GCSE Speaking Support Meetings. GCSE Polish Speaking. Introduction 2. Guidance 3. Assessment Criteria 4-5. Student 1 - Speaking Commentary 6-7

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1 hij GCSE Speaking Support Meetings GCSE Polish Speaking Pages Introduction 2 Guidance 3 Assessment Criteria 4-5 Student 1 - Speaking Commentary 6-7 Student 2 - Speaking Commentary 8-9 BOOKLET 1 Spring 2012 Copyright 2012 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number ) and a registered charity (registered charity number ). Registered address: AQA, Devas Street, Manchester M15 6EX

2 GCSE POLISH (4685) Introduction In the GCSE specification, the Polish Speaking Test will be untiered to cater for students of all abilities. The flexible, unitised structure of the specification allows them to maximise achievement. Marks allocated to this unit are 40, the duration is minutes in total and the test carries 25% of the marks for the whole GCSE examination. Students will attend one session of between 10 and 12 minutes. This test will be conducted by the teacher, recorded and marked by an AQA examiner. The test will consist of two sections: Presentation and Discussion based on a stimulus provided by the student and prepared before the date of the test. Students will be expected to speak for between 30 and 90 seconds and to answer questions on their Presentation for a further seconds (up to approximately 3 minutes in total). The topic of the Presentation may be drawn from the contexts published in this specification. Alternatively, students may prefer to choose a context of their own. 20 marks General Conversation on 2 contexts of the student s choice. These topics must avoid the topic chosen by the student for the Presentation and Discussion. The topics of the Conversation may be drawn from the contexts published in this specification. Alternatively, students may prefer to choose contexts of their own. Students aiming at Grade C or above will be expected to express personal opinions, present information and show an ability to deal with unpredictable elements and to use a variety of structures. 20 marks Students may take into the examination room for this part of the test a cue card, containing a maximum of five short headings for each of the contexts chosen by the student. There must be no conjugated verbs or full sentences on the card. As students will have done their preparation beforehand, they do not need any preparation time before the test. Students must not have access to a dictionary during the test. No specified period will be timetabled for the Speaking Tests and centres are free to conduct them at any time. Detailed instructions for the teacher-examiner will be issued prior to the examinations. All tests must be dispatched to the AQA examiner on or before 15 May. 2

3 GCSE Polish Speaking Test Guidance 1. Principles of the Test 1.1 The Speaking Tests are marked in accordance with the criteria for assessment published in the specification. 1.2 No allowances can be made for poor or incorrect teacher conduct of the tests. 2. Presentation and Discussion and Conversation 2.1 The Presentation and Discussion is marked separately from the Conversation. Each of the four categories (, Range of Language,, ) will be assessed. Marks will be awarded for the Presentation and Discussion and then again for the Conversation. NB: In the Presentation and Discussion, the mark for Interaction and Fluency is awarded on the basis of the Discussion element only. 2.2 If the Presentation or Discussion is missing, a maximum of 4 marks can be awarded for. 2.3 The marks awarded for Range of Language, and Interaction and Fluency cannot be more than one mark higher than the mark awarded for. 2.4 A mark of zero for will result in a zero score for the task as a whole. 2.5 If a mark is awarded for this will inevitably lead to the award of marks for Range of Language, and Interaction and Fluency. 2.6 To score a mark of 4 for Range of Language the student needs to use a minimum of two verb tenses. 2.7 Examiners will stop marking the Presentation and Discussion approximately 3 minutes after the start of the test. They will stop marking the Conversation approximately 9 minutes from the start of that section of the test. 2.8 If a Student speaks on only one topic throughout the Conversation, the examiner will find the appropriate band for and then move down one band to find the appropriate mark. 3

4 Assessment Criteria Range of Language Interaction and Fluency Total Presentation & Discussion Conversation Total Marks (Presentation & Discussion and Conversation) 7-8 A good range of information and points of view are conveyed. Responses are developed/explained with confidence. Can narrate events. 4-6 A fair amount of information and points of view conveyed. Responses are regularly developed beyond the minimum. 1-3 Some simple information and opinions conveyed. Some responses rarely developed beyond the minimum. 0 No relevant information conveyed Marks Range of Language (Presentation & Discussion and Conversation) 4 A wide range of vocabulary, complex structures and a variety of verb tenses. 3 A range of vocabulary; some complex structures. 2 Limited vocabulary; sentences short and simple. 1 Very limited vocabulary just isolated words and occasional phrases. 0 No recognisable words. 4

5 Marks (Presentation & Discussion and Conversation) 4 All messages are clear and errors usually appear only in more complex structures. Accent and intonation consistently good. 3 Messages are clear in spite of some errors. Accent and intonation generally good but some inconsistency. 2 Most messages are communicated though errors are quite frequent. Accent and intonation sometimes delay communication. 1 Some messages are communicated but errors are very frequent. Accent and intonation make comprehension difficult. 0 No messages are communicated. Marks 4 3 Responds readily and shows initiative. Conversation sustained at a reasonable speed, language expressed fluently. Ready responses; some evidence of an ability to sustain a conversation; may sometimes take the initiative. 2 Some reaction. Sometimes hesitant, little natural flow of language. 1 Little reaction. Very hesitant and disjointed. 0 No language produced is worthy of credit. The marks awarded for Range of Language, and Interaction and Fluency must not be more than one mark higher than the mark awarded for. A mark of zero for will automatically result in a zero score for the task as a whole. 5

6 Student 1 Presentation and Discussion This student has chosen to speak about table tennis, a subject which is a little out of the ordinary and which clearly interests her. The content of this part of the test has been very well prepared. A wealth of information is communicated, starting from the student s interest in table tennis in her early life, to her participation and success in competitions in England. Personal opinions are expressed and justified. Reference is made to people who influenced her, such as the neighbour who introduced her to the sport, her family who support her and the professional player who inspired her. There are highly detailed explanations, such as the description of the playing tactics she admires and tries to emulate. During the Discussion, reference is made to other sports and there is a perceptive comparison between netball in England and Poland. Because of the amount and variety of information communicated, in this category the student gained the maximum 8 marks. Range of Language This student speaks in complex, extended sentences which include many subordinate clauses and verbs in past, present and future tenses. There are many examples of topic-specific vocabulary: podstawy gry, puchar, turniej, zawodnik, wzoruję się na jego taktyce. There are many well-chosen adjectives, including the comparative and superlative forms. Drastyczny and celny are excellent, as is the adverb niepozornie. In this category, the maximum 4 marks were awarded. As a native Polish speaker, the student has no difficulty with Polish pronunciation, intonation or grammar. The maximum 4 marks were awarded in this category. Although this student does not speak particularly quickly, she conveys the impression that she gives consideration to all her responses and chooses her words with care. She responds readily to questions and answers them fully. Any pauses are natural. The maximum 4 marks were gained. Thus the total marks for the Presentation and Discussion were = 20. General Conversation The topics chosen by this student are School and Future Plans and Holidays, both of which are taken from the GCSE Polish Specification. Full descriptions and accounts are given, including an imaginative comparison between the student s school and a fictional school, and later between her present school and her 6

7 former school in Poland. In her description of her plans for the future, the student mentions several interesting possibilities and there is an account of her activities with her friends. In the section on holidays, the student gives a detailed description of the Mazury region of Poland and later explains why she would also recommend holidays in other parts of Poland. She demonstrates good factual knowledge and possibly evidence of background research into her chosen topic. She refers to travel and transport, food and various holiday activities. Personal opinions are given throughout. Reference is made to other countries and there is a multicultural aspect when she speaks about her Chinese friend. This student satisfied all the criteria for the maximum 8 marks in this category. Range of Language The student demonstrates excellent use of language. She speaks in long, well structured sentences linked by conjunctions and containing relative and other clauses. In each topic there are many examples of sophisticated vocabulary and good use of adjectives. There is reference to past, present and future events, and use of the conditional tense. The student uses appropriate language to convey the required meaning throughout the conversation. The full 4 marks were awarded in this category. There are no grammatical errors and the student s pronunciation is accurate. The maximum 4 marks were gained. The student responds readily to questions, answers them fully and develops her responses where necessary. There are no unnatural pauses and the conversation has good pace. Again, the full 4 marks were gained. Total marks for the General Conversation were = 20 Total marks for this student s Speaking Test were = 40 7

8 Student 2 Presentation and Discussion This student has chosen to speak about his family and school. This is safe, familiar territory requiring only everyday vocabulary. His initial confident delivery indicates prior thought and preparation, but this is not consistently maintained. The student begins by giving a brief introduction about himself, his town and his house, but before he can elaborate further the teacher begins to ask questions. During the subsequent discussion the student communicates a fair amount of information on his chosen topic, including both positive and negative personal opinions for which he gives good reasons. He does not take up the opportunity to discuss architecture in Canterbury, possibly due to insufficient knowledge of the subject, and similarly the short comparison between Canterbury and his former town in Poland could have been further developed. Although he explains why he likes his school, he later says there is nothing special about it, which again seems like a missed opportunity to say something interesting. Ideally the Presentation and Discussion should last 1½ minutes each (a total of 3 minutes) but in this case there is no real Presentation since the teacher starts to ask questions after only a few seconds. Thus the maximum mark which could be awarded for is 4. Range of Language This student has an adequate knowledge of vocabulary on all aspects of his topic. Domek jednorodzinny is good, but piękny ogród and spokojne miasto are very basic and there are no outstanding examples of well-chosen nouns or adjectives. While some of his replies are quite brief, for example when he gives his sister s name and age, other responses are well-developed with reasons beginning ponieważ..., as in the description of his school. His use of verbs in the present tense is excellent but there is no reference to the past or future, despite a very good question from the teacher inviting him to talk about his past life in Poland. In this category, 3 marks were awarded. As a native Polish speaker, the student demonstrates perfect pronunciation and his knowledge of Polish grammar is excellent. The maximum 4 marks were awarded in this category. The student shows good comprehension of all the questions and responds readily. He is clearly a competent speaker, but because some of his answers are very brief, the discussion does not always flow easily and there are some pauses. 3 marks were awarded in this category. Thus the total marks for the Presentation and Discussion were = 14. 8

9 General Conversation The topics chosen by this student are Holidays and Free Time and the Media. These are taken from the GCSE Polish Specification. During the conversation a fair amount of information is conveyed. In the section on holidays, the student refers to holidays in England, Poland and his dream holiday in Japan. He gives details regarding means of transport and holiday activities, giving personal opinions and reasons. Sometimes it is felt that this student could develop his points further. For example, although he gives good reasons why Polish mountains are beautiful and why he would like to visit Japan, it is the teacher (not the student) who explains why the beaches in Whitstable are different from the beaches in Poland. In the second topic, the student gives a good account of how he and his family spend their free time, but he seems unable to comment on the television or say which programmes he watches, despite the teacher s efforts to elicit this information. There is a feeling that having chosen to speak about the media, this student should have prepared something about television. He does, however, give some good reasons why computers are useful, why he likes music and why he dislikes shopping, although once again it is the teacher (not the student) who explains why English television is useful. This student fulfilled the criteria for the second band of marks, so 6 marks were awarded in this category. Range of Language The student uses some excellent vocabulary and phrases such as kamienne plaże and krajobrazy stworzone przez naturę, but this is by no means consistent throughout the conversation. Some of his answers contain development, while others are just short phrases or single word responses. He sometimes relies on the teacher to supply vocabulary, chooses an answer from three suggested alternatives, or agrees with an opinion expressed by the teacher. His use of verbs, however, is excellent and he uses past, present, future and conditional tenses with confidence. In this category 3 marks were gained. The student s pronunciation and intonation are faultless and there are no grammatical errors even in the longer sentences. He gained the full 4 marks in this category. Although he responds readily and is at times quite fluent, this student relies heavily on the assistance of the teacher and often does no more than answer the question which is asked. This lack of initiative and occasional hesitant delivery led to a mark of 3 in this category. Total marks for the General Conversation were = 16 Total marks for this student s Speaking Test were = 30 Generally it was felt that, while this student is clearly a capable Polish speaker, he is perhaps slightly too young to be taking GCSE and had he waited a little longer, he would have gained the necessary maturity and life experience to answer questions more fully. 9