Modern Foreign Languages
KS5 A level French/Spanish
The Advanced GCE in languages has been developed to inspire all students who have an appreciation of the language, literature, film and culture of the French-speaking world. We follow this motivating course of study that enables students to develop an advanced level knowledge and understanding of the French, German or Spanish language, the culture of the country and other Francophone, Spanish or German-speaking countries, as well as providing learners with practical and valuable language and transferable study skills. This course helps to prepare students for higher education and enhance their employability profile. The content builds on the understanding developed at Key Stage 4 and AS/A Level gives students the opportunity to learn and apply important transferable skills in critical thinking and analysis, enabling them to make a smooth transition to the next level of study.
The themes that are covered are both Inspiring and engaging, featuring familiar and popular themes building on GCSE work, as well as some new content that provide clear links to some of the most fundamental and interesting aspects of the culture of the target language country and communities. One exciting element is the study of popular literary texts and films. Offering such a rich choice of literary texts and films, including contemporary and more classical titles, together with authentic source materials from France, Spain or Germany and the wider-speaking world, really promotes a deeper understanding of language and its uses, linking with themes and allowing research and more independent study . The course rewards creativity, with assessments placing an emphasis on spontaneity and grammar, as well as providing plenty of opportunities for students to apply their knowledge independently and imaginatively. Clear mark schemes encourage students to develop ideas, use language to persuade and analyse, and give critical responses in their writing and speaking.
This qualification has a straightforward structure with four engaging themes. To give you a flavour, In French they are; Les changements dans la société française (changes in society); La culture politique et artistique dans les pays francophones (political and artisitic culture in French-speaking countries); L’immigration et la société multiculturelle française (immigration and multiculturalism); L’Occupation et la Résistance (the Occupation and Resistance). The four themes are studied alongside two works (either two literary texts or one literary text and one film) assessed through two externally-examined papers (Papers 1 and 2) and one teacher-examiner conducted speaking assessment (Paper 3).
Paper 1: Listening, reading and translation
2 hours / 40% of the qualification and 80 marks Content overview
This paper draws on vocabulary and structures across all four themes.
Themes are based on the society and culture of the language being studied.
Students are not permitted access to a dictionary during the examination. The examination is made up of:
Section A: Listening (30 marks) A listening assessment based on a recording, featuring male and female native speakers. Students will respond to comprehension questions based on a variety of contexts and sources.
Section B: Reading (30 marks) A reading assessment based on a variety of text types and genres where students will have to respond to comprehension questions.
Section C: Translation into English (20 marks) An unseen passage to be translated from the language into English
Paper 2: Written response to works and translation
Written examination: 2 hours and 40 minutes / 30% of the qualification
This paper draws on the study of two discrete French, German or Spanish works: either two literary texts, or one literary text and one film. The works must be taken from the list provided by the exam board. The literary texts listed include a range of novels, plays and a series of short stories. All of the films are feature length.
This paper includes a translation exercise and two essays on either two literary texts, or one literary text and one film (students must not answer questions on two films). Students are not permitted access to a dictionary or any documentation relating to the works during the examination.
Section A: Translation - Students translate an unseen passage from English into the language.
Section B: Written response to works (literary texts) - Students must write an extended response on either one or two of the literary texts. Students select one question from a choice of two for each of their chosen literary text(s). If a student answers questions on two literary texts then they do not complete Section C.
Section C: Written response to works (films) - Students who answer only one question from a literary text in Section B must now write an extended response on one of the films. Students select one question from a choice of two for their chosen film.
Paper 3: Speaking
Internally conducted and externally assessed assessment of between 21 and 23 minutes, which includes a single period of 5 minutes’ formal preparation time - 30% of the qualification.
Task 1 draws on vocabulary and structures across all four themes.
Task 2 is based on independent research selected and carried out by the student. The research may be based on one of the themes or on the student’s own subject of interest related to the society and culture of the language studied. Students will be assessed on their ability to use a range of language accurately, communicate and interact effectively, summarise and analyse findings from written sources relating to their research subject, and show knowledge and understanding about the culture and society where the language is spoken.
Task 1 (discussion on a Theme) Students discuss one theme from the specification based on a stimulus containing two different statements.
Task 2, Part 1 (independent research presentation) Students present a summary of at least two of the written sources they have used for their research and give a personal response to what they have read.
Task 2, Part 2 (discussion on independent research) Students answer questions on their presentation and then have a wider discussion on their research.
Support for learning
We will ensure that websites will be provided, in the language being studied, linked directly to the language, grammar, topic or focus. Tailor-made direction is extremely important at KS5.
Supporting Students outside the Classroom
- Seneca Learning
- Google Classroom
Support will be provided as a bespoke service for the students.
- Broadcast journalist
- Diplomatic service officer
- Education consultant
- English as a foreign language teacher
- International aid/development worker
- Logistics and distribution manager
- Marketing executive
- Global networks –IBM, Microsoft
- Pharmaceutical companies