise
basic inferences in context.
implicit meaning.
•Task 11 requires learners to translate a passage
of 35–40 words from the target language into
English. Learners are assessed on how far they
convey the full meaning of the passage.
•
20
Dictionaries are not allowed.
•Task 10 requires learners to translate a passage
of 50–55 words from the target language into
English. Learners are assessed on how far they
convey the full meaning of the passage.
•
Dictionaries are not allowed.
© OCR 2015
GCSE (9–1) in French/German/Spanish
Components 09 and 10: Writing
Foundation Tier
Higher Tier
•
Externally assessed written examination
•
Externally assessed written examination
•
25% of total GCSE (9–1)
•
25% of total GCSE (9–1)
•
1 hour
•
1 hour 15 minutes
•
37 marks
•
50 marks
•
All responses will be in the target language
•
All responses will be in the target language
3
Task 1 Parts A, B and C require learners to
•Task 1 is the overlap task between the
write simple sentences and a short text using
Foundation and Higher Tiers. An additional
familiar language. Parts A and B require learners
content requirement is added for Higher Tier.
to write short descriptive sentences. Learners
Learners write a text in the style of an electronic
are assessed on how far and accurately the
message (an email, a social media post or a
messages are conveyed. Part C requires learners
blog) of 115–125 words. Learners are asked to
to write a short text. They are asked to describe
describe and give information, to express and
or give information and to give an idea or
justify thoughts and opinions, and to narrate
opinion. Learners will be assessed on task
with reference to past, present and future events.
achievement and on their ability to communicate
Learners will be assessed on task achievement,
clearly and accurately.
use of style and register, accuracy, variety of
vocabulary, and variety and complexity of
•Task 2 is the overlap task between the
grammatical structures.
Foundation and Higher Tiers. Learners write a
text in the style of an electronic message (an
• Task 2 requires learners to write 150–200 words.
email, a social media post or a blog) of 90–100
Learners choose between a task requiring
words. Learners are asked to describe and give
an article and a task requiring a report. Both
information, to express and justify thoughts
tasks ask learners to present facts and/or
and opinions and to narrate with reference to
describe, to express ideas and/or opinions with
past, present and future events. Learners will
justifications, and to make suggestions and/or
be assessed on task achievement, use of style
recommendations and/or to persuade. Learners
and register, accuracy, variety of vocabulary,
will be assessed on task achievement, use of style
and variety and complexity of grammatical
and register, effect on the target reader, accuracy,
structures.
variety of vocabulary, variety and complexity of
grammatical structures, and fluency.
• Task 3 requires learners to translate sentences
(total 35–40 words) from English into the
•Task 3 requires learners to translate sentences
target language. Learners are assessed on their
(total 50–55 words) from English into the target
ability to convey key messages accurately and
language. Learners are assessed on their ability
apply grammatical knowledge of language and
to convey key messages accurately and apply
structures.
grammatical knowledge of language and structures.
DR
AF
T
•
•
Dictionaries are not allowed.
© OCR 2015
GCSE (9–1) in French/German/Spanish
•
Dictionaries are not allowed.
21
3b. Assessment Objectives (AO)
Assessment Objective
2
3
4
AO1
Understand and respond to different types of spoken language.
AO2
Communicate and interact in speech.
AO3
Understand and respond to different types of written language.
AO4
Communicate in writing.
5
FT
1
There are four Assessment Objectives in OCR’s GCSE (9–1) in French/German/Spanish. These are detailed in the
table below. Learners are expected to demonstrate their ability to:
DR
A
AO weightings in OCR’s GCSE (9–1) French/German/Spanish
The relationship between the Assessment Objectives and the components are shown in the following table:
Component
% of overall GCSE (9–1) in French (J720) /
German (J721) / Spanish (J722)
AO1
Listening (Foundation Tier) 01
AO2
AO3
AO4
25
Speaking (Foundation Tier) 03/05
25
25
Reading (Foundation Tier) 07
25
25
Writing (Foundation Tier) 09
25
25
Total
Listening (Higher Tier) 02
Speaking (Higher Tier) 04/06
Reading (Higher Tier) 08
Writing (Higher Tier) 10
22
25
100
Component
Total
Total
AO1
AO2
AO3
AO4
25
Total
25
25
25
25
25
25
25
100
© OCR 2015
GCSE (9–1) in French/German/Spanish
3c.Tiers
This scheme of assessment consists of two tiers:
Foundation Tier and Higher Tier. Foundation Tier
assesses grades 5 to 1 and Higher Tier assesses grades
9 to 4. An allowed grade 3 may be awarded on the
Higher Tier option for learners who are a few marks
below the grade 3/4 boundary. Learners must be
entered for either the Foundation Tier or the Higher
Tier in all four skills. No mixed tiering is allowed.
3d. Assessment availability
There will be one examination series available each
year in June to all learners.
3
This specification will be certificated from the June
2018 examination series onwards.
FT
All components must be taken in the same
examination series at the end of the course.
3e. Retaking the qualification
DR
A
Learners can retake the qualification as many times
as they wish. They retake all components of the
qualification.
© OCR 2015
GCSE (9–1) in French/German/Spanish
23
3f. Speaking test guidance
3
4
5
Material for the tests
OCR will send centres a copy of these instructions.
For Foundation and Higher Tiers, centres will receive
supplies of the candidate cards for the role play and
for the picture-stimulus task.
Recording of tests
All Speaking tests must be recorded. Centres are
responsible for providing equipment of as high a
standard as possible for this purpose. Teachers/
examiners should record the Speaking tests in mp3
format, using either a digital voice recorder or a
suitable sound-recording program on a computer.
entres will also receive a booklet containing the
C
teacher/examiner’s materials for the role play and for
the picture stimulus task.
Component 03 and 04 (Repository submissions)
All recordings must be uploaded to the OCR
Repository no later than 15 May.
T
2
No access to dictionaries is allowed during the
preparation time or during the Speaking test.
F or each candidate, the teacher/examiner must select
the role-play and picture stimulus cards to be issued
according to the Random Order Sheet, included in the
teacher/examiner’s handbook.
Component 05 and 06 (Postal submissions)
The audio files should be transferred to CDs and
labelled according to the instructions issued to
centres. Centres must not transfer Foundation and
Higher Tier candidates to the same CD. Please use
separate CDs for each of the two Tiers. OCR will
provide labels for despatch.
DR
AF
1
All teacher/examiner-conducted Speaking tests must
be held during the official period: 10 April–15 May.
Preparation
The candidate will prepare the task in a separate
room set aside for this purpose.
Candidates may make notes during their preparation
time, to assist them during the test, on a sheet of A4
provided by the teacher. Teachers/examiners should
instruct candidates not to annotate the role-play or
picture-stimulus cards as these will need to be reused.
Candidates are also allowed to bring a cue card with
up to three short headings (not full sentences) in the
target language as an aide-mémoire for their minipresentation topic. The cue card for this must consist
of no more than 20 words.
24
© OCR 2015
GCSE (9–1) in French/German/Spanish
3g. Marking criteria for Speaking Foundation Tier (03/05)
Mark scheme descriptors are interpreted at the level and are applied by examiners in relation to exemplar
scripts. Marks are awarded using a best-fit approach.
Task 1: Role play (10 marks)
2 marks per utterance up to a maximum of 10 marks.
Clear and broadly accurately expressed message.
1
Message partially conveyed or slightly impeded by inaccuracy.
0
No response or no response worthy of credit.
Task 2: Picture stimulus (10 marks)
Communication (5 marks)
3
T
2
DR
AF
•Good range of ideas and opinions related to the photo, often developed, with simple
justification.
•Communication is generally effective.
•Reasonable range of ideas and opinions related to the photo, sometimes developed and
sometimes with very simple justification.
• Communication is effective in more than half of utterances.
5
4
3
•Some ideas and opinions related to the photo offered, with some attempts at development
and simple justification.
• Communication is effective in around half of the utterances.
2
•Limited ideas related to the photo offered, with a few attempts at development and simple
justification.
• Limited communication.
1
•
•
Very limited ideas related to the photo offered.
Very little communication.
0
•
•
No ideas offered.
No communication.
© OCR 2015
GCSE (9–1) in French/German/Spanish
25
Language (5 marks)
2
3
4
5
4
•Simple language is mostly accurate. Errors rarely impede communication.
•A reasonable variety of vocabulary and structures, appropriately used in places. Some
repetition. Reference to past, present and future events.
3
•Simple language is generally accurate. Errors occasionally impede communication.
•Some variety of vocabulary and structures, appropriately used in places. Repetition evident.
2
•Simple language is sometimes accurate. Errors sometimes impede communication.
• A limited variety of vocabulary and structures, limited appropriate use. Repetition evident.
1
•Simple language is rarely accurate. Errors often impede communication.
•A very limited variety of vocabulary and structures, not necessarily appropriate. Significant
repetition.
0
•
•
FT
1
5
•Simple language is almost fully accurate. Errors do not impede communication.
•A good variety of vocabulary and structures, generally used appropriately. Reference to past,
present and future events.
Communication entirely impeded by inaccurate language.
No communication has taken place.
DR
A
Task 3: Mini presentation and conversation (20 marks)
Communication (10 marks)
26
9–10
•
•
•
Communication is generally clear and often coherent and sustained.
A good range of thoughts and points of view offered, often justified.
Generally participates in discussion and attempts to exchange opinions.
7–8
•Communication is reasonably clear, coherent and sustained.
•A reasonable range of thoughts and points of view offered, sometimes with simple
justification.
• Attempts to participate in discussion in response to over half of examiner prompts.
5–6
•
•
•
Some communication is clear and coherent.
Some thoughts or points of view offered, with some attempts at simple justification.
Attempts to participate in discussion in response to around half of examiner prompts.
3–4
•
•
•
Communication is limited, with little coherence.
Limited thoughts and points of view offered, with little or no justification.
Limited attempt to participate in discussion.
1–2
•
•
•
Communication is very limited, with no coherence.
Very limited thoughts and points of view offered, with no justifications.
Makes little attempt to participate in discussion.
0
•
•
•
No communication takes place.
No thoughts or points of view offered.
No interaction takes place.
© OCR 2015
GCSE (9–1) in French/German/Spanish
Language (10 marks)
9–10
•Simple language is almost fully accurate. Errors do not impede communication.
•A good variety of vocabulary and structures, generally used appropriately. Reference to past,
present and future events.
• Rephrasing and repair strategies are attempted, with some success.
• Pronunciation and intonation allow clear communication.
7–8
•Simple language is mostly accurate. Errors rarely impede communication.
•A reasonable variety of vocabulary and structures, appropriately used in places. Some
repetition. Reference to past, present and future events.
• Some attempt at rephrasing and repair strategies.
• Pronunciation and intonation impede communication in places.
3–4
•Simple language is sometimes accurate. Errors sometimes impede communication.
•A limited variety of vocabulary and structures, limited appropriate use. Repetition evident.
• Limited attempt at very basic rephrasing and repair strategies.
• Pronunciation and intonation almost entirely impede communication.
FT
5–6
•Simple language is generally accurate. Errors occasionally impede communication.
• Some variety of vocabulary and structures, appropriately used in places. Repetition evident.
• Limited attempt at rephrasing and repair strategies.
• Pronunciation and intonation impede communication in places.
3
DR
A
•Simple language is rarely accurate. Errors often impede communication.
•A very limited variety of vocabulary and structures, not necessarily appropriate. Repetition
evident.
• Limited attempt at very basic rephrasing and repair strategies.
• Pronunciation and intonation almost entirely impede communication.
1–2
0
•
•
•
•
Communication entirely impeded by inaccurate language.
No communication has taken place.
No attempt at rephrasing and repair strategies.
Pronunciation and intonation entirely impede communication.
© OCR 2015
GCSE (9–1) in French/German/Spanish
27
3h. Marking criteria for Speaking Higher Tier (04/06)
2
Task 1: Role play (10 marks)
2 marks per utterance up to a maximum of 10 marks
3
5
Clear and broadly accurately expressed message.
1
Message partially conveyed or slightly impeded by inaccuracy.
0
No response or no response worthy of credit.
Task 2: Picture stimulus (10 marks)
DR
AF
4
2
T
1
Mark scheme descriptors are interpreted at the level and are applied by examiners in relation to exemplar
scripts. Marks are awarded using a best-fit approach.
Communication (5 marks)
28
5
•A very wide range of ideas and opinions related to the photo, fully developed and
fully justified.
• Communication is fully effective.
4
•Wide range of ideas and opinions related to the photo, fully developed and generally justified.
• Communication is very effective.
3
•Very good range of ideas and opinions related to the photo, generally well developed, with
some justification.
• Communication is effective.
2
•Good range of ideas and opinions related to the photo, often developed, with simple
justification.
• Communication is generally effective.
1
•Reasonable range of ideas and opinions related to the photo, sometimes developed and
sometimes with very simple justification.
• Communication is effective in more than half of utterances.
0
•No ideas offered.
• No communication.
© OCR 2015
GCSE (9–1) in French/German/Spanish
Language (5 marks)
4
• Language is mostly accurate. Complex language is generally accurate.
•A wide range of vocabulary and structures, used entirely appropriately. Complex tenses
are used.
3
• Language is generally accurate. Complex language is sometimes accurate.
•A very good variety of vocabulary and structures, generally used appropriately. Complex
tenses are attempted.
2
• Simple language is almost fully accurate. Errors do not impede communication.
•A good variety of vocabulary and structures, generally used appropriately. Reference to past,
present and future events.
1
• Simple language is mostly accurate. Errors rarely impede communication.
•A reasonable variety of vocabulary and structures, appropriately used in places. Some
repetition. Reference to past, present and future events.
0
•
•
3
DR
AF
T
5
• Language is almost fully accurate. Complex language is mostly accurate.
•A very wide variety of vocabulary and structures, used entirely appropriately. Complex tenses
are used with success.
Communication entirely impeded by inaccurate language.
No communication has taken place.
© OCR 2015
GCSE (9–1) in French/German/Spanish
29
Task 3: Mini presentation and conversation (20 marks)
Communication (10 marks)
1
7–8
• Communication is clear, coherent, confident and sustained throughout.
•A wide range of thoughts and points of view are generally freely expressed, with mostly
complex justification.
• Freely initiates and develops discussion, and effectively exchanges opinions.
5–6
• Communication is clear, coherent and sustained throughout.
•A very good range of thoughts and points of view are clearly stated, with some complex
justification.
• Initiates and develops discussion, and exchanges opinions.
2
3
5
3–4
•
•
•
Communication is generally clear, and often coherent and sustained.
A good range of thoughts and points of view offered, often justified.
Generally participates in discussion and attempts to exchange opinions.
1–2
• Communication is reasonably clear, coherent and sustained.
•A reasonable range of thoughts and points of view offered, sometimes with simple
justification.
• Attempts to participate in discussion in response to over half of examiner prompts.
DR
AF
4
T
9–10
• Communication is entirely clear, fully coherent, confident and sustained throughout.
•A very wide range of thoughts and points of view are freely expressed and fully justified, with
complex justification throughout.
• Freely and easily initiates and develops discussion, and fully effectively exchanges opinions.
0
30
•
•
•
No communication takes place.
No thoughts or points of view offered.
No interaction takes place.
© OCR 2015
GCSE (9–1) in French/German/Spanish
Language (10 marks)
9–10
•Language is almost fully accurate. Complex language is mostly accurate.
•A very wide variety of vocabulary and structures, used entirely appropriately. Complex tenses
are used with success.
• Rephrasing and repair strategies enhance communication.
• Pronunciation and intonation enhance communication.
7–8
•Language is mostly accurate. Complex language is generally accurate.
•A wide range of vocabulary and structures, used entirely appropriately. Complex tenses
are used.
• Rephrasing and repair strategies sustain communication.
• Pronunciation and intonation enhance communication.
T
• Language is generally accurate. Complex language is sometimes accurate.
•A very good variety of vocabulary and structures, generally used appropriately. Complex
tenses are attempted.
• Rephrasing and repair strategies are successfully used where appropriate.
• Pronunciation and intonation allow clear communication.
DR
AF
5–6
3
3–4
• Simple language is almost fully accurate. Errors do not impede communication.
•A good variety of vocabulary and structures, generally used appropriately. Reference to past,
present and future events.
• Rephrasing and repair strategies are attempted, with some success.
• Pronunciation and intonation allow clear communication.
1–2
• Simple language is mostly accurate. Errors rarely impede communication.
•A reasonable variety of vocabulary and structures, appropriately used in places. Some
repetition. Reference to past, present and future events.
• Some attempt at rephrasing and repair strategies.
• Pronunciation and intonation impede communication in places.
0
•
•
•
•
Communication entirely impeded by inaccurate language.
No communication has taken place.
Rephrasing and repair strategies are not attempted.
Pronunciation and intonation entirely impede communication.
© OCR 2015
GCSE (9–1) in French/German/Spanish
31
3i.
Marking criteria for Writing Foundation Tier (09)
Task 1 Part A: 4 marks
1
For each sentence:
2
2
Fully accurate. Meaning clearly conveyed.
1
Reasonable level of accuracy. Meaning conveyed.
0
No response or no response worthy of credit.
Task 1 Part B: 6 marks
For each sentence:
2
Fully accurate. Meaning clearly conveyed.
1
Reasonable level of accuracy. Meaning conveyed.
0
No response or no response worthy of credit.
DR
AF
4
T
3
5
*Task 1 Part C: 7 marks
Content (4 marks)
3–4
•
•
Task is achieved. Some relevant text included.
Some attempt at structure.
1–2
•
•
Partial achievement of task. Limited relevant text included.
Limited structure.
0
•
•
Task not achieved. No relevant text.
No structure.
Language (3 marks)
32
3
•
•
Simple language is generally accurate. Errors occasionally impede communication.
Text is mostly clear.
1–2
•
•
Simple language is sometimes accurate. Errors sometimes impede communication.
Text is clear in places.
0
•
•
Communication entirely impeded by inaccurate language.
Text is unclear throughout.
© OCR 2015
GCSE (9–1) in French/German/Spanish
*Task 2: 12 marks
Content (6 marks)
Task is achieved, with all points developed. Text is generally relevant.
Task is generally structured.
Style and register are generally relevant to task.
3–4
•
•
•
Task is achieved. Some relevant text included.
Some attempt at structure.
Style and register are relevant to task in places.
1–2
•
•
•
Partial achievement of task. Limited relevant text included.
Limited structure.
Limited evidence of style or register.
0
•
•
•
Task not achieved. No relevant text.
No structure.
No evidence of style or register.
3
DR
AF
T
5–6
•
•
•
Language (6 marks)
5–6
• Simple language is mostly accurate. Errors do not impede communication.
• A good variety of vocabulary, appropriately used in places.
•A good variety of structures; simple structures used appropriately. Reference to past, present
and future events.
3–4
• Simple language is generally accurate. Errors occasionally impede communication.
• A reasonable variety of vocabulary, appropriately used in places. Some repetition.
•A reasonable variety of structures, appropriately used in places. Some repetition. Reference to
past, present and future events.
1–2
• Simple language is sometimes accurate. Errors sometimes impede communication.
• A limited variety of vocabulary, not necessarily appropriate. Significant repetition.
•A limited variety of simple structures, not necessarily appropriately used. Significant
repetition.
0
•
•
Communication entirely impeded by inaccurate language.
No communication has taken place.
© OCR 2015
GCSE (9–1) in French/German/Spanish
33
Task 3: 8 marks
Translation
1
Mark scheme for each sentence:
Sentence 1 and 2:
2
3
1
Message clearly conveyed. Generally accurate.
0
No response or no response worthy of credit.
Message clearly conveyed. Generally accurate.
1
Message partially conveyed. Partially accurate.
0
No response or no response worthy of credit.
DR
5
2
AF
4
T
Sentence 3, 4 and 5:
34
© OCR 2015
GCSE (9–1) in French/German/Spanish
3j. Marking criteria for Writing Higher Tier (10)
*Task 1: 16 marks
Content (8 marks)
5–6
•
•
•
Task is fully achieved with all points fully developed. Text is mostly relevant.
Text is logically structured.
Style and register are fully relevant to task.
3–4
•
•
•
Task is achieved, with all points developed. Text is generally relevant.
Task is generally structured.
Style and register are generally relevant to task.
1–2
•
•
•
Task is achieved. Some relevant text included.
Some attempt at structure.
Style and register are relevant to task in places.
0
•
•
•
Task not achieved. No relevant text.
No structure.
No evidence of style or register.
3
AF
T
7–8
•Task fully and effectively achieved, with all points fully developed with some sophistication.
Text is fully relevant.
• Text is logically structured. Structure enhances meaning.
• Style and register enhance the text.
Language (8 marks)
Language is almost fully accurate. Complex language is mostly accurate.
A wide variety of vocabulary, used entirely appropriately.
A wide variety of complex structures, used appropriately. Complex tenses are used.
5–6
• Language is mostly accurate. Complex language is generally accurate.
• A very good variety of vocabulary, generally used appropriately.
•A very good variety of structures, including some complex structures, generally used
appropriately. Complex tenses are attempted.
3–4
• Simple language is mostly accurate. Errors do not impede communication.
• A good variety of vocabulary, appropriately used in places.
•A good variety of structures; simple structures used appropriately. Reference to past, present
and future events.
1–2
• Simple language is generally accurate. Errors occasionally impede communication.
• A reasonable variety of vocabulary, appropriately used in places. Some repetition.
•A reasonable variety of structures, appropriately used in places. Some repetition. Reference to
past, present and future events.
DR
7–8
•
•
•
0
•
•
Communication entirely impeded by inaccurate language.
No communication has taken place.
© OCR 2015
GCSE (9–1) in French/German/Spanish
35
*Task 2: 24 marks
Content (12 marks)
10–12
2
•Task fully and effectively achieved, with all points fully developed with some sophistication.
Text is fully relevant.
• Text is logically structured. Structure enhances meaning.
• Style and register enhance the text.
Task is fully achieved, with all points fully developed. Text is mostly relevant.
Text is logically structured.
Style and register are fully relevant to task.
4–6
•
•
•
Task is achieved, with all points developed. Text is generally relevant.
Task is generally structured.
Style and register are generally relevant to task.
1–3
•
•
•
Task is achieved. Some relevant text included.
Some attempt at structure.
Style and register are relevant to task in places.
0
•
•
•
Task not achieved. No relevant text.
No structure.
No evidence of style or register.
3
4
DR
5
T
7–9
•
•
•
AF
1
36
© OCR 2015
GCSE (9–1) in French/German/Spanish
Language (12 marks)
10–12
•
•
•
•
Language is almost fully accurate. Complex language is mostly accurate.
A very good variety of vocabulary, used entirely appropriately.
A variety of complex structures, used appropriately. Complex tenses are used.
Language is highly fluent and creatively and independently manipulated.
7–9
• Language is mostly accurate. Complex language is generally accurate.
• A very good variety of vocabulary, generally used appropriately.
•A very good variety of structures, including some complex structures, generally used
appropriately. Complex tenses are attempted.
• Language is fluent and generally skilfully manipulated.
4–6
• Simple language is mostly accurate. Errors do not impede communication.
• A good variety of vocabulary, appropriately used in places.
•A good variety of structures; simple structures used appropriately. Reference to past, present
and future events.
• Language is generally fluent and generally manipulated well.
1–3
• Simple language is generally accurate. Errors occasionally impede communication.
• A reasonable variety of vocabulary, appropriately used in places. Some repetition.
•A reasonable variety of structures, appropriately used in places. Some repetition. Reference to
past, present and future events.
• Fluency is inconsistent. In places, language is manipulated with success.
T
AF
•
•
•
Communication entirely impeded by inaccurate language.
No communication has taken place.
No fluency. No evidence of manipulation.
DR
0
3
Task 3: 10 marks
Translation
Mark scheme for each sentence:
2
Message clearly conveyed. Generally accurate.
1
Message partially conveyed. Partially accurate.
0
No response or no response worthy of credit.
© OCR 2015
GCSE (9–1) in French/German/Spanish
37
3k. Synoptic assessment
3
4
5
Synoptic assessment enables learners to show that
they can use the skills, techniques and knowledge they
have acquired through the study of a subject in an
integrated way.
The study of a modern foreign language enables
learners to develop these important skills:
•memorisation and cognitive manipulation
techniques necessary to acquire vocabulary
and grammatical structures
•identifying and deducing meaning from familiar
and unfamiliar contexts
•demonstrating general and specific
understanding from a range of different types
of spoken and written language from a variety
of short and longer texts
•demonstrating understanding of the meaning
of the target language in their responses
T
2
In the Listening and Reading components, synoptic
assessment requires learners to synthesise their skills,
knowledge and techniques when:
•demonstrating knowledge of vocabulary and
grammatical structures when translating from
the target language into English
DR
AF
1
Synoptic assessment is the learners’ understanding of
the connections between different elements of the
subject. It involves the explicit drawing together of
knowledge, skills and understanding from different
parts of the GCSE (9–1) course.
•cognitive processing skills to transfer meaning
from one language to another
•deduction skills to determine the meaning
of language items in familiar and unfamiliar
contexts
•communication skills to develop thoughts and
ideas confidently and coherently, and express
these in speaking and writing.
Language-learning techniques include processing
linguistic information to identify general and specific
information, and manipulating lexis and grammar to
communicate confidently and coherently.
Gaining knowledge of the target language includes
understanding of how the language works (lexis and
syntax), style and register, and an awareness and
understanding of the culture and identity of the
countries where the language is spoken.
In each component of assessment, learners are
presented with opportunities to demonstrate the
synthesis of the skills and knowledge of the language
that they have studied, and the language-learning
techniques that they have acquired.
38
•demonstrating understanding of the culture
and identity of the countries of the assessed
language.
In the Speaking and Writing components, synoptic
assessment requires learners to synthesise their skills,
knowledge and techniques when:
•communicating and interacting effectively in
speech and writing across a range of specified
contexts and for different purposes, using
appropriate style and register
•manipulating vocabulary and the grammatical
structures to express ideas and opinions,
convey key information, and narrate events
clearly and coherently, with reference to past,
present and future events
•adapting a variety of structures and vocabulary
to create more complex language, as
appropriate, to express and justify individual
thoughts and points of view in order to interest,
inform or convince
© OCR 2015
GCSE (9–1) in French/German/Spanish
•demonstrating understanding of the target
language by accurately selecting vocabulary and
grammatical structures to express information,
ideas and themes clearly and coherently in the
assessed language
•using accurate pronunciation and intonation
to express themselves clearly in order to be
understood by a native speaker (Speaking).
•using accurate knowledge of vocabulary and
grammatical structures to translate from English
into the target language (Writing)
3l.
Assessment of extended responses
will be multiplied by 5/4 and their mark for Writing
(Component 09) will be multiplied by 50/37. These
weighted marks will be added to their mark for
Reading (Component 07) and Writing (Component 09)
to give their total weighted mark.
T
A learner’s overall qualification grade for GCSE (9–1)
in French/German/Spanish will be calculated from
their marks for the four individual components.
3
This total weighted mark will then be compared
to the qualification grade boundaries for the entry
option taken by the learner and for the relevant exam
series to determine the overall qualification grade.
DR
AF
At Higher Tier, their marks for Listening (Component
02) and Speaking (Component 04 or 06) will be
multiplied by 5/4 and added to their marks for
Reading (Component 08) and Writing (Component 10)
to give their total weighted mark.
At Foundation Tier, their marks for Listening
(Component 01) and Speaking (Component 03 or 05)
3m. Calculating qualification results
A learner’s overall qualification grade for GCSE (9–1)
in French/German/Spanish will be calculated by
adding together their weighted marks from the four
components taken, to give their total weighted mark.
© OCR 2015
GCSE (9–1) in French/German/Spanish
Each component is worth 25% of the GCSE. This mark
will then be compared to the qualification level grade
boundaries for the relevant exam series, to determine
the learner’s overall qualification grade.
39
4 Admin: What you need to know
3
4
Estimated entries
Estimated entries are your best projection of the
number of learners who will be entered for a
qualification in a particular series.
Final entries
Estimated entries should be submitted to OCR by the
specified deadline. They are free and do not commit
your centre in any way.
Final entries provide OCR with detailed data for each
learner, showing each assessment to be taken.
you choose the entry option for the Speaking test
submission method you intend to use.
It is essential that you use the correct entry code,
considering the relevant entry rules and ensuring that
Final entries must be submitted to OCR by the
published deadlines or late-entry fees will apply.
DR
5
4a. Pre-assessment
T
2
More information about these processes, together
with the deadlines, can be found in the OCR Admin
Guide and Entry Codes: 14–19 Qualifications, which
can be downloaded from the OCR website:
www.ocr.org.uk
AF
1
The information in this section is designed to give an
overview of the processes involved in administering
this qualification so that you can speak to your exams
officer. All of the following processes require you to
submit something to OCR by a specific deadline.
40
© OCR 2015
GCSE (9–1) in French/German/Spanish
All learners taking GCSE (9–1) in French must be entered for one of the following entry options:
Entry code
Entry code
Components
Title
Code
Title
01
J720FA
French
(Foundation Tier)
(OCR Repository)
03
07
French Listening
(Foundation Tier)
French Speaking
(Foundation Tier)
Repository
French Reading
(Foundation Tier)
French Writing
(Foundation Tier)
French Listening
(Foundation Tier)
French Speaking
(Foundation Tier)
Postal
French Reading
(Foundation Tier)
French Writing
(Foundation Tier)
French Listening
(Higher Tier)
French Speaking
(Higher Tier)
Repository
French Reading
(Higher Tier)
French Writing
(Higher Tier)
French Listening
(Higher Tier)
French Speaking
(Higher Tier)
Postal
French Reading
(Higher Tier)
French Writing
(Higher Tier)
External Assessment
Non-exam assessment
External Assessment
External Assessment
4
T
09
Assessment type
J720FB
AF
01
French
(Foundation Tier)
(Postal)
05
07
09
DR
02
J720HA
French
(Higher Tier)
(OCR Repository)
04
08
10
02
J720HB
French
(Higher Tier)
(Postal)
06
08
10
© OCR 2015
GCSE (9–1) in French/German/Spanish
External Assessment
Non-exam assessment
External Assessment
External Assessment
External Assessment
Non-exam assessment
External Assessment
External Assessment
External Assessment
Non-exam assessment
External Assessment
External Assessment
41
All learners taking GCSE (9–1) in German must be entered for one of the following entry options:
Entry code
Entry code
Components
Title
Code
Title
01
J721FA
German
(Foundation Tier)
(OCR Repository)
03
07
4
01
05
07
09
DR
02
J721HA
German
(Higher Tier)
(OCR Repository)
04
08
10
02
J721HB
German
(Higher Tier)
(Postal)
06
08
10
42
External Assessment
Non-exam assessment
External Assessment
External Assessment
External Assessment
AF
J721FB
German
(Foundation Tier)
(Postal)
German Listening
(Foundation Tier)
German Speaking
(Foundation Tier)
Repository
German Reading
(Foundation Tier)
German Writing
(Foundation Tier)
German Listening
(Foundation Tier)
German Speaking
(Foundation Tier)
Postal
German Reading
(Foundation Tier)
German Writing
(Foundation Tier)
German Listening
(Higher Tier)
German Speaking
(Higher Tier)
Repository
German Reading
(Higher Tier)
German Writing
(Higher Tier)
German Listening
(Higher Tier)
German Speaking
(Higher Tier)
Postal
German Reading
(Higher Tier)
German Writing
(Higher Tier)
T
09
Assessment type
Non-exam assessment
External Assessment
External Assessment
External Assessment
Non-exam assessment
External Assessment
External Assessment
External Assessment
Non-exam assessment
External Assessment
External Assessment
© OCR 2015
GCSE (9–1) in French/German/Spanish
All learners taking GCSE (9–1) in Spanish must be entered for one of the following entry options:
Entry code
Entry code
Components
Title
Code
Title
01
J722FA
Spanish
(Foundation Tier)
(OCR Repository)
03
07
01
05
AF
J722FB
Spanish
(Foundation Tier)
(Postal)
07
09
02
Spanish
(Higher Tier)
(OCR Repository)
04
DR
J722HA
08
10
02
J722HB
Spanish Listening
(Foundation Tier)
Spanish Speaking
(Foundation Tier)
Repository
Spanish Reading
(Foundation Tier)
Spanish Writing
(Foundation Tier)
Spanish Listening
(Foundation Tier)
Spanish Speaking
(Foundation Tier)
Postal
Spanish Reading
(Foundation Tier)
Spanish Writing
(Foundation Tier)
Spanish Listening
(Higher Tier)
Spanish Speaking
(Higher Tier)
Repository
Spanish Reading
(Higher Tier)
Spanish Writing
(Higher Tier)
Spanish Listening
(Higher Tier)
Spanish Speaking
(Higher Tier)
Postal
Spanish Reading
(Higher Tier)
Spanish Writing
(Higher Tier)
Spanish
(Higher Tier)
(Postal)
06
08
10
© OCR 2015
GCSE (9–1) in French/German/Spanish
External Assessment
Non-exam assessment
External Assessment
External Assessment
4
External Assessment
T
09
Assessment type
Non-exam assessment
External Assessment
External Assessment
External Assessment
Non-exam assessment
External Assessment
External Assessment
External Assessment
Non-exam assessment
External Assessment
External Assessment
43
4b. Special consideration
Special consideration is a post-assessment adjustment
to marks or grades to reflect temporary injury, illness
or other indisposition at the time the assessment was
taken.
Detailed information about eligibility for special
consideration can be found in the JCQ A guide to the
special consideration process.
4c. External assessment arrangements
Regulations governing examination arrangements are contained in the JCQ Instructions for conducting examinations.
4
GCSE (9–1) qualifications are graded on the scale:
9–1, where 9 is the highest. Learners who fail to reach
the minimum standard of 1 will be Unclassified (U).
Only subjects in which grades 9 to 1 are attained will
be recorded on certificates.
DR
A
5
Grade Scale
FT
4d. Results and certificates
Results
Results are released to centres and learners for
information, and to allow any queries to be resolved
before certificates are issued.
The following supporting information will be available:
Centres will have access to the following results
information for each learner:
•weighted mark grade boundaries for each entry
option.
•
the grade for the qualification
•
the raw mark for each component
•
the total weighted mark for the qualification.
Until certificates are issued, results are deemed to be
provisional and may be subject to amendment.
A learner’s final results will be recorded on an OCR
certificate. The qualification title will be shown on the
certificate as ‘OCR Level 1/2 GCSE (9–1) in French’,
‘OCR Level 1/2 GCSE (9–1) in German’ and ‘OCR Level
1/2 GCSE (9–1) in Spanish’.
44
•
raw mark grade boundaries for each component
© OCR 2015
GCSE (9–1) in French/German/Spanish
4e. Post-results services
A number of post-results services are available:
•
E nquiries about results – If there are concerns
about the outcome of a learner’s results,
centres may submit an enquiry about results.
•
issing and incomplete results – This service
M
should be used if an individual subject result for
a learner is missing, or if the learner has been
omitted entirely from the results supplied.
•Access to scripts – Centres may request access
to marked scripts.
4f. Malpractice
as soon as it is detected. Detailed information
on malpractice can be found in the Suspected
Malpractice in Examinations and Assessments:
Policies and Procedures published by JCQ.
FT
Any breach of the regulations for the conduct
of examinations and non-exam assessment
may constitute malpractice (which includes
maladministration) and must be reported to OCR
DR
A
4
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GCSE (9–1) in French/German/Spanish
45
5Appendices
5a. Grade descriptors
Ofqual to confirm.
5b. Overlap with other qualifications
There is no overlap between the content of this specification and the content for other OCR GCSE (9–1) level
qualifications.
5c.Accessibility
The GCSE (9–1) qualification and subject criteria have
been reviewed in order to identify any feature that
could disadvantage learners who share a protected
Characteristic as defined by the Equality Act 2010. All
reasonable steps have been taken to minimise any
such disadvantage.
DR
5
AF
T
Reasonable adjustments and access arrangements
allow learners with special educational needs,
disabilities or temporary injuries to access the
assessment and show what they know and can do,
without changing the demands of the assessment.
Applications for these should be made before the
examination series. Detailed information about
eligibility for access arrangements can be found
in the JCQ Access Arrangements and Reasonable
Adjustments.
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© OCR 2015
GCSE (9–1) in French/German/Spanish
5d. Knowledge of vocabulary
Our specification assumes knowledge of the following Key Stage 3 items:
T
Alphabet (sound and written form, including accented letters)
Numbers (cardinal to 1,000,000 and ordinal to 31)
Use of register
Negatives
Intensifiers (very, really, quite and fairly)
Key question words
Expressions of time
Prepositions used in time phrases
Adverbs of time and frequency
Straightforward and common cognates
Formal and informal greetings in spoken and written forms, including greetings at different times of day
Yes/no, please/thank you, don’t mention it
Saying excuse me, sorry and asking how someone is
Saying I don’t understand, what does that mean in ….? What is the French/German/Spanish for…?
Asking can you spell that? Can you write that? How is …… pronounced?
Basic phrases related to going out, making arrangements and sightseeing
Basic phrases for eating with a family in a target language country
Expressing simple opinions, both positive and negative
Making requests and making suggestions
Asking for and giving simple directions.
AF
5
DR
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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47
Our specification assumes knowledge of the following Key Stage 3 vocabulary related to:
T
AF
DR
5
•
Time (telling the time, 24-hour clock and routines at certain times of the day)
•
Days of the week, months of the year and seasons
•
Dates, birthdays, birthday presents, parties and festivals
•
Money, prices and currencies
•
Countries, continents and nationalities
•
Colours, basic shapes and sizes
•
Common, domestic and wild animals
•
Types of houses, rooms, upstairs and downstairs, floors, attic, garage and garden
•
Basic household items and furniture
•
Banks, post office, buying stamps, exchanging currency
•
Weather phrases, basic phrases related to locational knowledge, hot and cold climates
•
Descriptions, personal and of others, introducing yourself (including online introductions) and personality
•
Personal relationships and friendships
•
Family
•
Food and drink
•
Quantities for food and drink items, snack foods and simple recipes
•
Ordering food in cafés and restaurants
•
Opinions about food and drink and healthy/unhealthy diets
•House and home, location, description of own house, types of housing in other countries, simple
comparisons, basic home routine and helping at home
•
Protecting the environment
•
Free time and leisure time
•
Hobbies, likes and dislikes, and leisure routines
•
Sports, lifestyle and sports personalities
•
Shops and shopping
•
Clothes and fashion
•
Media, technology and mobile phones
•
Film, cinema, television and books (including e-books), magazines and comics
•Music, basic vocabulary related to bands and singers, common instruments, music likes and dislikes,
music festivals and concerts
•Travel and transport, modes of transport, including buses, trains, underground and travel by sea, air and
road
•
Buying tickets for travel
•
Holiday destinations, simple phrases related to holiday preferences
•Education: school types, school subjects, personal likes and dislikes, basic interests related to school,
school routines.
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GCSE (9–1) in French/German/Spanish
5e. Grammar requirements
During their course, GCSE French, German and Spanish learners will acquire knowledge and understanding of
the grammar outlined in the following lists. The examples in brackets are indicative, not exclusive. For structures
marked (R), only receptive knowledge is required.
French (Foundation Tier)
Foundation Tier learners should have knowledge and understanding of:
Nouns
•
•
gender
singular and plural form
Articles
•
•
definite
indefinite and partitive, including use of de after negatives
Adjectives
•
•
•
•
•
•
•
agreement
position
comparative and superlative: regular and meilleur
demonstrative (ce, cet, cette, ces)
indefinite (chaque, quelque)
possessive
interrogative (quel, quelle)
•
•
•
•
•
comparative and superlative
regular
interrogative (comment, quand)
adverbs of time and place (aujourd’hui, demain, ici, là-bas)
common adverbial phrases
•
très, assez, beaucoup, peu, trop
AF
5
DR
Adverbs
T
Grammar/linguistic structure
Quantifiers/Intensifiers
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Foundation Tier learners should have knowledge and understanding of:
Pronouns
•
•
•
•
•
•
•
•
•
•
•
personal: all subjects, including on
reflexive
relative: qui
que (R)
object: direct (R) and indirect (R)
position and order of object pronouns (R)
disjunctive/emphatic
demonstrative (ça, cela)
indefinite (quelqu’un)
interrogative (qui, que)
use of y, en (R)
Verbs
•
•
•
•
•
•
•
regular and irregular verbs, including reflexive verbs
all persons of the verb, singular and plural
negative forms
interrogative forms
modes of address: tu, vous
impersonal verbs (il faut)
verbs followed by an infinitive, with or without a preposition
•
•
•
•
•
•
•
•
•
•
•
present
perfect
imperfect: avoir, être and faire
other common verbs in the imperfect tense (R)
immediate future
future (R)
conditional: vouloir and aimer
pluperfect (R)
passive voice: present tense (R)
imperative
present participle (R)
DR
A
5
FT
Grammar/linguistic structure
Tenses
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© OCR 2015
GCSE (9–1) in French/German/Spanish
Foundation Tier learners should have knowledge and understanding of:
Prepositions
•common prepositions e.g. à, au, à l’, à la, aux; de, du, de l’, de la, des;
après; avant; avec; chez; contre; dans; depuis; derrière; devant; entre;
pendant; pour; sans; sur; sous; vers.
•common compound prepositions e.g. à côté de; près de; en face de, à
cause de; au lieu de.
Conjunctions
•common coordinating conjunctions e.g. car; donc; ensuite; et; mais; ou;
ou bien; puis.
•common subordinating conjunctions e.g. comme; lorsque; parce que;
puisque; quand; que; si.
Number, quantity, dates
and time
•
FT
Grammar/linguistic structure
including use of depuis with present tense
DR
A
5
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51
French (Higher Tier)
Higher Tier learners should have knowledge and understanding of all grammar and structures listed for
Foundation Tier, plus:
Adjectives
•comparative and superlative, including meilleur, pire
Adverbs
•
comparative and superlative, including mieux, le mieux
Pronouns
•
•
•
•
•
•
•
use of y, en
relative: que
relative: dont (R)
object: direct and indirect
position and order of object pronouns
demonstrative: celui (R)
possessive: le mien (R)
Verbs and tenses
•
•
•
•
•
•
•
•
future
imperfect
conditional
pluperfect
passive voice: future, imperfect and perfect tenses (R)
perfect infinitive
present participle, including use after en
subjunctive mood: present, in commonly used expressions (R)
•
including use of depuis with imperfect tense
FT
Higher Tier learners should have knowledge and understanding of:
DR
A
5
Grammar/linguistic structure
Time
52
© OCR 2015
GCSE (9–1) in French/German/Spanish
German (Foundation Tier)
Grammar/linguistic structure
Foundation Tier learners should have knowledge and understanding of:
Nouns
• gender
• singular and plural forms, including genitive singular and dative plural
•weak nouns: nominative and accusative singular (Herr, Junge, Mensch,
Name) (R)
• adjectives used as nouns (ein Deutscher)
Articles
•
•
Adjectives
•adjectival endings: predicative and attributive usage, singular and plural,
used after definite and indefinite articles, demonstrative and possessive
adjectives
• adjectival endings after etwas, nichts, viel, wenig, alles (R)
•comparative and superlative, including common irregular forms (besser,
höher, näher)
• demonstrative (dieser, jeder)
• possessive
• interrogative (welcher)
FT
5
•comparative and superlative, including common irregular forms (besser,
lieber, mehr)
• interrogative (wann, warum, wo, wie, wieviel)
• adverbs of time and place (manchmal, oft, hier, dort)
•common adverbial phrases (ab und zu, dann und wann, letzte Woche,
nächstes Wochenende, so bald wie möglich)
DR
A
Adverbs
definite and indefinite
kein
Quantifiers/Intensifiers
•
sehr, zu, viel, ganz, ziemlich, ein wenig, ein bisschen
Pronouns
•
•
•
•
•
•
•
•
personal, including man
reflexive: accusative
reflexive: dative (R)
relative: nominative
relative: other cases (R) and use of was (R)
indefinite: jemand, niemand
interrogative: wer, was, was für
interrogative: wen, wem (R)
Verbs
•
•
•
regular and irregular verbs
reflexive
modes of address: du, Sie
© OCR 2015
GCSE (9–1) in French/German/Spanish
53
Grammar/linguistic structure
mode of address: ihr (R)
•
•
•
•
•
•
impersonal (most common only, e.g. es gibt, es geht, es tut weh)
separable/inseparable
modal: present and imperfect tenses, imperfect subjunctive of mögen
infinitive constructions (um … zu …; verbs with zu …) (R)
negative forms
interrogative forms
Tenses
•
•
•
•
•
•
•
present
perfect: excluding modals
imperfect/simple past: haben, sein and modals
imperfect/simple past: other common verbs (R)
future
pluperfect (R)
imperative forms
Prepositions
•
•
FT
•
fixed case and dual case with accusative and/or dative
with genitive (R)
DR
A
5
Foundation Tier learners should have knowledge and understanding of:
Clause structures
•
•
main clause word order
subordinate clauses, including relative clauses
Conjunctions
•
•
coordinating (most common, e.g. aber, oder, und)
subordinating (most common, e.g. als, obwohl, weil, wenn)
Number, quantity, dates
and time
•
including use of seit with present tense
54
© OCR 2015
GCSE (9–1) in French/German/Spanish
German (Higher Tier)
Higher Tier learners should have knowledge and understanding of all grammar and structures listed for
Foundation Tier, plus:
Higher Tier learners should have knowledge and understanding of:
Nouns
•
weak nouns
Adjectives
•
adjectival endings after etwas, nichts, viel, wenig, alles
Pronouns
•
•
•
reflexive: dative
relative: all cases, and use of was
interrogative: wen, wem
Verbs
• mode of address: ihr
• impersonal
•infinitive constructions (ohne … zu …; um ... zu ...; verbs with zu …, e.g.
beginnen, hoffen, versuchen)
•
5
imperfect subjunctive of können, sollen
DR
A
Modal
FT
Grammar/linguistic structure
Tenses
•
•
•
•
•
Prepositions
•with genitive (most common, e.g. außerhalb, statt, trotz, während,
wegen)
Conjunctions
•
coordinating and subordinating
Time
•
use of seit with imperfect tense
© OCR 2015
GCSE (9–1) in French/German/Spanish
imperfect/simple past of common verbs
future
conditional: würde with infinitive
pluperfect
imperfect subjunctive in conditional clauses: haben and sein
55
Spanish (Foundation Tier)
Nouns
•
•
gender
singular and plural forms
Articles
•
•
definite and indefinite
lo plus adjective (R)
Adjectives
•agreement
• position
•comparative and superlative: regular and mayor, menor, mejor, peor
• demonstrative (este, ese, aquel)
• indefinite (cada, otro, todo, mismo, alguno)
• possessive, short form (mi)
• possessive, long form (mío) (R)
• interrogative (cuánto, qué)
T
Foundation Tier learners should have knowledge and understanding of:
DR
AF
5
Grammar/linguistic structure
Adverbs
•
•
•
•
•
formation
comparative and superlative: regular
interrogative (cómo, cuándo, dónde)
adverbs of time and place (aquí, allí, ahora, ya)
common adverbial phrases
Quantifiers/Intensifiers
•
muy, bastante, demasiado, poco, mucho
Pronouns
•
•
•
•
•
•
•
•
•
•
subject
object (R)
position and order of object pronouns (R)
reflexive
relative (que)
relative (quien, lo que (R))
disjunctive (conmigo, para mí)
demonstrative (éste, ése, aquél, esto, eso, aquello)
indefinite (algo, alguien)
interrogative (cuál, qué, quién)
Verbs
•
•
•
•
•
•
regular and irregular verbs, including reflexive verbs
all persons of the verb, singular and plural
modes of address: tú and usted
radical-changing verbs
negative forms
interrogative form
56
© OCR 2015
GCSE (9–1) in French/German/Spanish
•
•
reflexive constructions (se puede, se necesita, se habla)
uses of ser and estar
•
•
•
•
•
•
•
•
•
•
•
•
•
•
present indicative
present continuous
preterite
imperfect: in weather expressions with estar, hacer
imperfect (R)
immediate future
future (R)
perfect: most common verbs only
conditional: gustar only in set phrases
pluperfect (R)
gerund (R)
imperative: common forms including negative
subjunctive, present: (R) in certain exclamatory phrases (¡Viva! ¡Dígame!)
subjunctive, imperfect: quisiera
DR
AF
Tenses
Foundation Tier learners should have knowledge and understanding of:
T
Grammar/linguistic structure
Impersonal verbs
•
most common only
Prepositions
•
•
common, including personal a
por and para
Conjunctions
•
common, including y, pero, o, porque, como, cuando
Number, quantity, dates
and time
•
use of desde hace with present tense (R)
© OCR 2015
GCSE (9–1) in French/German/Spanish
57
5
Spanish (Higher Tier)
Higher Tier learners should have knowledge and understanding of all grammar and structures listed for
Foundation Tier, plus:
Articles
•lo plus adjective
Adjectives
•
•
•
comparative and superlative
possessive, short and long forms (mi, mío)
relative (cuyo)
Adverbs
•
comparative and superlative
Pronouns
•
•
•
•
object
position and order of object pronouns
relative: all other uses including quien, lo que, el que, cual
possessive (el mío, la mía)
T
Higher Tier learners should have knowledge and understanding of:
DR
AF
5
Grammar/linguistic structure
Verbs and tenses:
• future
• imperfect
• imperfect continuous
• perfect
• pluperfect
• conditional
• passive voice (R)
• gerund
•present subjunctive: imperative, affirmation and negation, future
after conjunctions of time (cuando), after verbs of wishing, command,
request, emotion, to express purpose (para que)
• imperfect subjunctive (R)
Time
•
•
58
use of desde hace with present tense
use of desde hace with imperfect tense (R)
T20000/05
© OCR 2015
GCSE (9–1) in French/German/Spanish