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 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. Students will provide in advance on the Research project form a list of headings to indicate the scope of their research and the sources used. Apart from the names of published sources, any headings must be in English. The teacher may help the student to complete the form. Students must use at least two sources and at least one of them must be an online source. Apart from the two required sources, any remaining sources and/or headings must not exceed 80 words. Sources could be visual, audio or written (in any combination) and must be capable of leading to findings that will form the basis of a 9–10 minute discussion.

A five -week window will be timetable d during April and May. All assessments must be conducted within this period.

Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments. The discussion will focus on key concepts such as importance, impact, value, contribution, significance, as well as on the student’s appreciation of the topic area – its appeal and interest, and the insights the study has brought to the student. This will naturally generate opportunities for the student to analyse, evaluate and draw conclusions on those aspects of the topic area that have been researched. Table 1. Levels of performance for the discussion Level The 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. Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge.

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

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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. 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. discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the research online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available

The nature of these responses will mean that the discussion largely avoids questions inviting the student to evaluate critically aspects of what has been researched in favour of a more factual line of questioning.Conjugation of regular - er , - ir , -re verbs, modal verbs, principal irregular verbs, including reflexive verbs The examiner may use points made in the presentation as well as information given on the Candidate Record form to initiate the discussion. The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments. A brief outline of key findings with little development and showing little understanding and assimilation of research-based knowledge.

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. General advice is defined as guidance which the teacher would include in the teaching and learning of the class and which would apply to all projects. Specific advice is defined as guidance which relates to a particular project and is tailored to an individual student or group of students. The student may attempt some response to opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion but these will not always be successful.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.