The discussion will focus on key concepts such as importance, impact, value, contribution, significance, as well as on the student’s appreciation of the topic area – its appeal and interest, and the insights the study has brought to the student. This will naturally generate opportunities for the student to analyse, evaluate and draw conclusions on those aspects of the topic area that have been researched. Table 1. Levels of performance for the discussion Level online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available

provide support/guidance on research techniques, including how best to manage the storing and assimilation of knowledge and information that has been researched grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional developmentThe student may attempt some response to opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion but these will not always be successful.

The examiner may use points made in the presentation as well as information given on the Candidate Record form to initiate the discussion. provide general advice on the type of language which students might use in the presentation and discussion. The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments.Response to questions inviting the student to evaluate critically aspects of what has been researched will not generally be supported by some relevant factual knowledge and the student may provide much information that is not directly relevant to the discussion. Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not always be responded to with a confident and effective marshalling of knowledge. provide specific advice on the language of the student’s presentation and discussion, apart from the language of the project title The presentation should cover some key findings emerging from the research carried out by the student. It will be the quality of these findings rather than their quantity that will determine the mark awarded. Level Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments.

There will be few if any challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering.Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA. Conjugation of regular - er , - ir , -re verbs, modal verbs, principal irregular verbs, including reflexive verbs match the phrasing of the question set. Examples of this are in the specimen mark scheme. Translation Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge.

For further detail on Paper 3 Speaking, see A-level French, German and Spanish Instructions for Speaking tests and A-level French, German and Spanish: Candidate Record form. Assessment criteria Paper 1 Summary questions: AO3 Mark During the presentation and discussion of their research project, students may only have access to their completed Candidate Record form. No other notes are allowed. qualification may be used for responses in English, including translation into English. Assessment objective weightings for A-level discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the researchThe examiner will be hard pushed to find opportunities to which the student can respond effectively to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. identify a key question or subject of interest and select relevant information in French from a range of authentic sources, including the internet Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not usually be responded to with a confident and effective marshalling of knowledge. Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by some relevant factual knowledge but at times the student may provide information that is not directly relevant to the discussion. Knowledge of the topic under discussion will be used consistently and effectively to support views and opinions.