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Specification
Italian
Full Course – for exams June 2011 onwards
and certification June 2011 onwards
Short Course – for exams June 2011 onwards
and certification June 2011 onwards
This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing
of any changes to this specification. We will also publish changes on our website. The version of the specification on our
website will always be the most up to date version, although it may be different from printed versions.
Vertical black lines indicate a significant change or addition to the previous version of this specification.
COPYRIGHT
AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are
permitted to copy material from this specification booklet for their own internal use.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a
registered charity (number 1073334).
Registered address AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell Director General.
GCSE Italian for teaching from September 2009 onwards (version 1.2)
Contents
1 Introduction 3
1.1 Why choose AQA? 3
1.2 Why choose Italian? 3
1.3 How do I start using this specification? 4
1.4 How can I find out more? 4
2 Specification at a Glance 5
3 Subject Content 6
3.1 Contexts and purposes 6
3.2 Unit 1: Italian listening 46301F; 46301H 7
3.3 Unit 2: Italian reading 46302F; 46302H 8
3.4 Unit 3: Italian speaking 46303 9
3.5 Unit 4: Italian writing 46304 13
3.6 Grammar 16
3.7 Communication strategies 18
3.8 Vocabulary 21
4 Scheme of Assessment 54
4.1 Aims and learning outcomes 54
4.2 Assessment Objectives 54
4.3 National criteria 55
4.4 Prior learning 55
4.5 Access to assessment: diversity and inclusion 55
5 Administration 56
5.1 Availability of assessment units and certification 56
5.2 Entries 56
5.3 Private candidates 57
5.4 Access arrangements and special consideration 57
5.5 Language of examinations 57
5.6 Qualification titles 57
5.7 Awarding grades and reporting results 58
5.8 Re-sits and shelf-life of unit results 59
GCSE Italian for teaching from September 2009 onwards (version 1.2)
7 Moderation 63
7.1 Moderation procedures 63
7.2 Consortium arrangements 63
7.3 Post-moderation procedures 63
Appendices 66
A Grade Descriptions 66
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues,
and Health and Safety Considerations 67
C Overlaps with other Qualifications 68
D Key Skills 69
E Controlled Assessment Exemplar Tasks for Speaking 70
F Controlled Assessment Exemplar Tasks for Writing 73
GCSE Italian for teaching from September 2009 onwards (version 1.2)
1 Introduction
GCSE Italian for teaching from September 2009 onwards (version 1.2)
GCSE Italian for teaching from September 2009 onwards (version 1.2)
2 Specification at a Glance
Unit 1: Listening
46301F; 46301H
Unit 3: Speaking
Examination – 40%
46303
Italian
Either Controlled Assessment – 60%
Short Course
Foundation Tier: 30 minutes plus (internally assessed)
in Spoken (+ 5 minutes reading time)
Language or Two tasks submitted for
4631 Higher Tier: 40 minutes moderation
(+ 5 minutes reading time)
2
Unit 2: Reading
Unit 4: Writing
46302F; 46302H
46304
Italian Examination – 40%
Controlled Assessment – 60%
Short Course
Either plus (externally assessed)
in Written
Language Foundation Tier: 30 minutes
Two tasks submitted for
or
4632 Higher Tier: 50 minutes
marking
Unit 1: Listening
Unit 3: Speaking
46301F; 44301H
46303
Examination – 20%
Controlled Assessment – 30%
Either (internally assessed)
Foundation Tier: 30 minutes
Two tasks submitted for
(+ 5 minutes reading time)
moderation
or
Higher Tier: 40 minutes
(+ 5 minutes reading time)
Italian
Full Course
4633
Candidates may be entered for either Foundation or Higher in Listening and Reading, but not both; eg
Foundation Tier Listening and Higher Tier Reading. Controlled Assessment is untiered.
GCSE Italian for teaching from September 2009 onwards (version 1.2)
3 Subject Content
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GCSE Italian for teaching from September 2009 onwards (version 1.2)
GCSE Italian for teaching from September 2009 onwards (version 1.2)
GCSE Italian for teaching from September 2009 onwards (version 1.2)
• The marks awarded for Range and Accuracy of Language, Pronunciation and Intonation, Interaction and
Fluency must not be more than one band higher than the mark awarded for Communication. (See tables
below).
• A mark of zero for Communication will automatically result in a zero score for the task as a whole.
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0 0 0
3
Controlled Assessment Tasks express points of view, present information and
show ability to deal with some unpredictable
See Appendix E for exemplar tasks. elements. For those students aiming to achieve
grade A, teachers must ensure that tasks offer
Task Setting – Limited Control the opportunity to express and explain ideas
and points of view, to narrate events, producing
Students are required to complete two tasks, of equal extended sequences of speech. For students
weighting. Teachers may use the exemplar tasks aiming to achieve grade F, teachers must ensure
provided in Appendix E of this specification, may use that tasks offer the opportunity to take part in
an adapted version of these exemplar tasks or may simple conversations, present simple information
devise tasks which meet students’ individual learning and express opinion.
needs or interests.
Controlled assessment advisers will be available to
Adapting Exemplar Tasks provide guidance to centres.
Teachers may adapt the exemplars in the Teacher-devised tasks do not need to be drawn from
following ways. the range of contexts listed in the specification.
Exemplar A (i) – the task must be an interview. General
It could be adapted to be an interview with, for
Centres must submit different tasks every two
example, a celebrity. Please see Appendix E,
years. This applies to the use of AQA exemplar
Exemplar A (ii).
tasks, adapted exemplar tasks and teacher-devised
Exemplar B (i) – the task must be a conversation. tasks.
The exemplar is drawn from the context ‘Leisure’.
Centres must submit different tasks for Speaking and
It could be adapted to be a conversation
Writing.
drawn from a different context, eg a special
occasion celebrated in the home from ‘Home
and Environment’, or from a different aspect of Task Taking – Medium Control
the ‘Leisure’ context, eg Holidays. It could be
drawn from outside the range of contexts listed All three stages below must be completed under
in the specification. Please see Appendix E, informal supervision. This means that supervision
Exemplar B (ii). must be sufficient to ensure that plagiarism does not
take place. The work of individual students may be
Controlled assessment advisers will be available to informed by working with others, eg in conversational
provide guidance to centres. groups but students must provide an individual
response.
Devising Tasks
Stage One
Teachers may choose to devise their own
tasks. When devising their own tasks, teachers This stage refers to the general teaching and learning
must ensure that students aiming to achieve activities carried out in preparation for receiving the
grades C and above use a variety of structures task. There is no time limit for this stage. Students
which may relate to past and future events and may make use of reference materials and resources
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10–12 Good
Mostly relevant response to the task
3
and shows ability to convey a lot
of information clearly, express and
explain ideas and points of view.
7–9 Sufficient
Response to the task is generally
relevant with quite a lot of information
clearly communicated. Points of
view are expressed and ideas are
developed.
4–6 Limited
Limited response to the task with some
relevant information conveyed. Simple
opinions are expressed and there is
some development of basic ideas.
1–3 Poor
Very limited response to the task with
little relevant information conveyed.
No real structure.
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• The mark awarded for Range of Language must not be more than one band higher than the mark awarded
for Content. (See table below).
• The mark awarded for Accuracy must not be more than one band higher than the mark awarded for
Content. (See table below).
• If a mark is awarded for Content, this will inevitably lead to the award of a mark for Range of Language and
for Accuracy.
• If a mark of zero is awarded for Content, this will automatically result in a zero score for Range of Language
and for Accuracy.
0 0 0
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3.6 Grammar
GCSE candidates will be expected to have indefinite (e.g. nessuno, niente, ogni, qualcuno,
acquired knowledge and understanding of Italian qualcosa, qualche, uno)
grammar during their course. In the external interrogative (e.g. chi, che, cosa, che cosa, quanto/a,
assessment they will be required to apply their quanti/e) and ci/vi, ne
knowledge and understanding in tasks appropriate
to the tier for which they are entered, drawing from Demonstrative adjectives:
the following lists which are divided into Foundation uesto, quello
q
and Higher tier.
ecco
The examples in brackets are indicative, not exclusive.
Verbs:
For structures marked (R), receptive knowledge only
is required. regular and irregular forms of verbs, including
reflexive verbs
Foundation Tier all persons of the verb, singular and plural
modes of address: tu, Lei, voi
Nouns:
3 verbs followed by an infinitive without a preposition
gender verbs followed by an infinitive with a preposition
singular and plural forms, including common irregulars tenses: present
e.g. la mano, il cinema, perfect with avere, essere + agreement
il/la ciclista, la radio, la foto, gli uomini. imperfect: avere, essere and fare
Articles: other common verbs in the imperfect tense
definite, indefinite and partitive future
conditional: dovere, volere, piacere, potere
Adjectives: pluperfect (R)
agreement passive voice (R)
position imperative (R)
comparative and superlative: regular (più di, meno di, gerund (R)
il più, il meno, tanto... quanto, così....come) progressive construction with stare + gerund (R)
demonstrative (questo, quello) infinitive
indefinite: singular/plural usage (ogni, qualche, alcuni)
Negatives:
possessive
interrogative (qual, quale, quali) on, non...alcuno/a, non ancora, non...che, neanche,
n
nemmeno, niente, non...mai, mai, non … né...né,
Adverbs: non...niente, non...nessuno, non...nulla, non... più,
comparative and superlative non solo...ma anche
Quantifiers: Prepositions:
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All grammar and structures listed for Foundation tier, ependent infinitives (fare riparare) (R)
d
plus: tenses: imperfect
pluperfect
Nouns:
conditional (R)
less common irregulars (e.g. il dito/le dita) past definite (R)
Adjectives: passive voice
perfect infinitive (e.g. dopo aver studiato...)
ommon irregular comparative and superlative,
c
including il migliore, il peggiore use of gerund with present tense of stare
use of quello and bello before a noun use of gerund with imperfect tense of stare
subjunctive mood: in commonly used expressions (R)
Pronouns:
common verbs + preposition + infinitive (e.g. finisco di
relative: cui, chi, il quale/la quale studiare..)
object, direct and indirect, combination of direct & Prepositions:
indirect
position and order of object pronouns use of da with imperfect tense
disjunctive/emphatic 3
indefinite: ciascuno, parecchi, ognuno, qualsiasi,
qualunque
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Candidates need to have a sound vocabulary base (a) Using a word which refers to a similar item
and the confidence to attempt tasks where they do (b) Describing the physical properties of the item
not have access to a dictionary. (c) Requesting assistance
The communication strategies listed above will greatly (d) Simplifying
increase the student’s ability to cope with less familiar (e) Paraphrasing
language. (f) Referring to specific features
(g) Referring to the function of an item
Strategies for Production
In order to complete the Writing and Speaking tests
the candidate may find the following strategies helpful:
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3.8 Vocabulary
The minimum core Vocabulary Lists are primarily Students will be expected to understand words which
intended as a guide for teachers to assist in the have the same or very similar form in the language as in
planning of schemes of work. the English, provided that such words have essentially
the same meaning in both languages. Such words are
The Listening and Reading assessment tasks at
not listed in the minimum core Vocabulary Lists.
Foundation Tier will be based on the Foundation List
and the General Vocabulary List; students should also Students will be expected to be familiar with feminine
expect to encounter some unfamiliar vocabulary, but forms of nouns/adjectives where these are not given.
they will not be tested on it.
Students may use the minimum core Vocabulary Lists
The Listening and Reading assessment tasks at Higher for their Speaking and Writing Controlled Assessment
Tier will be based on the Foundation and Higher Lists tasks, or they may prefer to choose vocabulary that
and the General Vocabulary List; in addition students suits their own contexts and purposes.
should also expect to encounter some unfamiliar
vocabulary, and may be tested on it, provided that it General Vocabulary
can be accessed through communication strategies.
Vocabulary listed in the Grammar Section can also
Students will be expected to use and understand the 3
general vocabulary listed below. The vocabulary is not
be tested but it is not listed in the minimum core
restricted to specific settings and can occur in any of
Vocabulary Lists.
the topic areas listed in the specification.
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campanello, il D Ginevra
canale, il dare su giocare a (calcio/scacchi)
canile, il datore di lavoro, il gioielleria, la
capo, il dedicare giorno feriale, il
cappello, il deforestazione, la giorno festivo, il
cappotto, il deludere gita scolastica, la
carciofo, il delusione, la giudizio, il
carrello, il depressione, la golfino, il
carta stradale, la derivare griglia di sicurezza, la
cartella, la destinatario, il guanto, il
cartello, il dettaglio, il guasto
cartoleria, la didattico gustare
cartone, il direttissimo, il gusto, il
casa di accoglienza, la dirigente, il/la gustoso
casella e-mail, la disboscamento, il I
cassonetto della carta, il discarica, la (dump, impatto ambientale, l’
categorie a rischio, le waste disposal centre) 3
impegnativo
cedere alla tentazione disintossicarsi impegnato
celebre disoccupato impermeabile, l’
celibe disoccupazione, la in diretta
centro anti-droga, il domanda d’impiego, la in tempo reale
cercapersone, il drogheria, la incrocio, l’
cervello, il E indagine, l’
cetriolo, il ecologico indipendente
chiuso per ferie effetto serra, l’ indipendenza economica, l’
chiuso per turno emarginare indovinare
cieco esame di Stato, l’ ingresso, l’
ciliegia, la extracomunitari, gli inquinamento acustico, l’
cintura, la inserimento sociale, l’
F
circondato insetticida, un
fagiolino, il
clorofluoro carburi (CFC) invadere
fare il pendolare
coetaneo, il isola pedonale, l’
fare moto
coincidenza, la
farmaci scaduti, i L
collant, i (inv)
faticoso lampone, il
collega, il/la
fede, la (faith, wedding ring) laurea, la
collina, la
fertilizzante, il lavanderia, la (utility room,
commedia, la
fiera, la laundry)
comò, il
Fiera, la lenzuolo, il
comodino, il
film giallo, il letto a castello, il
compilare un modulo
fioraio, il lettore di CD, il
comportamenti antisociali
fiume, il licenziare
composto da
foglia, la licenziarsi
confezione, la
fotocopia, la linea, la
consumo giornaliero, il
fotocopiare luoghi per vedere DVD
consumo, il
fracasso, il M
contattare
fratellastro, il malattia cardiovascolare, la
cooperativo
corsa, la G Manica, la
corso professionale, il gabbia, la mansarda, la
cotoletta, la genero, il marmitta catalitica, la
crisi d’astinenza, la gestione, la matrigna, la
gestire melanzana, la
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4 Scheme of Assessment
AO1 or AO3 40 40
AO2 or AO4 60 60
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AO1 20 20
AO2 30 30
AO3 20 20
AO4 30 30
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5 Administration
January 2010
June 2010
January 2011
5.2 Entries
Please refer to the current version of Entry QCA’s 40% terminal rule means that 40% of the
Procedures and Codes for up to date entry assessment must be taken in the examination series
procedures. You should use the following entry codes in which the qualification is awarded. This rule is not
for the units and for certification. dependent on the size of the qualification. Therefore,
all GCSE candidates, whether taking short course,
Unit 1 – 46301F; 46301H
single and double awards, must have 40% of their
Unit 2 – 46302F; 46302H
5 Unit 3 – 46303
assessment taken at the end.
Unit 4 – 46304
GCSE Short Course: spoken language
certification – 4631
GCSE Short Course: written language
certification – 4632
GCSE certification – 4633
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A* 54–60 A* 81–90
A 48–53 A 72–80
B 42–47 B 63–71
C 36–41 C 54–62
D 30–35 D 45–53
E 24–29 E 36–44
F 18–23 F 27–35
G 12–17 G 18–26
5 U 0–11 U 0–17
Reading Writing
(maximum uniform mark = 60) (maximum uniform mark = 90)
A* 54–60 A* 81–90
A 48–53 A 72–80
B 42–47 B 63–71
C 36–41 C 54–62
D 30–35 D 45–53
E 24–29 E 36–44
F 18–23 F 27–35
G 12–17 G 18–26
U 0–11 U 0–17
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We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. We convert
this total uniform mark to a grade as follows.
A* 135–150 A* 270–300
A 120–134 A 240–269
B 105–119 B 210–239
C 90–104 C 180–209
D 75–89 D 150–179
E 60–74 E 120–149
F 45–59 F 90–119
G 30–44 G 60–89
U 0–29 U 0–59
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6 Controlled Assessment
Administration (Speaking)
The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in
accordance with AQA’s instructions and JCQ instructions.
6.2 Malpractice
Teachers should inform candidates of the AQA If malpractice is suspected, the Examinations Officer
Regulations concerning malpractice. should be consulted about the procedure to be
followed.
Candidates must not:
• submit work which is not their own Where suspected malpractice in controlled
assessments is identified by a centre after
• lend work to other candidates
the candidate has signed the declaration of
• allow other candidates access to, or the use of, authentication, the Head of Centre must submit full
their own independently sourced source material details of the case to AQA at the earliest opportunity.
(this does not mean that candidates may not lend The form JCQ/M1 should be used. Copies of the
6 their books to another candidate, but candidates form can be found on the JCQ website
should be prevented from plagiarising other (http://www.jcq.org.uk/).
candidates’ research)
• include work copied directly from books, Malpractice in controlled assessments discovered
the Internet or other sources without prior to the candidate signing the declaration of
acknowledgement and attribution authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
These actions constitute malpractice, for which internal procedures. AQA would expect centres to
a penalty (for example disqualification from the treat such cases very seriously. Details of any work
examination) will be applied. which is not the candidate’s own must be recorded
on the Candidate Record Form or other
appropriate place.
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7 Moderation
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8 Controlled Assessment
Administration (Writing)
The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in
accordance with AQA’s instructions and JCQ instructions.
8.2 Malpractice
Teachers should inform candidates of the AQA If malpractice is suspected, the Examinations Officer
Regulations concerning malpractice. should be consulted about the procedure to be
followed.
Candidates must not:
• submit work which is not their own; Where suspected malpractice in controlled
assessments is identified by a centre after
• lend work to other candidates;
the candidate has signed the declaration of
• allow other candidates access to, or the use of, authentication, the Head of Centre must submit full
their own independently sourced source material details of the case to AQA at the earliest opportunity.
(this does not mean that candidates may not lend The form JCQ/M1 should be used. Copies of the
their books to another candidate, but candidates form can be found on the JCQ website
should be prevented from plagiarising other (http://www.jcq.org.uk/).
candidates’ research);
• include work copied directly from books, Malpractice in controlled assessments discovered
the internet or other sources without prior to the candidate signing the declaration of
acknowledgement and attribution; authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
• submit work typed or word-processed by a third internal procedures. AQA would expect centres to
person without acknowledgement. treat such cases very seriously. Details of any work
These actions constitute malpractice, for which which is not the candidate’s own must be recorded
a penalty (for example disqualification from the on the Candidate Record Form or other
examination) will be applied. appropriate place.
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Appendices
A Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have
been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the
content outlined in the specification; they are not designed to define that content.
The grade awarded will depend in practice upon the extent to which the candidate has met the assessment
objectives (see Section 4) overall. Shortcomings in some aspects of the candidates’ performance may be
balanced by better performances in others.
Grade Description
Candidates show understanding of a variety of spoken language that contains some complex
language and relates to a range of contexts. They can identify main points, details and points of
view and draw simple conclusions.
They initiate and develop conversations and discussions, present information and narrate
events. They express and explain ideas and points of view, and produce extended sequences
of speech using a variety of vocabulary, structures and verb tenses. They speak confidently,
with reasonably accurate pronunciation and intonation. The message is clear but there may be
some errors, especially when they use more complex structures.
A
They show understanding of a variety of written texts relating to a range of contexts. They
understand some unfamiliar language and extract meaning from more complex language
and extended texts. They can identify main points, extract details, recognise points of view,
attitudes and emotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginary subjects. They express
and explain ideas and points of view. They use a variety of vocabulary, structures and verb
tenses. Their spelling and grammar are generally accurate. The message is clear but there may
be some errors, especially when they write more complex sentences.
Candidates show understanding of different types of spoken language that contain a variety of
structures. The spoken material relates to a range of contexts, including some that may be unfamiliar,
and may relate to past and future events. They can identify main points, details and opinions.
They take part in conversations and simple discussions and present information. They express
points of view and show an ability to deal with some unpredictable elements. Their spoken
language contains a variety of structures and may relate to past and future events. Their
pronunciation and intonation are more accurate than inaccurate. They convey a clear message
C but there may be some errors.
They show understanding of different types of written texts that contain a variety of structures. The
written material relates to a range of contexts, including some that may be unfamiliar and may relate
to past and future events. They can identify main points, extract details and recognise opinions.
They write for different contexts that may be real or imaginary. They communicate information
and express points of view. They use a variety of structures and may include different tenses or
time frames. The style is basic. They convey a clear message but there may be some errors.
Candidates show some understanding of simple language spoken clearly that relates to familiar
contexts. They can identify main points and extract some details.
They take part in simple conversations, present simple information and can express their
opinion. They use a limited range of language. Their pronunciation is understandable. There are
grammatical inaccuracies but the main points are usually conveyed.
F
They show some understanding of short, simple written texts that relate to familiar contexts. They
show limited understanding of unfamiliar language. They can identify main points and some details.
A
They write short texts that relate to familiar contexts. They can express simple opinions. They
use simple sentences. The main points are usually conveyed but there are mistakes in spelling
and grammar.
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Avoidance of Bias
AQA has taken great care in the preparation of
this specification and specimen units to avoid bias
of any kind.
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Speaking
Exemplar Task A i) – Cross Context
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Task: Cinema
You are going to have a conversation with your teacher about the cinema.
Your teacher will ask you the following;
• what sort of films do you like and why?
• who is your favourite actor/actress? Describe him/her.
• what is your opinion on going to the cinema?
• do you think it is better to go to the cinema or to hire a DVD? Why?
• describe your last visit to the cinema.
• what are your plans for next weekend?
• !
! Remember, at this point, you will have to respond to something you have not yet prepared.
The dialogue will last between 4 and 6 minutes.
Notes for Teachers
! The unpredictable task could be:
• What do you plan to see at the cinema in the near future?
Task: Holidays
You are going to have a conversation with your teacher about holidays.
Your teacher will ask you the following;
• what is your favourite type of holiday and why?
• do you think holidays are important? Why/why not?
• do you think people have too many holidays? Why/why not?
• describe your last holiday.
• what do you like doing on holiday and why?
• !
! Remember, at this point, you will have to respond to something you have not yet prepared.
The dialogue will last between 4 and 6 minutes.
Notes for Teachers
! The unpredictable task could be:
• Where will you go on your next holiday and why?
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GCSE Italian for teaching from September 2009 onwards (version 1.2)
72
GCSE Italian for teaching from September 2009 onwards (version 1.2)
Writing
Exemplar Task 1 – Home and Environment
• personal information;
• your daily routine at home;
• what you enjoy doing;
• who is the most important influence in your life and why;
• your best achievement in life so far;
• your ambitions for the future.
Remember, in order to score the highest marks you must answer the task fully, developing your response
where it is appropriate to do so.
73
GCSE Italian for teaching from September 2009 onwards (version 1.2)
• a description of a recent holiday you have been on – where you stayed, how you got there, when you
went etc;
• what you did whilst you where there;
• your opinion of the holiday;
• what type of holidays you like best and why;
• your plans for your holiday next year;
• why you think you should win the competition.
Remember, in order to score the highest marks you must answer the task fully, developing your response
where it is appropriate to do so.
74
GCSE Italian Teaching from 2009 onwards
Qualification Accreditation Number: 500/4476/X, 500/4563/5 (SC Written) and 500/4565/9 (SC Spoken)
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The classification code for this specification is 5690.
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classification code will have only one grade (the highest) counted for the purpose of the School and College
Performance Tables.
Centres may wish to advise candidates that, if they take two specifications with the same classification code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specifications that have different classification codes
but have significant overlap of content. Candidates who have any doubts about their subject combinations should
check with the institution to which they wish to progress before embarking on their programmes.
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