AQA A-level French (includes AS)

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The student will respond well to most opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development 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. The briefest outline of key findings with very little development and showing very little understanding and assimilation of research-based knowledge.

The examiner may use points made in the presentation as well as information given on the Candidate Record form to initiate the discussion. In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. Examples of the types of question the teacher-examiner will ask during the discussion of the project are included in the AS and A-level French, German and Spanish Instructions for the Conduct of the Examinations at aqa.org.uk. A brief outline of key findings with little development and showing little understanding and assimilation of research-based knowledge.The student will respond readily to all opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion. provide general advice on the type of language which students might use in the presentation and discussion. Knowledge of the topic under discussion will be used consistently and effectively to support views and opinions.

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. 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. 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. 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. The student will respond well to some opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.Subjunctive mood: present (common uses, for example, after expressions of possibility, necessity, obligation and after conjunctions such as bien que) Prepositions provide specific advice on the language of the student’s presentation and discussion, apart from the language of the project title 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.