GCSE French

Brief summary of the syllabus:

All pupils will follow a course leading to the AQA GCSE (Specification A) in French. The GCSE French examination is designed to test the four linguistic skills of listening, speaking, reading and writing. Each skill is tested at either Foundation or Higher level, according to the candidate's ability in each of the skills. Each of these skills has a weighting of 25%. The pass grades are awarded according to the level and the particular skills the candidate offers. The highest grades can be attained only by those boys, who show high writing competence, as demanded by the upper level of that skill.

Which skills/ attributes are being developed and examined?

• The ability to understand and use French effectively for purposes of practical communication.
• The ability to use French both imaginatively and creatively and to understand French used in the same way.
• An understanding of French grammar.
• An awareness of the nature of language and language learning.
• Insights into the culture and civilisation of French-speaking countries and communities.
• Enjoyment and intellectual stimulation.
• A sound base of the skills, language and attitude required for further study, work and leisure.
• Promotion of skills which have a wider application such as ICT and learning skills, eg analysis, memorising, drawing inference.
• In particular, the four skills being developed are:

  Listening
  Candidates will be expected to understand

  • Others performing the tasks listed
  • Announcements, instructions, requests, interviews, monologues and conversations between two or more people on the topics listed.

  Speaking
  Candidates will be expected

  • To perform the tasks listed
  • To participate in a conversation on the topics listed.

  Reading
  Candidates will be expected to understand

  • Others performing the tasks listed where these could reasonably be expected to be communicated in writing
  • Written material associated with, and on the subject of, the topics listed.

  Writing
  Candidates will be expected

  • To perform the tasks listed where these could reasonably be expected to be communicated in writing
  • To write on the subject of the topics listed.

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What can parents expect to see in class work and homework specifically?

The Independent Learning Programme is used extensively at GCSE. Boys are required to prepare topics for conversation and rôle-plays in order to record their responses on tape. Boys are asked to bring their own cassette to their language lessons in order to build up their own revision tape, specifically for the oral part of the examination.

Initially, the boys will record model questions and answers as an aid to perfecting pronunciation and fluency.

In Year 11 an increasing amount of time is used to prepare for the writing examination. This requires not only the appropriate vocabulary but also extensive use of language structures, which are being practised both in class and in homework.

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What can parents do to help at this stage in this subject at this stage?

• One homework item in any given week will almost inevitably be a piece of learning, since foreign language-learning in a school environment necessitates a great deal of learning by heart. Parents can help by testing, which is the best method of learning. Whether any help can be given with written homework will, of course, depend on the parent's ability in French.
• Parents can encourage their son to listen to French radio, even at a basic level for a short period of time.
• Use of CD-ROMs and the internet can be encouraged. The latter is particularly useful as source material for cultural awareness.
• Dictionary skills don't stop at Key Stage 3. They are very important at GCSE although no dictionaries are allowed in the actual examinations. However, for learning purposes they are vital and the technique of using them continue to be very important as a working tool. Parents can help by ensuring that their son is comfortable with using a dictionary effectively.
• Boys should also be encouraged to read as widely as possible in French.

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Setting and course schedule:

In Year 10 pupils will be placed into three or four sets (depending on number of boys opting for French) based on their Key Stage 3 French result and the half-term tests completed in Year 9.

Re-assessment of sets will occur at Christmas and in the Summer Term of Year 10. Setting is based on half-term test scores. Boys will have to consolidate their position during Year 11. The majority of pupils will sit the higher tier papers at all levels, allowing them to achieve grades A*-D. Where it is obvious that a student would struggle to attain these grades, he will be able to be entered for Foundation Tier in the skill(s) which is/are considered appropriate.

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Final Examination:

• Foundation Listening: 30 minutes 25% of the marks
  or Higher Listening:40 minutes 25% of the marks
• Foundation Reading: 30 minutes 25% of the marks
  or Higher Reading: 50 minutes 25% of the marks
• Foundation Speaking: 8-10 minutes 25% of the marks
  or Higher Speaking: 10-12 minutes 25% of the marks
• Foundation Writing: 40 minutes 25% of the marks
  or Higher Writing: 60 minutes 25% of the marks

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Tests:

Right from the start in Year 10 the boys will meet the requirements for the GCSE examination. During the first four formal tests the format will be that of a Foundation Paper for all sets. The end-of-year examination will be a higher paper for all sets. In Year 11 this pattern will follow until the GCSE examination. No specific topics will be covered at any one time, although the boys in Year 10 will be given assistance with the vocabulary that needs to be covered for the tests.

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Pupil target-setting:

Do learn the vocabulary as you go along. A little at a time is so much better than last-minute large chunks before a test.

Once you have learnt a new grammar point, do apply it at the first opportunity.

Check every sentence for grammar - e.g. adjectival endings, past participles with 'être'.

Check your accuracy, incl. spelling and genders.

Develop reading skills through authentic reading materials - eg the internet.

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Upper band grade descriptor:

Candidates understand gist and identify main points and detail in a variety of types of authentic spoken language. They recognise points of view, attitudes and emotions and are able to draw conclusions.

Candidates initiate and carry through transactions, take part in conversations and narrative events. They express and justify ideas and points of view, and produce longer sequences of speech using a variety of vocabulary, structures and time references. They speak confidently, with good pronunciation and intonation. The message is clear although there may still be some errors, especially when candidates use more complex structures.

Candidates understand gist and identify main points and detail in a variety of types of authentic texts. They recognise points of view, attitudes and emotions and are able to draw conclusions. They select and make appropriate use of reference materials.

Candidates give factual information, narrate events and express and justify ideas and points of view. They produce longer sequences using a range of vocabulary, structure and time references. Their spelling and grammar are generally accurate, the style is appropriate to the purpose.

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Progression beyond GCSE:

Those pupils wishing to continue beyond GCSE French to study AS and A2 French must show that they have become proficient in all four language skills, in particular with regard to grammatical accuracy.

The table below sets the criteria by which the department bases its recommendation:

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CRITERIA FOR A-LEVEL IN FRENCH:

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