• Introduction
• Aims
• Specification content
• Key skills
• Assessment objectives
• Scheme of assessment
• Grade descriptions
• Using grammar and structure

Introduction

AS and A level subject criteria set out the knowledge, understanding, skills and assessment objectives common to all AS and A level specifications in a given subject. They provide the framework within which the awarding body creates the detail of the specification.

Subject criteria are intended to:

• help ensure consistent and comparable standards in the same subject across the awarding bodies
• define the relationship between the AS and A level specifications, with the AS as a subset of the A level
• ensure that the rigour of A level is maintained
• help higher education institutions and employers know what has been studied and assessed.

Any specification that contains significant elements of the subject modern foreign languages must be consistent with the relevant parts of these subject criteria.

Back to top

Aims

AS and A level specifications in modern foreign languages should encourage students to:

• develop understanding of the spoken and written forms of the modern foreign language from a variety of registers
• communicate confidently, clearly and effectively in the modern foreign language through both the spoken and written word, using increasingly accurate, complex and varied language
• increase their sensitivity to language and language learning
• develop critical insights into, and contact with, the contemporary society, cultural background and heritage of countries or communities where the modern foreign language is spoken
• develop positive attitudes to modern foreign language learning.

Note: Understanding and responding to the spoken form of the modern foreign language, and/or communicating through the spoken word may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

AS and A level specifications should also:

• provide a suitable foundation for further study and/or practical use of the modern foreign language
• provide a coherent, satisfying and worthwhile course of study for students who do not progress to further study in the subject.

In addition, A level specifications in modern foreign languages should:

• provide a sufficient basis for the further study of modern foreign languages at degree level or equivalent.

Back to top

Specification content

AS and A level specifications in modern foreign languages should specify that, in order to study the subject at AS and A level, students should normally have acquired the knowledge, understanding and skills equivalent to those specified for GCSE at higher tier in the relevant language.

Knowledge, understanding and skills

AS specifications should require candidates to:

• explore and develop understanding of the contemporary society, cultural background and heritage of one or more of the countries or communities whose language is being studied
• listen and respond to a variety of authentic spoken sources
• read and respond to a variety of written texts from authentic sources
• demonstrate flexibility when communicating both in speech and in writing
• use appropriate registers in both spoken and written communication
• manipulate the modern foreign language accurately to organise facts and ideas, present explanations, opinions and information in both speech and writing
• understand and apply the grammatical system and a range of structures as detailed in the AS specification (see appendix 1 for French, German, Spanish and Urdu.)
• transfer meaning from the modern foreign language into English, Welsh or Irish, and/or vice versa (whichever skill is not assessed at AS level must be assessed at A level.)

In addition, A level specifications should require candidates to:

• understand and study in greater depth aspects of the contemporary society, cultural background and heritage of one or more of the countries or communities whose language is being studied, demonstrating a higher level of critical awareness
• use the modern foreign language to analyse, hypothesise, evaluate, argue a case, justify, persuade, rebut, develop arguments and present viewpoints, in speech and in writing
• demonstrate their capacity for critical thinking, to see relationships between different aspects of the subject and to perceive their field of study in a broader context
• understand and apply the grammatical system and a range of structures as detailed in the A level specification (see appendix 1 for French, German, Spanish and Urdu); and use a wider range of vocabulary
• transfer meaning from English, Welsh or Irish into the modern foreign language, and/or vice versa (whichever skill is not assessed at AS level must be assessed at A level.)

Note: Understanding and responding to the spoken form of the modern foreign language, and/or communicating through the spoken word may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

Back to top

Key skills

AS and A level specifications in modern foreign languages should provide opportunities for developing and generating evidence for assessing the key skills listed below. Where appropriate, these opportunities should be directly cross-referenced, at specified level(s), to the criteria listed in Part B of the key skills specifications.

• Communication
• Information technology
• Improving own learning and performance
• Working with others

Back to top

Assessment objectives

The assessment objectives for AS and A level are the same.

All candidates must be required to meet the following assessment objectives. The assessment objectives are to be weighted in all specifications as indicated.

Assessment objectives		Weighting
		AS	A2	A level
A01	understand and respond, in speech and writing, to spoken language	25-35%	20-30%	23-33%
A02	understand and respond, in speech and writing, to written language	25-35%	20-30%	23-33%
A03	show knowledge of and apply accurately the grammar and syntax prescribed in the specification	25%	25%	25%
A04	demonstrate knowledge and understanding of aspects of the chosen society	10-20%	20-30%	15-25%

The assessment objectives apply to the whole specification.

Note: 'Understand and respond in speech to the spoken and written language' may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

For specifications without a speaking component the following applies:

Assessment objectives		Weighting
		AS	A2	A level
A01	understand and respond, in writing, to spoken language	15-25%	10-20%	13-23%
A02	understand and respond, in writing, to written language	35-45%	30-40%	33-43%

For specifications with neither a speaking nor a listening component the following applies:

Assessment objectives		Weighting
		AS	A2	A level
A01	N/A
A02	understand and respond, in writing, to written language	55-65%	45-55%	50-60%

AO3 and AO4 apply to all AS and A level specifications in modern foreign languages, with the weightings as stated above.

Back to top

Scheme of assessment

Internal assessment

All A level specifications in modern foreign languages may have a maximum internal assessment weighting of 30 per cent. Not more than 20 per cent may be located in either the AS or the A2.

Synoptic assessment

All specifications should include a minimum of 20 per cent synoptic assessment. All synoptic assessment units should be taken at the end of the course and be externally assessed.

The definition of synoptic assessment in the context of modern foreign languages is as follows: knowledge, understanding and skills in modern foreign languages are closely linked. Synoptic assessment covers both knowledge of the modern foreign language and skills in using it which have been developed in different parts of the A level course. Candidates will demonstrate understanding and the ability to use advanced level modern foreign language skills in one or more tasks which require them to show knowledge of the society or culture of one or more of the countries or communities studied. Synoptic assessment in modern foreign languages should therefore draw on all A level assessment objectives.

Examples of synoptic assessment tasks might include:

• an examination or internal assessment unit in which candidates study a topic through both written and recorded documents and respond to these in both speech and writing
• two examination tasks, one requiring candidates to respond in speech to a written stimulus and to discuss this, the other requiring candidates to demonstrate knowledge of an aspect of the society in writing.

In line with the GCSE requirements, a maximum of 10 per cent of the total marks for the subject at each level (AS and A level) may be awarded for answers in English, Welsh or Irish.

Note: 'Study through recorded documents and response in speech' may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

An example of synoptic assessment where response in speech is not required might be an examination or internal assessment unit in which candidates study a topic through both written and recorded documents and respond to these in writing.

An example of synoptic assessment where study through recorded documents and response in speech are not required might be two examination tasks, one requiring candidates to respond in writing to a written text, the other requiring candidates to demonstrate knowledge of an aspect of the society in writing.

Resources in examinations

In A level examinations, the use of dictionaries will not be permitted in any external assessment.

Back to top

Grade descriptions

The following grade descriptions indicate the level of attainment characteristic of the given grade at A level. They give a general indication of the required learning outcomes at each specified grade. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.

Grade A

Speaking (where applicable)	Candidates are able to respond readily and to speak fluently. They are willing and able to take the initiative and to develop their answers. They have a good command of idiom and vocabulary and deploy this naturally. There is substantial evidence of the ability to argue a personal viewpoint and to handle, with a marked degree of success, the abstract language of ideas. Pronunciation and intonation are accurate with only the occasional slight mistake or hesitation. There are very few grammatical errors even in more complex language.
Reading and listening (where applicable)	Candidates show clear understanding of a wide range of complex spoken and written texts in a variety of registers. They have a very good understanding of grammatical markers, eg tense, mood and aspects, and a high level of awareness of structure, style and register. They not only understand the detail of the text but also show an ability to infer meaning and points of view. Where circumstances allow, they respond with insight and imagination. They appreciate the register and syntax of the original and when transferring meaning into English, Welsh or Irish they adapt their style appropriately.
Writing	Candidates are able to communicate information, concepts and opinions clearly. Language and expression are generally appropriate to the subject and sufficiently varied and mature to convey effectively their thought and argument. They use a wide and varied range of syntax and lexis, including idiom and specialised vocabulary, with a high level of accuracy and fluency, and are able to show ease in their manipulation of language. Despite errors, their level of accuracy is generally high, and errors which do occur are normally of a minor nature and may arise from their desire to use more enterprising constructions and vocabulary.
Cultural component	In relation to the civilisation and culture of countries where the modern foreign language is spoken, candidates demonstrate a thorough knowledge of the literature/topics studied while focusing appropriately on the aspect(s) of the text(s)/topic(s) to be dealt with. Detailed knowledge, views, arguments and insights are presented clearly, logically and with some sophistication. Candidates demonstrate independent judgement using appropriate evidence in well-structured, coherent, discursive essays. There is evidence of original thought and the ability to make qualitative judgements.

Note: Understanding and responding to the spoken form of the modern foreign language, and/or communicating through the spoken word may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

Grade C

Speaking (where applicable)	Candidates have few problems of comprehension and respond readily and without undue hesitation. They have some ability to develop their answers. They show competent use of relevant idiom and vocabulary and avoid significant influence from the mother tongue. There is evidence of the ability to argue a personal viewpoint and some ability to use the abstract language of ideas. They make a fair attempt at accurate pronunciation and intonation though the end result of their efforts may still show native language interference. Grammatical accuracy is adequate, showing a sound basic understanding of normal usage. Errors are likely to be more frequent when they attempt to use more complex language. They may need prompting, but where hesitation occurs, this may be attributable more to the selection and presentation of material than to gaps in their knowledge of the language.
Reading and listening (where applicable)	Candidates understand a range of spoken and written texts in a variety of registers. They show understanding of grammatical markers, eg tense, mood and aspects, and show some awareness of structure and register. They grasp the significant details of the text and are able to identify points of view, attitudes and emotions. They show some appreciation of the register and syntax of the original and when transferring meaning into English, Welsh or Irish their style is sufficiently clear to convey meaning unambiguously.
Writing	Candidates are able to communicate information and opinions clearly. Language and expression are generally appropriate to the subject, and although limited in range and variety, are adequate to convey their thoughts and argument. There are relatively few grammatical or factual errors of a serious kind and the general quality of the work tends to demonstrate that errors are due to lapses of attention or incomplete recall, rather than ignorance or failure to understand the problem involved. There is some evidence of ability to use more complex constructions.
Cultural component	In relation to the civilisation and culture of countries where the modern foreign language is spoken, candidates demonstrate a sound knowledge of the literature/topics studied while focusing appropriately on the aspect(s) of the text(s)/topic(s) to be dealt with. Detailed knowledge is presented clearly and logically although there is a preponderance of ‘content' and limited evidence of insight and sophisticated understanding. Candidates show some capacity for independent judgement and are able to marshal appropriate evidence in coherently structured discursive essays.

Note: Understanding and responding to the spoken form of the modern foreign language, and/or communicating through the spoken word may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

Grade E

Speaking (where applicable)	When speaking, candidates' production may be hesitant and lacking in fluency and their vocabulary is restricted. The message is clear despite a high frequency of grammatical errors, particularly if an attempt is made to use more complex language. Some candidates may be more fluent, but with a performance marred by frequent, elementary errors. Their pronunciation may be strongly influenced by their native language. They are not willing to develop responses beyond the minimum.
Reading and listening (where applicable)	Candidates respond to straightforward questions competently. They may experience difficulties with abstract or complex language. In the case of answers in the modern foreign language they may resort to copying parts of the text because of their lack of comprehension. In the case of questions in English, Welsh or Irish they may attempt to translate. They understand the gist and identify main points but their grasp of detail may be random and they have a limited ability to draw inferences, recognise points of view and emotions and draw conclusions. When transferring meaning into English, Welsh or Irish they manage to transmit the basic message, but often fail to appreciate grammatical markers, eg changes of tense, and their style is frequently clumsy.
Writing	Candidates communicate their ideas in a style which is unsophisticated but appropriate to the purpose, eg giving factual information and narrating events. Over a limited range of expression, spelling and grammar they are often inaccurate and inconsistent and include even some very basic errors. They have a limited capacity to express and justify points of view. Their vocabulary is likely to be restricted and repetitive and there may be excessive use of simple sentences. They use a limited range of tenses and are prone to native language interference. They have a tendency to use stereotypical phrases.
Cultural component	In relation to the civilisation and culture of countries where the modern foreign language is spoken, candidates display adequate knowledge of the literature/topics studied but do not always focus on the aspect(s) under consideration. Narration or description rather than analysis tends to characterise the work of such candidates and essays may lack appropriate structure. References to factual information may be vague or at times inaccurate.

Note: Understanding and responding to the spoken form of the modern foreign language, and/or communicating through the spoken word may not apply to specifications for certain languages, subject to an agreement with the regulatory authorities.

Back to top

Using grammar and structure

AS and A level candidates will be expected to have studied closely the grammatical system and structures of the modern foreign language during their course. In the examination they will be required to use actively and accurately grammar and structures appropriate to the tasks set, drawn from the following lists.

The lists are divided into AS and A level. The examples in italics are indicative, not exclusive. For structures marked (R), receptive knowledge only is required.

French AS level

nouns	gender
	singular and plural
articles	definite, indefinite and partitive
adjectives	agreement position
	comparative and superlative
	demonstrative (ce, cet, cette, ces)
	indefinite (chaque, quelque)
	possessive
	interrogative (quel, quelle)
adverbs	comparative and superlative interrogative (comment, quand)
quantifiers/intensifiers	(tres, assez, beaucoup)
pronouns	personal
	reflexive
	relative
	disjunctive/emphatic
	demonstrative (celui)
	indefinite (quelqu'un)
	possessive (le mien)
	interrogative (qui, que)
	use of y, en
verbs	regular and irregular forms of verbs, including reflexive verbs
	modes of address (tu, vous)
	impersonal forms
	verbs followed by an infinitive (with or without a preposition)
	dependent infinitives (faire reparer)
	perfect infinitive
	negative forms
	interrogative forms
tenses	present perfect (including agreement of past participle)
	imperfect
	future
	conditional
	future perfect (R)
	conditional perfect (R)
	pluperfect
	past historic (R)
	passive voice present tense
	other tenses (R)
	imperative
	present participle
	present perfect
subjunctive mood
indirect speech
inversion after speech
prepositions
conjunctions
number, quality and time	(including use of depuis, venir de)

French A level

All grammar and structures listed for AS level, plus
verbs
tense	future perfect tense
	conditional perfect tense
	passive voice: all tense
	imperfect (R)
subjunctive mood

German AS level

the case study
nouns	gender
	singular and plural forms
	genitive singular and dative plural forms
	weak nouns
	adjectives used as nouns
articles	definite and indefinite
kein
adjectives	adjectival endings
	comparative and superlative
	demonstrative (dieser, jeder)
	possessive
	interrogative (welcher)
adverbs	comparative and superlative
	interrogative (wann, warum, wo, wie, wie viel)
qualifiers	(sehr, besonders, kaum, recht, wenig)
particles	(doch, eben, ja, mal, schon)
pronouns	personal
	reflexive
	indefinite (jemand, niemand)
	possessive
	interrogative (wer, wen, wem, was)
verbs	weak, strong, mixed and irregular forms of verbs
	reflexive usage
	modes of address (du, ihr, Sie)
	impersonal
	separable/inseparable
	modal (durfen, konnen, mogen, mussen, sollen, wollen)
	auxiliary (haben, sein, werden)
	infinitive constructions
	negative forms
	interrogative forms
tenses	present perfect
	perfect (modal vers) (R)
	imperfect/simple past (all verbs)
	future
	conditional
	future perfect (R)
	conditional perfect (R)
	pluperfect
	passive voice (verbs with an indirect object) (R) imperative
	subjunctive in conditional clauses (pluperfect) (R)
	passive voice (verbs with a direct object)
	subjunctive in conditional clauses (imperfect) subjunctive in indirect speech (R)
prepositions	fixed case and dual case
clause structures	main clause worder order subordinate clauses (including relative clauses)
conjunctions
number, quantity and time	(including use of seit, seitdem)

German A level

All grammar and structures listed for AS level, plus
verbs	perfect (all verbs, including modal verbs)
	future perfect
	condition perfect
	passive voice (verbs with an indirect object)
subjunctive	subjunctive in conditional clauses (pluperfect)
	other uses of the subjunctive (with als, als ob)
all forms of indirect speech
variations of normal word order

Spanish AS level

nouns	gender
	singular and plural forms
articles	definite and indefinite (including lo plus adjective)
adjectives	agreement
	position
	apocopation (buen, mal)
	comparative and superlative
	demonstrative (este, ese, aquel)
	indefinite (alguno, cualquiera, otro)
	possessive (short and long forms) (mi, mío)
	interrogative (cuánto, qué)
	relative (cuyo)
	exclamatory (qué)
adverbs	comparative and superlative
	interrogative (cuánto, qué)
quantifiers/intensifiers	(muy, bastante, poco, mucho)
pronouns	subject
	object
	position and order of object pronouns
	reflexive
	reflective (que, quien, el que, el cual)
	disjunctive/emphatic
	demonstrative (éste, ése, aquél, esto, eso)
	indefinite (algo, alguien)
	possessive (el mío, la mía)
	interrogative (cuál, qué, quién)
verbs	regular and irregular forms of verbs, including reflexive verbs
	radical-changing verbs
	impersonal verbs
	verbs followed by an infinitive (with or without a preposition)
	perfect infinitive
	negative forms
	interrogative forms
	reflexive constructions (se vende, se nos dice que)
	uses of ser and estar
tenses	present
	preterite
	imperfect
	future
	conditional
	perfect
	future perfect (R)
	conditional perfect (R)
	pluperfect
	passive voice: present and preterite tenses
	other tenses (R)
	continuous tenses
	imperative
	gerund present and past participle
subjunctive mood	present
	perfect
	imperfect
	pluperfect
uses of subjunctive	polite commands
	negative commands
	to express purpose (para que)
	to express possibility/impossibility after conjunctions of time (cuando lleguemos)
	in conditional sentences after si
	all other common uses (R)
prepositions	personal a
	uses of por and para
conjunctions
number, quantity and time	constructions with hace

Spanish A level

All grammar and structures listed for AS, plus
verbs
tense	future perfect tense
	conditional perfect tense
	passive voice: all tenses
	past anterior (hube hablado) (R)
subjunctive mood	all common uses

Urdu AS level

nouns	gender
	singular and plural forms
	cases
adjectives	formation and position of regular and irregular adjectives
	comparative and superlative
	demonstrative
	indefinite
	possessive
	intensifiers
adverbs	formation and position of regular and irregular adverbs (place, time, manner, necessity, advisability, duty, habit)
	comparative and superlative
	interrogative
	indefinite
	intensifiers
pronouns	subject and object (direct and indirect)
	relative
	emphatic
	demonstrative
	indefinite
	possessive
	interrogative
verbs	regular and irregular forms of verbs
	omission of verbs such as jein meaning 'are' and hoon meaning 'am'
	negative forms
	interrogative forms
tenses	past, present and future simple, simple continuous and perfect (including pluperfect) forms transitive and intransitive tenses
	conjunctive, imperative - present and future, the object (of verb)
	nominative as well as impersonal
	passive infinitive
	passive agent
	passive participles
	conditional - present and past
	honorific and non-honorific verbs
	imperative ceremonious
	present participle
	present and past subjunctive
	causal verb forms
	expressions of habit, the post position of instrumentality, eg ne, se and ko; peculiar forms, eg baT-naa, bhi-go-naa
	infinitive, gerund or verbal noun
	compound verbs, eg us ne mu-jhe so-ne na-hin diya
	Persian and Arabic verbs, eg shar-ma-naa, qu-bool-naa, conjunct verbs, verbs formed from adjectives and nouns, eg ap-ha-naa
prepositions
conjunctions
number, quantity and time	ordinal, cardinal, fractional numbers; fractional parts; times; indefinite numerical adjectives
word structure	spelling and pronunciation
	vowels: long and short vowels
	nasalised vowels
	semivowels
	vowel junctions
	consonants, including doubled consonants

Urdu A level

All grammar and structures listed for AS level, plus
verbs	transitive tenses
	double causals
	necessity, advisability and duty
	advanced participles, eg sehi-adawat hi sehi
ceremonious or respectful speech
use of repetition of words and its effect on meaning

Back to top