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Compares the current and new specifications across assessment structure and weighting, assessment objectives and maximum marks, tiering and grading, paper set and marking arrangements, and rules such as no dictionaries. Also outlines changes to prescribed themes and topics, and updates to vocabulary and grammar requirements, including word-count targets and new testing of sound symbol correspondences in specific papers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-french-german-and-spanish-reform-summary-of-key-changes-for-our-accredited-specifications/622834/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-french-german-and-spanish-reform-summary-of-key-changes-for-our-accredited-specifications/622834.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"When will the reformed GCSE French, German and Spanish qualifications first be taught and first assessed?","Question",{"text":112,"@type":113},"They are available for first teaching from September 2024 and first assessment in summer 2026.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the four papers weighted and how do the assessment objectives change in the new specification?",{"text":117,"@type":113},"The four components remain equally weighted across Listening, Speaking, Reading and Writing. In the new specification, the AO split changes to AO1 35%, AO2 45% and AO3 20%.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the rules on tiering, grading and use of dictionaries?",{"text":121,"@type":113},"Learners enter for Foundation or Higher for all four papers at the same tier, with no mixing. 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Developed for learners of all abilities, we’ve focused on making our assessments clear and accessible with engaging and relevant content.  \nTake a closer look at the key changes between the current specification and the new specification.  \nCurrent specification  \nNew specification  \n\n| Four equally weighted components:\u003Cbr>• Paper 1 Listening: 25%\u003Cbr>• Paper 2 Speaking: 25%\u003Cbr>• Paper 3 Reading: 25%\u003Cbr>• Paper 4 Writing: 25% | Same equally weighted components despite assessment objectives having different weightings.\u003Cbr>• Paper 1 Listening: 25%\u003Cbr>• Paper 2 Speaking: 25%\u003Cbr>• Paper 3 Reading: 25%\u003Cbr>• Paper 4 Writing: 25% |\n| --- | --- |\n| Assessment objectives:\u003Cbr>• AO1 Listening: 25%\u003Cbr>• AO2 Speaking: 25%\u003Cbr>• AO3 Reading: 25%\u003Cbr>• AO4 Writing: 25% | Assessment objectives:\u003Cbr>• AO1: understand and respond to spoken language in speaking and in writing – 35%\u003Cbr>• AO2: understand and respond to written language in speaking and in writing – 45%\u003Cbr>• AO3: demonstrate understanding and accurate application of the grammar and vocabulary prescribed in the specification – 20% |\n|  | Max marks 200 (scaling in Foundation Paper 1 only) . |\n| Max marks 240 (scaling in Foundation Paper 1 and Foundation Paper 4) . |  |\n| Tiering – learners enter for either Foundation or Higher in all four papers at the same tier. No mixing of tiers between papers. | Same. |\n| Grading 9-1: Grades 1-5 at Foundation tier and 4-9 at Higher tier with allowed grade 3 at Higher tier. | Same. |\n| All papers set and marked by AQA but Paper 2 speaking test conducted by teachers during a five week window in April / May. | Same. |\n| No dictionaries to be used in any paper including Speaking test preparation time. |  |\n|  | Same. |\n\n Themes and topics  \nCurrent specification  \nNew specification  \n\n| Three prescribed themes: Theme 1: Identity and culture\u003Cbr>• Me, my family and friends\u003Cbr>• Technology in everyday life\u003Cbr>• Free-time activities\u003Cbr>• Customs and festivals in French-speaking countries / communities | Three themes of our choice: Theme 1: People and lifestyle\u003Cbr>• Identity and relationships with others\u003Cbr>• Healthy living and lifestyle\u003Cbr>• Education and work |\n| --- | --- |\n| Theme 2: Local, national, international and global areas of interest\u003Cbr>• Home, town, neighbourhood and region\u003Cbr>• Social issues\u003Cbr>• Global issues\u003Cbr>• Travel and tourism | Theme 2: Popular culture\u003Cbr>• Free time activities\u003Cbr>• Customs, festivals and celebrations\u003Cbr>• Celebrity culture |\n| Theme 3: Current and future study and employment\u003Cbr>• My studies\u003Cbr>• Life at school / college\u003Cbr>• Education post-16\u003Cbr>• Jobs, career choices and ambitions | Theme 3: Communication and the world around us\u003Cbr>• Travel and tourism, including places of interest\u003Cbr>• Media and technology\u003Cbr>• The environment and where people live Learners are expected to use the vocabulary and grammar across a range of contexts and assessment tasks. It’s not intended that the themes and topics will specifically be referenced in all assessment tasks. For example, a reading text could be based on ‘Shopping habits’ which could cover vocabulary from free time activities and where people live. It’s the vocabulary and grammar being tested, not the themes and topics. |\n\n Vocabulary and grammar   \nCurrent specification  \nNew specification  \n\n| • AQA set our own vocabulary list.\u003Cbr>• Cognates / near cognates not listed.\u003Cbr>• Some prior knowledge from KS2 / KS3 assumed. | • Vocabulary list of 1,200 words at Foundation plus an additional 500 words at Higher tier.\u003Cbr>• List has to include at least 85% of words from top 2,000 most frequent words used according to a recognised corpus.\u003Cbr>• No prior knowledge assumed.\u003Cbr>• 30 multi-word phrases (MWP) and 20 cultural items allowed in add","cbCaihQDWTtSCOZs","https://ap.wps.com/l/cbCaihQDWTtSCOZs","pdf",141606,"English","# Four equally weighted components\n## Assessment objectives, marks and scaling\n## Tiering, grading and test administration\n## Dictionary rules\n# Themes and topics\n# Vocabulary and grammar\n# Paper 1: Listening\n## Recording and timings","[{\"question\":\"When will the reformed GCSE French, German and Spanish qualifications first be taught and first assessed?\",\"answer\":\"They are available for first teaching from September 2024 and first assessment in summer 2026.\"},{\"question\":\"How are the four papers weighted and how do the assessment objectives change in the new specification?\",\"answer\":\"The four components remain equally weighted across Listening, Speaking, Reading and Writing. In the new specification, the AO split changes to AO1 35%, AO2 45% and AO3 20%.\"},{\"question\":\"What are the rules on tiering, grading and use of dictionaries?\",\"answer\":\"Learners enter for Foundation or Higher for all four papers at the same tier, with no mixing. Dictionaries are not allowed in any paper, including speaking test preparation time.\"}]","GCSE French, German and Spanish reform - Summary of key changes for our accredited specifications | PDF",1792467170]