Why our new specifications are right for your learners - Listening Paper 1 - Dictation - Speaking Paper 2 - Reading Paper 3 - Writing Paper 4

Oct 20, 2026

AQA new specifications overview for GCSE MFL, explaining why redesigned exam components improve learner accessibility and confidence. Listening Paper 1 highlights short language chunks, reduced fatigue with a shorter test duration, clearly defined task types, and dictation features such as AO1 marking clarity, built-in pauses, and dedicated checking time. Speaking Paper 2 details flexible note-making, a preparation-led role play start, and structured parts enabling self-correction and photo-card discussion choice. Reading and Writing papers further support tier-appropriate sentence-based translations and clear task formats, plus extensive free resources, training events, and curriculum-team support.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Listening Paper 1

Section A: Listening comprehension (short utterances)

Section B: Dictation

Speaking Paper 2

Overall

Part 1: Role Play

Part 2: Reading Aloud text

Part 3: Photo card Discussion

Reading Paper 3

Writing Paper 4

Resources and Support

Contact

Why our new specifications are right foryour learners Listening Paper 1 Section A: Listening comprehension Short utterances: • AQA papers focus on short chunks of language to avoid placing a burden on learners’ memory and this makes the tasks more accessible, particularly at Foundation tier. This helps learners move through the paper confidently, avoid losing their place in the test and it’s really clear which questions are answered from each piece of language they hear. Shorter test duration-35mins at Foundation/45mins at Higher: • Less student fatigue. • Based on strong teacher feedback in face toface and online consultation meetings across the country. • Especially important considering that the Reading paper is very likely to continue to bein the same exam slot as the Listening paper. Clearly defined list of task types to be used in the listening comprehension tasks: • Allows you to prepare students confidently, knowing that there will be no unexpected task types in future exams. Section B: Dictation Half of the marks are for AO1: • No ambiguity – allows complete confidence that these marks can be awarded for communication of meaning alone. • The AO1 marks provide the opportunity for students of all abilities to score marks in this new task. Additional pauses built into the second listening (of three for the dictation task): • Further reduces the volume of language that students need to process in one go. • Two minutes’ checking time at the end of the paper to encourage students to check the accuracy of their dictation. Speaking Paper 2 Overall Students can make unlimited notes of any type in their preparation time: • Complete flexibility for students to manage their notes, so that they have as much in-test support as possible. Speaking test starts with the Role Play, rather than a performance-based task: • Allows for a confident start to the speaking test, as the task can be fully prepared in the preparation time. Part 1: Role Play All Role-Plays are non-transactional: • The Role Play scenario is always an informal social conversation between friends which all students will be able to access, regardless of their own lived experience. • Role Play practice can be easily integrated into every lesson. Part 2: Reading Aloud text Students can repeat words, sentences, or the whole text to self-correct as many times as they wish: • Removes any sense of performance pressure from the task – students can relax and carryout the task knowing that they can correct themselves at any time. • Students don’t need a rehearsal as they know that their last attempt will be the one which is marked. Students can keep the text with them through the whole task, and use vocabulary and structures if they wish to help with their responses to the four questions: • Allowing for greater confidence and support in the following short conversation. Part 3: Photo card Discussion Freedom to choose which questions will bring out the best performance in your students: • You can ask questions to suit the interests, experience and ability of your individual students – you know them best! • Huge scope within each very broad theme for you to select questions that suit your students. This means there is no need for students to choose a theme. • No compulsory questions in this task. Two stimulus photos provide plenty of content for all students to access: • Offers a much wider range of aspects to refer to during the description part of the task. • As long as one of the photos is referenced with at least one sentence, students can still access full marks if they choose to focus more on the other photo. • Vocabulary can be drawn from any theme when describing the photos. Reading Paper 3 Translations are broken down into sentences for both Foundation and Higher tiers: Makes these tasks much more accessible and allows students to approach the tasks confidently. Clearly defined li

FAQs

Why are the Listening Paper 1 tasks designed around short language chunks?

They use short chunks to reduce memory burden and make tasks more accessible, especially at Foundation tier. The structure also clarifies which questions match each heard piece of language.

How does the dictation section support accurate communication marks?

Half the marks are for AO1, with no ambiguity to ensure confidence awarding marks for meaning. The second listening includes additional pauses and there is two minutes’ checking time at the end.

What changes in Speaking Paper 2 help students prepare and perform with less pressure?

Students can make unlimited notes in their preparation time and the test starts with a role play. For reading aloud, students can repeat words or sentences to self-correct, and for the photo-card discussion they can choose which questions to bring out their best performance.

Oct 20, 2026

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