A Level DR AFT. O f q u a l a c c r e d. it a ti o n. Specification DRAFT

Transcription

1 A Level Prtuguese This draft qualifi catin has nt yet been accredited by Ofqual. It is published enable teachers have early sight f ur prpsed apprach Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) (9PG0). Further changes may be required and n assurance can be given at this time that the prpsed qualifi catin will be made available in its current frm, r that it will be accredited in time fr fi rst teaching in September 2018 and fi rst award in Specificatin DRAFT Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) (9PG0) First teaching frm September 2018 First certificatin frm 2020

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3 Cntents 1 Intrductin 2 Why chse the Edexcel Level 3 Advanced GCE in Prtuguese? 2 Supprting yu in planning and implementing this qualificatin 3 Qualificatin at a glance 4 2 cntent and assessment infrmatin 7 Themes, sub-themes and research subjects 8 Paper 1: Translatin in English, reading cmprehensin and writing (research questin) in Prtuguese 10 Paper 2: Translatin in Prtuguese and written respnse wrks 22 Paper 3: Listening, reading and writing in Prtuguese 30 3 Administratin and general infrmatin 37 Entries 37 Access arrangements, reasnable adjustments, special cnsideratin and malpractice 37 Student recruitment and prgressin 40 Appendices 41 Appendix 1: Prescribed literary texts and films 43 Appendix 2: Grammar list 44 Appendix 3: The cntext fr the develpment f this qualificatin 48 Appendix 4: Transferable skills 50 Appendix 5: Level 3 Extended Prject qualificatin 51 Appendix 6: Cdes 54

4 1 Intrductin Why chse the Edexcel Level 3 Advanced GCE in Prtuguese? We believe languages shuld appeal all students. Our new Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) has been develped inspire all students have an appreciatin f the language, literature, film and culture f the Prtuguese-speaking wrld, i.e. the cuntries/areas where Prtuguese is an fficial language, including Prtugal and Brazil. We have listened feedback frm the languages cmmunity subject assciatins, academics and advisrs, gether with teachers and students and have designed a mtivating curse f study that will enable yur students develp advanced level knwledge and understanding f the Prtuguese language, the culture f the Prtuguesespeaking wrld, as well as practical and valuable language and transferable study skills. This specificatin will help prepare students fr higher educatin and enhance their emplyability prfile. Inspiring and engaging themes ur qualificatin features familiar and ppular themes, as well as sme new cntent that prvides clear links sme f the mst fundamental and interesting aspects f the culture f the cuntries/areas where Prtuguese is an fficial language, including Prtugal and Brazil. Ppular literary texts and films we ffer a chice f literary texts and films that includes cntemprary and mre classic titles. Rewards creativity ur assessments place an emphasis n cmmunicatin and grammar, as well as prviding plenty f pprtunities fr students apply their knwledge independently and creatively. Clear mark schemes encurage students develp ideas, use language persuade and analyse, and give critical respnses in their writing. Clear and cherent structure ur qualificatin has a straightfrward structure with fur engaging themes: Mudanças na sciedade cntemprânea; Cultura plítica e artística ns países de língua Prtuguesa; Mvimens migratóris; Cm a História mldu a Plítica. The fur themes are studied alngside tw wrks (either tw literary texts r ne literary text and ne film) and are assessed thrugh three externally-examined papers. Manageable cntent we have wrked clsely with teachers and students ensure that ur cntent is manageable and apprpriate s that yu and yur students can be cnfident that yu have enugh time cver what yu need at the apprpriate depth. Cntinuus prgressin ur cntent builds n the understanding develped at Key Stage 4 and gives students the pprtunity learn and apply imprtant transferable skills in critical thinking and analysis, enabling them make a smth transitin the next level f study. Hwever, students d nt need have studied GCSE Prtuguese fllw this curse. 2 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

5 Supprting yu in planning and implementing this qualificatin Our Getting Started Guide, available n ur website, gives yu an verview f the new A Level qualificatin help yu get grips with the changes cntent and assessment and help yu understand what these changes mean fr yu and yur students. Teaching and learning There will be lts f free teaching and learning supprt help yu deliver the new qualificatin, including: supprt with teaching literature and film supprt fr the independent research. ResultsPlus ResultsPlus prvides the mst detailed analysis available f yur students exam perfrmance. It can help yu identify the pics and skills where further learning wuld benefit yur students. Get help and supprt Our subject advisr service, led by Alistair Drewery, and ur nline cmmunity will ensure that yu receive help and guidance frm us, and that yu can share ideas and infrmatin with ther teachers. Yu can sign up receive e-newsletters keep up date with qualificatin updates and prduct and service news. Learn mre at qualificatins.pearsn.cm Draft 1.0 Ocber 2017 Pearsn Educatin Limited

6 Qualificatin at a glance Cntent and assessment verview The Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) cnsists f three externally-examined papers that assess listening, reading and writing skills. These assessments will be set and marked by Pearsn. Students must cmplete all assessments in May/June in any single year. Paper 1: Translatin in English, reading cmprehensin and writing (research questin) in Prtuguese (*Paper cde: 9PG0/01) Written examinatin: 2 hurs 30 minutes 40% f the qualificatin 80 marks Cntent verview Sectin A draws n vcabulary and structures frm any ne f the sub-themes within the fur themes listed n pages 8 9. Sectin B draws n vcabulary and structures acrss all sub-themes frm within the fur themes listed n pages 8 9. Sectin C is based n independent research selected and carried ut by the students. The research must be based n ne f the research subjects listed n pages 8 9. All aspects f the chsen research subject must be studied. Students use infrmatin frm their research findings and frm an unseen written stimulus answer the questin. Assessment verview Students are nt permitted access a dictinary during the examinatin r any dcumentatin related their research The examinatin is made up f: Sectin A: Translatin in English (20 marks) An unseen passage be translated frm Prtuguese English. Sectin B: Reading (20 marks) A reading assessment based n a variety f text types and genres. Students must respnd a series f cmprehensin questins. Sectin C: Writing (research questin) (40 marks) A reading and writing questin based n an aspect f the student s chsen research subject. Students read a text and then answer a questin, incrprating infrmatin and ideas frm bth the text and their research findings. 4 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

7 Paper 2: Translatin in Prtuguese and written respnse wrks (*Paper cde: 9PG0/02) Written examinatin: 2 hurs and 40 minutes 30% f the qualificatin 110 marks Cntent verview Sectin A draws n vcabulary and structures frm any ne f the sub-themes within the fur themes listed n pages 8 9. Sectins B and C draw n the study f tw discrete Prtuguese wrks: either tw literary texts r ne literary text and ne film. The wrks must be taken frm the list prvided in Appendix 1: Prescribed literary texts and films. The literary texts listed include a range f nvels, shrt sries and chrnicles. All the films are feature length. Assessment verview This paper includes a translatin exercise and tw essays n either tw literary texts r ne literary text and ne film (students must nt answer questins n tw films). During the examinatin, students are nt permitted access a dictinary r any dcumentatin relating the wrks. Sectin A: Translatin in Prtuguese (20 marks) Students translate an unseen passage frm English in Prtuguese. Sectin B: Written respnse wrks (literary texts) (45 marks) Students must write an extended respnse n either ne r tw f the literary texts listed in Appendix 1: Prescribed literary texts and films. Students select ne questin frm a chice f tw fr each f their chsen literary text(s). If a student answers questins n tw literary texts, then they d nt cmplete Sectin C. Sectin C: Written respnse wrks (films) (45 marks) Students wh answer nly ne questin frm a literary text in the Sectin B must write an extended respnse n ne f the films listed in Appendix 1: Prescribed literary texts and films. Students select ne questin frm a chice f tw fr their chsen film. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

8 Paper 3: Listening, reading and writing in Prtuguese (*Paper cde: 9PG0/03) Written examinatin: 2 hurs and 15 minutes 30% f the qualificatin 60 marks Cntent verview Sectin A draws n vcabulary and structures acrss all sub-themes within the fur themes listed n pages 8 9. The Sectin B draws n vcabulary and structures frm any ne f the sub-themes within the fur themes listed n pages 8 9. There is ne unseen listening surce and ne unseen written surce which students must respnd. Assessment verview This paper includes a listening cmprehensin and a questin that assesses listening, reading and writing skills gether. Students are nt permitted access a dictinary during the examinatin. Sectin A: Listening cmprehensin (30 marks) A listening assessment based n a recrding that features male and female Prtuguese speakers. Students will respnd cmprehensin questins based n a variety f cntexts and surces. The listening audi files fr the sample assessment materials are available n the Pearsn Edexcel website. Sectin B: Listening, reading and writing questin (30 marks) Students summarise a listening surce and a text that are based n the same sub-theme. Students then evaluate the pints f view in bth surces, stating which views they agree with and why. *See Appendix 6: Cdes fr a descriptin f this cde and all ther cdes relevant this qualificatin. 6 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

9 2 cntent and assessment infrmatin Qualificatin aims and bjectives The aims and bjectives f this qualificatin are enable students : enhance their linguistic skills and prmte and develp their capacity fr critical thinking n the basis f their knwledge and understanding f the language, culture and sciety f the cuntries/areas where Prtuguese is an fficial language, in particular Prtugal and Brazil develp cntrl f the language system cnvey meaning, using written skills, including an extended range f vcabulary, fr bth practical and intellectual purpses as increasingly cnfident, accurate and independent users f Prtuguese develp their ability understand language in spken and written frm and interact effectively with users f Prtuguese in writing develp language skills and strategies, including cmprehensin strategies such as using cntextual clues and cues, and cmmunicatin strategies build fluency and cnfidence in writing develp speaking skills as part f their curses f study, althugh there will be n assessment f thse skills engage critically with intellectually stimulating texts, films and ther materials in the riginal language, develping an appreciatin f sphisticated and creative uses f Prtuguese and understanding them within their cultural and scial cntext develp knwledge abut matters central the sciety and culture, past and present, f the cuntries/areas where Prtuguese is an fficial language, in particular Prtugal and Brazil translate texts frm English in Prtuguese and frm Prtuguese in English fster their ability learn ther languages equip themselves with transferable skills, such as aunmy, resurcefulness, creativity, critical thinking, and linguistic, cultural and cgnitive flexibility, that will enable them prceed further study r emplyment develp their capacity fr critical and analytical thinking thrugh the language f study develp as independent researchers thrugh the language f study. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

10 Themes, sub-themes and research subjects Papers 1, 2 and 3 will be based n cntent frm the fllwing fur themes. The fur themes address a range f cntent related sciety past and present, as well as aspects f the plitical and artistic culture in the Prtuguese-speaking wrld, i.e the cuntries/areas where Prtuguese is an fficial language, in particular Prtugal and Brazil. Themes 1, 3, and 4 fcus n aspects f the sciety and plitics f Prtugal and Brazil nly. Theme 2 fcuses n aspects f the plitical and artistic culture f the Prtuguese-speaking wrld; this includes nt nly Prtugal and Brazil but als ther cuntries and areas f the wrld where Prtuguese is an fficial language. Each theme is brken in tw sub-themes and a research subject (highlighted in bld). Each sub-theme and research subject is divided in a series f aspects. Students are required select nly ne research subject fr Paper 1. Fr their research, students must cver all three aspects f the research subject. Fr the research subjects in Themes 1, 2 and 3, students must chse ne cuntry fcus n fr their research. Fr Themes 1 and 3, students must fcus n either Prtugal r Brazil and fr Theme 2, students must fcus n Prtugal r Brazil, r n ne f the Prtuguese cuntries/areas where Prtuguese is an fficial language. Fr Theme 4, students must fcus n bth Prtugal and Brazil as it is a cmmn subject that links bth cuntries. Teachers shuld cnsider cultural sensitivities when giving guidance students n selecting an apprpriate research subject. Theme 2, is based n the wider Prtuguese speaking wrld, i.e. cuntries/areas where Prtuguese is an fficial language, including Prtugal and Brazil. If students chse the research subject frm this Theme, teachers shuld ensure that students select a cuntry r area where relevant material fr the research subject is available. See pages fr further guidance n independent research. Tema 1: Mudanças na sciedade cntemprânea Theme 1 is set in the cntext f Prtugal and Brazil. This theme cvers Sciety past and present. If the research subject is chsen frm this Theme it must fcus n either Prtugal r Brazil. Mudanças na estrutura familiar Mudanças nas atitudes face a matrimóni e às relações pessais; s nvs tips de família. O mund d trabalh A vida labral e atitudes face a trabalh; as prtunidades de trabalh para s jvens; a igualdade de géner. Tema de pesquisa A imprtância d despr n estil de vida ds jvens em Prtugal e n Brasil Impac na au-imagem; saúde e despr; impac ds ídls desprtivs. Tema 2: Cultura plítica e artística ns países de língua prtuguesa Theme 2 is set in the cntext f the wider Prtuguese-speaking wrld, i.e. cuntries/areas where Prtuguese is an fficial language. This theme cvers artistic culture (thrugh music, festivals and traditins) and plitical culture past and present (thrugh the media). If the research subject is chsen frm this Theme, it must fcus n Prtugal r Brazil, r n ne f the cuntries/areas where Prtuguese is an fficial language. 8 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

11 Os mass media Liberdade de expressã; pder da internet e das redes sciais; impac cultural ds mass media na sciedade. Música Mudança e evluçã; impac da música na cultura ppular; s ídls musicais. Tema de pesquisa O papel ds festivais e ds evens Os festivais e evens tradicinais e mderns; a evluçã ds festivais e evens; impac d turism ns festivais e evens. Tema 3: Mvimens migratóris Theme 3 is set in the cntext f Prtugal and Brazil. This theme cvers Sciety past and present. If the research subject is chsen frm this Theme, it must fcus n either Prtugal r Brazil. Cm a imigraçã mldu Brasil O impac da clnizaçã; a cntribuiçã da imigraçã na cultura e na sciedade. Prtugal, um país de emigraçã/prtugal, a cuntry f emigratin O impac da emigraçã: para Brasil n princípi d sécul XX; para a França e a Alemanha ns ans 60 e 70; n sécul XXI. Tema de pesquisa Mvimen migratóri ds jvens em Prtugal e n Brasil O êxd rural; as prtunidades de trabalh na cidade e n camp; acess à frmaçã para s jvens na cidade e n camp. Tema 4: Cm a História mldu a Plítica Theme 4 is set in the cntext f Prtugal and Brazil. This theme cvers Plitical culture past and present. If the research subject is chsen frm this Theme, it must fcus n bth Prtugal and Brazil. Mmens determinantes na vida plítica prtuguesa A ditadura de Salazar; 25 de Abril, a Revluçã ds Cravs; a cnstruçã da demcracia. Mmens determinantes na vida plítica brasileira Independência; a ditadura militar; a cnstruçã da demcracia. Tema de pesquisa Prtugal e Brasil: dis países unids e dividids pr uma língua cmum Evluçã da língua a partir d iníci d sécul XIX; prmver a unificaçã da língua através de iniciativas plíticas; a diversidade e a clabraçã linguísticas nas artes audivisuais. Students must fcus their research n bth Prtugal and Brazil. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

12 Paper 1: Translatin in English, reading cmprehensin and writing (research questin) in Prtuguese Cntent Students will be assessed n their ability translate accurately frm Prtuguese in English, n their understanding f written Prtuguese frm a variety f types f authentic texts, and n their knwledge and understanding f culture and sciety via research. All texts are taken frm authentic surces. Texts with language specific either Eurpean Prtuguese r Brazilian Prtuguese have been adapted use language which is mst familiar fr bth variants. Where this is nt pssible, Eurpean Prtuguese will be used as this is the standard variant in cuntries where Prtuguese is an fficial language. All questins and rubrics are set in Eurpean Prtuguese. Texts vary in length and include an extended passage. They are all drawn frm the fur themes listed n pages 8 and 9. All written materials are culturally relevant the Prtuguesespeaking wrld, i.e. cuntries/areas where Prtuguese is an fficial language, including Prtugal and Brazil. Students shuld be able : translate frm Prtuguese in English understand main pints and detail frm written material infer meaning frm cmplex written material assimilate and use infrmatin frm written surces develp research skills, demnstrating the ability initiate and cnduct individual research using a range f authentic surces in Prtuguese use infrmatin frm research findings and an unseen stimulus put frward an argument, draw cnclusins and demnstrate knwledge and understanding f the research subject. Althugh speaking skills are nt directly assessed in the qualificatin, students shuld be encuraged develp their speaking skills in Prtuguese during the curse f study. Translatin in English The cntent f the translatin will be taken frm any ne f the sub-themes within the fur themes. Reading The reading sectin will be made up f texts cntaining bth factual and abstract cntent and will be authentic r adapted frm authentic surces. The texts will include cntemprary, hisrical, literary, fictin and nn-fictin surces, written fr different purpses and audiences. Writing (research questin) This sectin cmprises an unseen text based n the research subject and a questin related the text. Students must use their research findings, as well as infrmatin in the text, answer the questin. 10 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

13 Assessment infrmatin First assessment: May/June The tal assessment time is 2 hurs and 30 minutes. Recmmended timings fr each sectin are given belw. The assessment is ut f 80 marks. There are three sectins in the paper. They cver the assessment f translatin, reading, and writing skills in Prtuguese, as well as knwledge and understanding f culture and sciety. Students must answer all questins in Sectins A and B, and ne questin n their chsen research subject in Sectin C. During the examinatin, students are nt permitted access a dictinary r any dcumentatin related their research. Fr Sectin A (translatin in English), 20 minutes (recmmended timing), 20 marks: students are given ne unseen text in Prtuguese and must translate it in English. Fr Sectin B (reading), 45 minutes (recmmended timing), 20 marks: students respnd fur questins based n the texts prvided questins are cmprised f bth multiple-chice questins and pen-respnse questins. Fr Sectin C (writing), 1 hur and 25 minutes (recmmended timing), 40 marks: students read ne unseen text in Prtuguese students answer a questin based n an aspect f the research subject cvered in the unseen text; they must use infrmatin frm the unseen text and their research findings in their respnse students are expected critically analyse the questin and demnstrate knwledge and understanding f the research subject. They d this by presenting ideas, arguments and cnclusins that are supprted by relevant infrmatin, examples and references frm their research findings and frm the stimulus text. Students must use a range f language accurately and fcus n the questin thrughut their respnse students shuld write apprximately wrds in their answer. All questins in Sectins B and C are set in Prtuguese and must be answered in Prtuguese. The recmmended timings have been set enable students cmplete each sectin in sufficient time. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

14 Guidance n the independent research Fr the purpses f the assessment, independent research means research carried ut withut the help r instructin f thers, including teachers. The independent research must relate the Prtuguese-speaking cultural and/r scial cntext. Students must base their research n all aspects f ne f the prescribed research subjects listed n pages 8 and 9. The independent research must nt relate r make reference any f the literary wrks r films studied fr Paper 2. The independent research must: allw students gather evidence independently frm at least tw authentic surces in the assessed language. Authentic surces include newspaper and magazine articles, nline written surces, jurnals, literary texts, films, televisin, radi, nline audi-visual material and interviews. The types f evidence that shw knwledge and understanding f sciety and culture (and research) are utlined in infrmatin relating indicative cntent n page 16 enable students cntextualise and evaluate their findings independently. The table belw gives guidance n the prcess that culd be fllwed. Stage 1 Pre-independent research 2 Independent research Descriptin Teacher instructin n hw cnduct research, fr example the teacher gives advice n suitable resurces and hw analyse infrmatin. Initial cnversatins with the teacher, explaining the cntent f the research subject as utlined in the specificatin. The teacher shuld cnsider cultural sensitivities when giving guidance students n selecting an apprpriate research subject. The teacher shuld ensure that students fcus n nly ne cuntry r area fr their research. If students chse the research subject fr Theme 2, which is based n the wider Prtuguese-speaking wrld, i.e. the cuntries/areas where Prtuguese is an fficial language, teachers shuld ensure that students select a cuntry r area where relevant material fr the research subject is available. Students cnduct research find and select apprpriate surces. The teacher mnirs the research by giving general feedback. Students evaluate their findings and prepare fr the assessment. It is recmmended that students decide which research subject they wish research as early as pssible in the academic year. Hwever, learning hurs fr the independent research are nt specified because the prcess f infrmatin cllatin and investigatin are undertaken independently. 12 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

15 Teachers can: give guidance n develping research skills (including methdlgy and analytical ls) give guidance n the cntent f the research subjects as utlined in the specificatin cmment n the availability f resurces and time cnstraints advise and direct students the Assessment Objectives. Teachers must: explain what independence means (see definitin in Guidance n the independent research n page 12) cnfirm that students research meets all f the aspects f the research subject and has the ptential meet the requirements f the assessment criteria ensure that students d nt intend use any f the literary wrks r films they have studied fr Paper 2 in their research mnir the different research subjects being undertaken in a centre ensure that independence is being maintained. If mre than ne student chses the same research subject, the teacher must ensure that each student is wrking independently. Teachers must nt: teach the cntent f the research subjects students nr prvide surces. Students must: initiate and cnduct their wn research and develp their research skills when investigating their research subject. If malpractice is fund have taken place, a penalty may be applied, dependent n the circumstances and severity f the malpractice. Fr full details n malpractice, please see the sectin entitled Malpractice and the JCQ dcument Suspected Malpractice in Examinatins and Assessments Draft 1.0 Ocber 2017 Pearsn Educatin Limited

16 Synptic assessment Synptic assessment requires students wrk acrss different parts f a qualificatin and shw their accumulated knwledge and understanding f a pic r subject area. Synptic assessment enables students shw their ability cmbine their skills, knwledge and understanding with breadth and depth f the subject. This paper assesses synpticity. Sample assessment materials A sample paper and marking criteria (including guidance n hw these criteria are applied) fr this paper can be fund in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Marking guidance Marking guidance has been written accmpany the SAMs and is included with the SAMs bklet. Please nte that this guidance is fr the use f the Pearsn-appinted external examiners. It is included in this specificatin aid understanding f hw the assessment criteria will be applied. 14 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

17 Marking guidance fr Paper 1: Translatin in English, reading cmprehensin and writing (research questin) in Prtuguese This marking guidance is fr the use f Pearsn-appinted external examiners. The guidance has been included fr teacher reference aid understanding f hw the assessment criteria will be applied. Sectin A Questin 1 (translatin in English) This questin is marked using a pints-based mark scheme in which 1 mark is given fr each crrect individual sectin f language. Please see the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument fr an example f hw the translatin will be marked. Sectin B Questins 2 5 (reading cmprehensin) A sample paper and mark scheme fr this sectin can be fund in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Sectin C Writing (research questin) There are three levels-based mark grids be applied this questin. These are: knwledge and understanding f sciety and culture (via research) (AO4) understand and respnd written language in writing (AO2) accuracy and range f language (AO3). General guidance n using levels-based mark schemes Step 1: Decide n a marking band First f all, the examiner will cnsider the answer as a whle and then decide which descriprs mst clsely match the answer and place it in that band. The descriprs fr each band indicate the different features that will be seen in the student s answer fr that band. When assigning a level, the examiner will lk at the verall quality f the answer and nt fcus disprprtinately n small and specific parts f the answer where the student has nt perfrmed quite as well as the rest. If the answer cvers different aspects f different bands f the mark scheme, the examiner will use a best fit apprach fr defining the level. They will then use the variability f the respnse help decide the mark within the level. Fr example, if the respnse is predminantly band with a small amunt f band material, it wuld be placed in band but be awarded a mark near the p f the band because f the band cntent. Step 2: Decide n a mark Once the examiner has decided n a band they will need decide n a mark within the band. They will decide n the mark award based n the quality f the answer; they will award a mark wards the p r btm f that band, depending n hw the student has evidenced each f the descripr bullet pints. The examiner will mdify the mark based n hw securely the trait descriprs are met at that band. They will need g back thrugh the answer as they apply the mark scheme clarify pints and assure themselves that the band and the mark are apprpriate. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

18 Knwledge and understanding f sciety and culture (AO4 20 marks) This mark grid assesses the cntent f the student s answer in relatin the knwledge and understanding f culture and sciety they have demnstrated, based n their research. It als assesses their ability critically analyse by sustaining a line f argument and drawing cnclusins abut aspects f culture and sciety, based n the questin related the research subject. Understand and respnd written language (AO2 10 marks) This grid assesses students understanding f the unseen text thrugh their ability use relevant infrmatin frm it cntribute the ideas, arguments and cnclusins presented n sciety and culture. The tw mark grids fr AO4 and AO2 are presented side by side. This is because f the cnnectin between the infrmatin that students are prducing based n knwledge and understanding f sciety and culture, and the infrmatin that they are using frm the unseen text cntribute this. Indicative cntent When deciding hw reward the answer fr cntent, examiners will cnsult bth f these mark grids as well as the indicative cntent assciated with each questin, this can be fund in the dcument Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs). Indicative cntent cntains pints that students are likely use cnstruct their answer. It is pssible fr an answer be cnstructed withut mentining sme r all f these pints, as lng as students prvide alternative respnses that fulfil the requirements f the questin. The indicative cntent shws that students are expected place mre emphasis n knwledge and understanding f sciety and culture (AO4) than n the text (understand and respnd in writing written language AO2). This emphasis is reflected in the greater number f marks available fr AO4 (20 marks) than fr AO2 (10 marks). Students can demnstrate their knwledge and understanding f sciety and culture (research) by prviding relevant ideas/infrmatin/references/examples related aspects such as: lifestyle/cusms/events bth current and hisrical imprtant figures bth current and hisrical public pinin, feelings, reactins and behaviur. This list is nt exhaustive. Aspects are illustrated in the indicative cntent in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs). 16 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

19 Knwledge and understanding f sciety and culture (AO4) Understand and respnd written language (AO2) Marks Descriptin Marks Descriptin 0 N rewardable material. 0 N rewardable material 1 4 Limited, straightfrward, 1 2 Limited use f relevant predictable ideas expressed n culture and sciety; limited infrmatin/examples/ references frm research supprt ideas; limited fcus infrmatin/examples/references frm the text cntribute ideas, arguments and cnclusins abut sciety and culture; infrmatin used is frequently cntradicry/irrelevant. n the research subject. Limited evidence f critical analysis f culture and sciety; pints f view have little justificatin; limited/brief cnclusins that are frequently cntradicry; frequently relies n descriptin rather than analysis. 5 8 Occasinally relevant, straightfrward ideas expressed abut culture and sciety, mstly generalised, ccasinally supprted by infrmatin/examples/ references frm research; sme lss f fcus n the research subject. Occasinal evidence f critical analysis f culture and sciety; pints f view are given with ccasinal justificatin, arguments may be made but nt develped, ccasinally leading straightfrward cnclusins that may include cntradictins; sme reliance n descriptin rather than analysis. 3 4 Occasinally uses relevant infrmatin/examples/references frm the text cntribute ideas, arguments and cnclusins abut sciety and culture; smetimes infrmatin used is cntradicry/irrelevant. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

20 Knwledge and understanding f sciety and culture (AO4) Understand and respnd written language (AO2) Marks Descriptin Marks Descriptin 9 12 Relevant, straightfrward 5 6 Smetimes uses relevant ideas expressed abut culture and sciety, smetimes supprted by infrmatin/examples/ references frm research; ccasinal lss f fcus n infrmatin/examples/references frm the text cntribute ideas, arguments and cnclusins abut sciety and culture; ccasinally infrmatin used is cntradicry/irrelevant. the research subject. Sme critical analysis f culture and sciety is evident, with straightfrward arguments and pints f view, which are smetimes develped and justified, smetimes drawing straightfrward cnclusins; ccasinally relies n descriptin rather than analysis Relevant, ccasinally perceptive ideas expressed abut culture and sciety, frequently supprted by pertinent infrmatin/ examples/reference frm research; fcus predminantly maintained n the research subject. Critical analysis f culture and sciety demnstrated by frequently develped and justified arguments and viewpints, ften drawing cnvincing cnclusins. 7 8 Mstly uses relevant infrmatin/examples/references frm the text cntribute ideas, arguments and cnclusins abut sciety and culture Relevant, perceptive ideas expressed abut culture and sciety, cnsistently supprted by pertinent infrmatin/examples/ references frm research; fcused n the research subject thrughut Cnsistently uses relevant infrmatin/examples/references frm the text cntribute ideas, arguments and cnclusins abut sciety and culture. Critical analysis f culture and sciety demnstrated by cnsistently develped and justified arguments and viewpints, drawing cnvincing cnclusins. 18 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

21 Additinal guidance Perceptive: demnstrates an in-depth understanding by making cnnectins between ideas and infrmatin; ges beynd the standard, predictable respnse; shws insight/riginality. Ideas include thughts, feelings, impressins, pinins. Straightfrward ideas, arguments, cnclusins are deemed be thse that give the standard, predictable respnse. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

22 Accuracy and range f language mark grid (AO3) This mark grid assesses students ability use a range f grammatical structures and vcabulary accurately prduce articulate cmmunicatin with a range f expressin. Marks Descriptin 0 N rewardable language 1 2 Limited variatin f straightfrward grammatical structures and vcabulary, with much repetitin; repetitive expressin, writing is ften restricted and stilted. Limited sequences f accurate language, resulting in lapses in cherence; errrs ccur that ften prevent meaning being cnveyed. 3 4 Occasinal variatin in the use f mstly straightfrward grammatical structures and vcabulary, infrequent use f cmplex language, expressin is frequently repetitive, writing is smetimes stilted. Sme accurate sequences f language, resulting in sme cherent writing; errrs ccur that smetimes hinder clarity f cmmunicatin and ccasinally prevent meaning being cnveyed 5 6 Sme variatin in the use f grammatical structures and vcabulary, sme recurrent examples f cmplex language; variatin f expressin but this is nt sustained; sectins f articulate writing with ccasinally stilted phrasing. Frequent sequences f accurate language, resulting in generally cherent writing; errrs ccur that ccasinally hinder clarity f cmmunicatin. 7 8 Frequent variatin in use f grammatical structures and vcabulary, including different types f cmplex language; regular variatin f expressin, writing is articulate thrughut the majrity f the respnse. Accurate language thrughut mst f the respnse, resulting in mstly cherent writing; errrs ccur that rarely hinder clarity f cmmunicatin Cnsistent variatin in use f grammatical structures and vcabulary, cnsistent variatin in use f cmplex language; cnveys ideas in a variety f ways, cnsistently articulate writing. Accurate language thrughut, resulting in cnsistently cherent writing; any errrs d nt hinder clarity f the cmmunicatin. Additinal guidance Cmplex language is cnsidered include the fllwing: cnceptually challenging indicative tenses such as the pluperfect, future perfect subjunctive md persnal/inflected infinitive passive vice use f subrdinatin using extended sentences express abstract ideas/cnvey justified arguments that require a range f lexis and structures, fr example cnjunctins and prnuns using synnyms and a variety f expressins say things in different ways. 20 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

23 Variatin in use f grammatical structures/varied use f vcabulary: the traits in the mark grid differentiate between the variatin f grammatical structures and vcabulary used by students. Examiners shuld judge in which mark band place students and which mark award, based n the effect that the variety f grammatical structures and vcabulary has n the quality f the cmmunicatin; the wider the variety, the mre articulate the cmmunicatin will becme (see definitin f articulate belw). Examples f a variety f grammatical structures and vcabulary are: a selectin f different verbs, tenses, adjectives, vcabulary (including express literary and cinematic analysis (see further detail belw), cmplex language (see definitin belw) fr a variety f purpses, including present and justify pints f view, develp arguments, draw cnclusins based n understanding. Articulate: articulate cmmunicatin is fluent, effective and cherent as students cntrl/manipulate the language express themselves with ease fr a number f different purpses. The mre articulate the writing, the easier and mre quickly the reader can prgress thrugh the writing withut having re-read understand the message. If students are restricted what they can express, they may nt be able use languages fr all purpses, fr example justify arguments. The writing will becme mre difficult read quickly and with ease as the reader has sp and re-read understand the message. Errrs: students are nt expected prduce perfect, errr-free writing in rder access the p band. The mark grid describes the frequency f errrs and the impact that errrs have n clarity. Errrs that d nt hinder clarity: errrs that d nt affect meaning, fr example sme gender and adjectival agreements, (e.g. uma prblema) infrequent errrs that d nt distract the reader frm the cntent and which result in cherent writing. Errrs that hinder clarity: errrs that make writing difficult understand immediately (even if the meaning is eventually undersd)/errrs that frce readers re-read in rder understand what is meant, fr example inapprpriate tense frmatin, wrng case endings (e.g. é/e and falarã/falaram) frequent errrs hinder clarity as they will distract the reader frm the cntent f the writing. Errrs that prevent meaning being cnveyed: errrs that mean the reader cannt understand the message errrs that cnvey the wrng message errrs that make it unclear wh is ding the actin, i.e. using the incrrect persn r the verb, e.g. using the incrrect persn f the verb (e.g. amanhã ela vu às cmpras) mther-ngue interference. NB: these are prvided as examples nly and d nt cnstitute a finite list. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

24 Paper 2: Translatin in Prtuguese and written respnse wrks Cntent Students shuld be able : manipulate language accurately thrugh translating an unseen passage frm English in Prtuguese develp a detailed understanding and appreciatin f the wrks studied, by writing critical and analytical respnses in the language f study the wrks, taken frm the prescribed list prvided (see Appendix 1: Prescribed literary texts and films) prduce respnses that relate features such as the frm and the technique f presentatin; key themes cncepts and issues; characterisatin; structure f the plt; and the scial and cultural setting present viewpints, develp arguments, persuade, analyse and evaluate. Althugh speaking skills are nt directly assessed in the qualificatin, students shuld be encuraged develp their speaking skills in Prtuguese during the curse f study. Translatin in Prtuguese The cntent f the translatin will be taken frm any ne the sub-themes within the fur themes. Written respnse wrks Students must study tw discrete wrks in Prtuguese: either tw literary texts, r ne literary text and ne film. The wrks must be taken frm the list in Appendix 1: Prescribed literary texts and films. The literary texts listed include a range f nvels, shrt sries and chrnicles. All the films are feature length. 22 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

25 Assessment infrmatin First assessment: May/June The tal assessment time is 2 hurs and 40 minutes. Recmmended timings fr each sectin are given belw. The assessment is ut f 110 marks. There are three sectins this paper, Sectin A (translatin in Prtuguese), and Sectin B and Sectin C (written respnse wrks). Fr Sectin A (translatin in Prtuguese), 30 minutes (recmmended timing), 20 marks: students are given ne unseen text in English and must translate it in Prtuguese. Fr Sectins B and C (written respnse wrks), 2 hurs and 10 minutes, 90 marks: students must write tw essays selected frm Sectin B (literary texts) r ne selected frm Sectin B (literary texts) and ne frm the Sectin C (films) there will be a chice f tw questins fr each literary text and film. As a guide, we advise students write apprximately wrds fr each essay in rder give a detailed analysis f the wrks, althugh the whle essay will be marked regardless f length students shuld justify pints f view, arguments and cnclusins with evidence frm the wrk students are expected prvide a critical and analytical respnse by selecting relevant material frm the wrks, presenting and justifying pints f view, develping arguments, drawing cnclusins based n understanding, and evaluating different aspects f the wrks studied n credit will be given fr essays n literary texts that are based n film versins adapted frm the literary texts. Evidence given in the essay justify viewpints and arguments must be based n the riginal literary text. All questins will be set in Prtuguese and must be answered in Prtuguese. The use f dictinaries is nt permitted. Students must nt take any dcumentatin relating the wrks in the examinatin. The recmmended timings have been given enable students cmplete each sectin in sufficient time. Sample assessment materials A sample paper and marking criteria (including guidance n hw these criteria are applied) fr this paper can be fund in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Marking guidance Marking guidance has been written accmpany the SAMs and is included with the SAMs bklet. Please nte that this guidance is fr the use f the Pearsn-appinted external examiners. It is included in this specificatin fr reference, aid understanding f hw the assessment criteria will be applied. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

26 Marking guidance fr Paper 2: Translatin in Prtuguese and written respnse wrks This marking guidance is fr the use f Pearsn-appinted external examiners. The guidance has been included fr teacher reference aid understanding f hw the assessment criteria will be applied. Sectin A Questin 1 (translatin in Prtuguese) This questin is marked using a pints-based mark scheme in which 1 mark is given fr each crrect individual sectin f language. Please see the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument fr an example f hw the translatin will be marked. Sectins B and C Questins 2 11 (written respnse wrks) There are three levels-based mark grids be applied each individual essay included in Sectins B and C, written respnse wrks. The mark grids are: Critical and analytical respnse (AO4) Range f grammatical structures and vcabulary (AO3) Accuracy f language (AO3). General guidance n using levels-based mark schemes Step 1: Decide n a marking band First f all, the examiner will cnsider the answer as a whle and then decide which descriprs mst clsely match the answer and place it in that band. The descriprs fr each band indicate the different features that will be seen in the student s answer fr that band. When assigning a level, the examiner will lk at the verall quality f the answer and nt fcus disprprtinately n small and specific parts f the answer where the student has nt perfrmed quite as well as the rest. If the answer cvers different aspects f different bands f the mark scheme, the examiner will use a best fit apprach fr defining the level. They will then use the variability f the respnse help decide the mark within the level. Fr example, if the respnse is predminantly band 5 8 with a small amunt f band 9 12 material, it wuld be placed in band 5 8 but be awarded a mark near the p f the band because f the band 9 12 cntent. Step 2: Decide n a mark Once the examiner has decided n a band they will need decide n a mark within the band. They will decide n the mark award based n the quality f the answer; they will award a mark wards the p r btm f that band, depending n hw the student has evidenced each f the descripr bullet pints. The examiner will mdify the mark based n hw securely the trait descriprs are met at that band. They will need g back thrugh the answer as they apply the mark scheme clarify pints and assure themselves that the band and the mark are apprpriate. 24 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

27 Sectins B and C Questins 2 11 (written respnse wrks) Critical and analytical respnse (AO4) This mark grid assesses students ability respnd critically and analytically the aspect f the literary text r film utlined in the questin. T prvide a critical and analytical respnse, students shuld select relevant material, present and justify pints f view, develp arguments, draw cnclusins based n understanding and evaluate issues, themes and cultural and scial cntexts. This grid shuld be applied twice, nce fr each essay individually. When deciding hw reward an answer, examiners will cnsult this mark grid as well as the indicative cntent assciated with each questin, which can be fund in the dcument Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Indicative cntent cntains pints that students are likely use cnstruct their answer. It is pssible fr an answer be cnstructed withut mentining sme r all f these pints, as lng as students prvide alternative respnses that fulfil the requirements f the questin. The recmmended wrd cunt fr each essay is wrds but the whle essay will be marked regardless f length. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

28 Marks Descriptin 0 N rewardable material. 1 4 Pints f view relating issues/themes/cultural r scial cntexts are presented with simplistic justificatin limited interpretatin with frequent misunderstanding r cnfusin; any evidence frm the wrk is descriptive. Limited ability frm arguments r draw cnclusins. Respnse relates the wrk but limited fcus n the questin. 5 8 Respnse relates the wrk but ften lses fcus n the questin. Pints f view relating issues/themes/cultural r scial cntexts are presented, with attempts made at interpretatin, but they ccasinally shw misunderstanding r cnfusin; evidence selected frm the wrk fr justificatin is ccasinally apprpriate but ften descriptive. Arguments are made but with incnsistencies; cnclusins are drawn but d nt fully link arguments Critical analysis f issues/themes/cultural r scial cntexts is evident in relatin particular aspects f the questin, with sme apprpriate interpretatins and pints f view, smetimes justified by apprpriately selected evidence frm the wrk. Lgical arguments are fllwed thrugh n particular aspects f the questin, ccasinally detailed and with linked cnclusins; sme pints are made withut explratin. Respnse is relevant particular aspects f the questin, ccasinal lss f fcus Critical analysis f issues/themes/cultural r scial cntexts is frequently demnstrated, with sme cnvincing interpretatins and pints f view, predminantly justified with apprpriately selected evidence frm the wrk. Generally detailed, lgical arguments are made, with sme persuasive cnclusins that mstly link gether. Predminantly relevant respnse the questin Critical analysis f issues/themes/cultural r scial cntexts is demnstrated thrugh cnvincing interpretatins and pints f view, cnsistently justified with apprpriately selected evidence frm the wrk. Detailed, lgical arguments and cnclusins are made that cnsistently link gether. Relevant respnse the questin thrughut. 26 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

29 Range f grammatical structures and vcabulary (AO3) This mark grid assesses students ability use a range f grammatical structures and vcabulary in rder prduce articulate written cmmunicatin with a range f expressin. This grid will be applied twice, nce fr each essay individually. Marks Descriptin 0 N rewardable language. 1 3 Limited variatin f straightfrward grammatical structures with much repetitin, prducing writing that is ften restricted and stilted. Limited variatin f vcabulary resulting in repetitive expressin. Limited use f terminlgy apprpriate literary and cinematic analysis. 4 6 Occasinal variatin in use f mstly straightfrward grammatical structures, infrequent use f cmplex language, prducing writing that is smetimes stilted. Vcabulary is mstly high frequency with ccasinal variatin, expressin is frequently repetitive. Occasinal use f terminlgy apprpriate fr literary and cinematic analysis. 7 9 Sme variatin in the use f grammatical structures, including sme recurrent examples f cmplex language; sectins f articulate writing with ccasinally stilted phrasing. Sme variatin in use f vcabulary, resulting in variatin f expressin but this is nt sustained. Sme use f terminlgy apprpriate fr literary and cinematic analysis Frequent variatin in use f grammatical structures, including different types f cmplex language, prducing writing that is articulate thrughut the majrity f the respnse. Frequent variatin in use f vcabulary, resulting in regular variatin f expressin. Frequent use f terminlgy apprpriate fr literary and cinematic analysis Cnsistent variatin in use f grammatical structures, cnsistent variatin in use f cmplex language, prducing cnsistently articulate writing. Cnsistent variatin in use f vcabulary, allwing ideas be cnveyed in a variety f different ways. Cnsistent use f terminlgy apprpriate fr literary and cinematic analysis. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

30 Additinal guidance Variatin f vcabulary and grammatical structures: the traits in the mark grid differentiate between the variatin f grammatical structures and vcabulary used by students. Examiners will judge in which mark band place students and which mark award, based n the effect that the variety f grammatical structures and vcabulary has n the quality f the cmmunicatin; the wider the variety, the mre articulate the cmmunicatin will becme (see definitin f articulate belw). Examples f a variety f grammatical structures and vcabulary are: a selectin f different verbs, tenses, adjectives, vcabulary (including express literary and cinematic analysis (see further detail belw), cmplex language (see definitin belw) fr a variety f purpses, including present and justify pints f view, develp arguments, draw cnclusins based n understanding. Articulate: articulate cmmunicatin is fluent, effective and cherent as students cntrl/manipulate the language say what they want say rather than what they can say, fr a number f different purpses. If students are restricted what they can say, they may nt be able express themselves fr all purpses, fr example develp arguments. Terminlgy fr literary and cinematic analysis: vcabulary fr critical analysis accrding the wrk being studied, fr example plt, character ; figures f speech such as metaphr, similes ; describe theme and style such as, camera technique, hand-held camera, use f black and white, first persn narrative. Cmplex language is cnsidered include the fllwing: cnceptually challenging indicative tenses such as the pluperfect, future perfect subjunctive md persnal/inflected infinitive passive vice use f subrdinatin using extended sentences express abstract ideas/cnvey justified arguments that require a range f lexis and structures, fr example cnjunctins and prnuns using synnyms and a variety f expressins say things in different ways. Straightfrward language is cnsidered be: simple sentences with limited linking f sentences and clauses high-frequency grammatical structures and vcabulary. 28 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

31 Accuracy f language (AO3) This mark grid assesses students ability apply grammar and syntax accurately. This grid will be applied twice, nce fr each essay individually. Marks Descriptin 0 N rewardable language. 1 2 Limited sequences f accurate language, resulting in lapses in cherence. Errrs ccur that ften prevent meaning being cnveyed. 3 4 Sme accurate sequences f language, resulting in sme cherent writing. Errrs ccur that smetimes hinder clarity f cmmunicatin and ccasinally prevent meaning being cnveyed. 5 6 Frequent sequences f accurate language, resulting in generally cherent writing. Errrs ccur that ccasinally hinder clarity f cmmunicatin. 7 8 Accurate language thrughut mst f the respnse, resulting in mstly cherent writing. Errrs ccur that rarely hinder clarity f cmmunicatin Accurate language thrughut, resulting in cnsistently cherent writing. Any errrs d nt hinder clarity f cmmunicatin. Additinal guidance Errrs: students are nt expected prduce perfect, errr-free writing in rder access the p band. The mark grid describes the frequency f errrs and the impact that errrs have n cherence. Errrs that d nt hinder clarity: errrs that d nt affect meaning, fr example sme gender and adjectival agreements, (e.g. uma prblema) infrequent errrs that d nt distract the reader frm the cntent and which result in cherent writing. Errrs that hinder clarity: errrs that make writing difficult understand immediately (even if the meaning is eventually undersd)/errrs that frce readers re-read in rder understand what is meant, fr example inapprpriate tense frmatin, wrng case endings (e.g. é/e and falarã/falaram) frequent errrs hinder clarity as they will distract the reader frm the cntent f the writing. Errrs that prevent meaning being cnveyed: errrs that mean the reader cannt understand the message errrs that cnvey the wrng message errrs that make it unclear wh is ding the actin, i.e. using the incrrect persn r the verb, e.g. using the incrrect persn f the verb (e.g. amanhã ela vu às cmpras) mther-ngue interference. NB: these are prvided as examples nly and d nt cnstitute a finite list. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

32 Paper 3: Listening, reading and writing in Prtuguese Cntent Students will be assessed n their understanding f spken Prtuguese frm a variety f authentic listening surces, as well as n their ability summarise and evaluate viewpints in spken and written material. Recrdings vary in length and include an extended passage. All spken and written materials are culturally relevant the Prtuguese-speaking wrld and fr Sectin A are drawn frm acrss the fur themes (listed n pages 8 9). Materials fr Sectin B will be drawn frm any ne f the sub-themes f the fur themes. Students shuld be able : listen and respnd in writing spken passages, including an extended passage frm a range f different cntexts and surces, understand main pints, gist and detail frm spken and written material infer meaning frm cmplex spken material assimilate and use infrmatin frm spken and written surces summarise infrmatin frm spken and written surces, reprting key pints and subject matter in writing identify main ideas, and summarise different pints f view, drawn frm spken and written surces evaluate pints f view and draw cnclusins in writing apply listening, reading and writing skills in cmbinatin. Althugh speaking skills are nt directly assessed in the qualificatin, students shuld be encuraged develp their speaking skills in Prtuguese during the curse f study. Sectin A (listening cmprehensin) The listening sectin is made up f spken passages that cver different registers and types, including authentic cmmunicatin invlving ne r mre male and female speakers. Surces will include material frm nline media. Sectin B (listening, reading and writing questin) This sectin cmprises a listening surce and a reading text. Students must summarise the different pints f view in each surce. They must then answer a questin that requires them evaluate the viewpints in bth surces and draw cnclusins. 30 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

33 Assessment infrmatin First assessment: May/June The tal assessment time is 2 hurs and 15 minutes. Recmmended timings fr each sectin are given belw. The assessment is ut f 60 marks. There are tw sectins in the paper. They cver the assessment f listening, reading and writing skills in Prtuguese. Students must answer all questins in bth sectins (A and B). The use f dictinaries is nt permitted. Fr Sectin A (listening), 45 minutes (recmmended timing), 30 marks: there are fur questins in this sectin made up f multiple-chice and pen-respnse questins, including questins testing summary skills students will listen a recrding featuring Prtuguese-language speakers wh will speak at a speed apprpriate fr the expected understanding at this level recrdings will be issued as a CD r in MP3 audi frmat. The MP3 sund files must be accessed via a secure dwnlad frm the Pearsn website. The listening audi files are als available n ur website students will have individual cntrl f the recrding and may sp, revisit and replay sectins f the recrding as they wish. Fr Sectin B (listening, reading and writing questin), 1 hur and 30 minutes (recmmended timing), 30 marks: students listen a recrding and read a written text students summarise the different pints f view in bth surces students answer a questin in writing that requires them evaluate the viewpints in the recrding and the text, and draw cnclusins the questin is an pen-respnse questin students shuld write apprximately wrds fr their respnse Questin 5(c). All questins in Sectins A and B are set in Prtuguese and must be answered in Prtuguese. Recmmended timings have been given fr each sectin enable the student cmplete each ne in sufficient time access the full range f assessment criteria. Synptic assessment Synptic assessment requires students wrk acrss different parts f a qualificatin and shw their accumulated knwledge and understanding f a pic r subject area. Synptic assessment enables students shw their ability cmbine their skills, knwledge and understanding with breadth and depth f the subject. This paper assesses synpticity. Sample assessment materials A sample paper and marking criteria (including guidance n hw these criteria are applied) fr this paper can be fund in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

34 Marking guidance fr Paper 3: Listening, reading and writing in Prtuguese Marking guidance has been written accmpany the SAMs and is included with the SAMs bklet. Please nte that this guidance is fr the use f the Pearsn-appinted external examiners. It is included fr reference, aid understanding f hw the assessment criteria will be applied. Sectin A Questins 1 4 A pints-based mark scheme fr this sectin can be fund in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Sectin B listening, reading and writing A pints-based mark scheme fr Questins 5(a) and 5(b) can be fund in the Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. There are three levels-based mark grids applied Questin 5(c). The mark grids are: understand and respnd spken language (AO1) understand and respnd spken/written language (AO2) accuracy and range f language (AO3). General guidance n using levels-based mark schemes Step 1: Decide n a marking band First f all, the examiner will cnsider the answer as a whle and then decide which descriprs mst clsely match the answer and place it in that band. The descriprs fr each band indicate the different features that will be seen in the student s answer fr that band. When assigning a band, the examiner will lk at the verall quality f the answer and nt fcus disprprtinately n small and specific parts f the answer where the student has nt perfrmed quite as well as the rest r indeed has perfrmed temprarily better. If the answer cvers different aspects f different bands f the mark scheme, they will use a best fit apprach fr defining the band. They will then use the variability f the respnse help decide the mark within the band. Fr example if the respnse is predminantly band 3 4 with a small amunt f band 5 6 material, it wuld be placed in band 3 4 but be awarded a mark near the p f the band because f the band 5 6 cntent. Step 2: Decide n a mark Once the examiner has decided n a band they will then need decide n a mark within the band. The examiner will decide the mark award based n the quality f the answer; they will award a mark wards the p r btm f that band depending n hw the student has evidenced each f the descripr bullet pints. The examiner will mdify the mark based n hw securely the trait descriprs are met at that band. The examiner will need g back thrugh the answer as they apply the mark scheme clarify pints and assure that the band and the mark are apprpriate. 32 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

35 Understand and respnd spken language (AO1 6 marks) This mark grid assesses students understanding f spken language and hw well they use infrmatin frm it evaluate and draw cnclusins. Understand and respnd written language (AO2 6 marks) This mark grid assesses students understanding f written language and hw well they use infrmatin frm it evaluate and draw cnclusins. The tw mark grids fr AO1 and AO2 are presented side-by-side. This is because f the intercnnectin f the task in that students need cmpare infrmatin that they hear the infrmatin that they read. They need d this in rder weigh up the views in bth surces be able write their evaluatin and cme chesive cnclusins. Indicative cntent When deciding hw reward an answer, examiners will cnsult this mark grid as well as the indicative cntent assciated with the questin, which can be fund in the dcument Pearsn Edexcel Level 3 Advanced GCE in Prtuguese (listening, reading and writing) Sample Assessment Materials (SAMs) dcument. Indicative cntent cntains pints that students are likely use cnstruct their answer. It is pssible fr an answer be cnstructed withut mentining sme r all f these pints, as lng as students prvide alternative respnses that fulfil the requirements f the questin. The recmmended wrd cunt fr Questin 5(c) is wrds, but the whle respnse will be marked regardless f length. Understand and respnd spken language (AO1) Understand and respnd written language (AO2) Marks Descriptin Marks Descriptin 0 N rewardable material 0 N rewardable material 1 2 Occasinally relevant judgement 1 2 Occasinally relevant judgement expressed n the viewpints in the spken surce; ften strays in descriptin f cntent withut expressed n the viewpints in the written surce; ften strays in descriptin f cntent withut evaluatin. Limited cnclusins drawn n spken surce, smetimes incnsistent with evaluatin f viewpints. 3 4 Expresses sme relevant judgements n the viewpints in the spken surce, sme f which are substantiated; ccasinally strays in descriptin f cntent withut evaluatin. Draws straightfrward cnclusins n spken surce, ccasinally incnsistency with evaluatin f viewpints. 5 6 Expresses relevant and substantiated judgements n the viewpints in the spken surce, shwing clear evaluatin. Draws cnvincing cnclusins n spken surce, cnsistent with evaluatin f viewpints. evaluatin. Limited cnclusins drawn n written surce, smetimes incnsistent with evaluatin f viewpints. 3 4 Expresses sme relevant judgements n the viewpints in the written surce, sme f which are substantiated; ccasinally strays in descriptin f cntent withut evaluatin. Draws straightfrward cnclusins n written surce, ccasinally incnsistency with evaluatin f viewpints. 5 6 Expresses relevant and substantiated judgements n the viewpints in the written surce, shwing clear evaluatin. Draws cnvincing cnclusins n written surce, cnsistent with evaluatin f viewpints. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

36 Accuracy and range f language mark grid (AO3) This mark grid assesses students ability use a range f grammatical structures and vcabulary accurately prduce articulate cmmunicatin with a range f expressin. Marks Descriptin 0 N rewardable language 1 2 Limited variatin f straightfrward grammatical structures and vcabulary with much repetitin; repetitive expressin, writing is ften restricted and stilted. Limited sequences f accurate language, resulting in lapses in cherence; errrs ccur that ften prevent meaning being cnveyed. 3 4 Occasinal variatin in the use f mstly straightfrward grammatical structures and vcabulary, infrequent use f cmplex language; expressin is frequently repetitive, writing is smetimes stilted. Sme accurate sequences f language, resulting in sme cherent writing; errrs ccur that smetimes hinder clarity f cmmunicatin and ccasinally prevent meaning being cnveyed 5 6 Sme variatin in the use f grammatical structures and vcabulary, sme recurrent examples f cmplex language; variatin f expressin but this is nt sustained; sectins f articulate writing with ccasinally stilted phrasing. Frequent sequences f accurate language, resulting in generally cherent writing; errrs ccur that ccasinally hinder clarity f cmmunicatin. 7 8 Frequent variatin in use f grammatical structures and vcabulary, including different types f cmplex language; regular variatin f expressin, writing is articulate thrughut the majrity f the respnse. Accurate language thrughut mst f the respnse, resulting in mstly cherent writing; errrs ccur that rarely hinder clarity f cmmunicatin Cnsistent variatin in use f grammatical structures and vcabulary, cnsistent variatin in use f cmplex language; cnveys ideas in a variety f ways, cnsistently articulate writing. Accurate language thrughut, resulting in cnsistently cherent writing; any errrs d nt hinder clarity f the cmmunicatin Additinal guidance Cmplex language is cnsidered include the fllwing: cnceptually challenging indicative tenses such as the pluperfect, future perfect subjunctive md persnal/ inflected infinitive passive vice use f subrdinatin using extended sentences express abstract ideas/cnvey justified arguments that require a range f lexis and structures, fr example cnjunctins and prnuns using synnyms and a variety f expressins say things in different ways. 34 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

37 Variatin in use f grammatical structures/varied use f vcabulary: the traits in the mark grid differentiate between the variatin f grammatical structures and vcabulary used by students. Examiners shuld judge in which mark band place students and which mark award, based n the effect that the variety f grammatical structures and vcabulary has n the quality f the cmmunicatin; the wider the variety, the mre articulate the cmmunicatin will becme, (see definitin f articulate belw). Examples f a variety f grammatical structures and vcabulary are: a selectin f different verbs, tenses, adjectives, vcabulary (including express literary and cinematic analysis (see further detail belw), cmplex language (see definitin belw) fr a variety f purpses, including present and justify pints f view, develp arguments, draw cnclusins based n understanding and evaluating issues. Articulate: articulate cmmunicatin is fluent, effective and cherent as students cntrl/manipulate the language express themselves with ease fr a number f different purpses. The mre articulate the writing, the easier the reader can prgress thrugh the writing withut having re-read understand the message. If students are restricted what they can express, they may nt be able use languages fr all purpses, fr example justify arguments/interest the reader. The writing will becme mre difficult read with ease as the reader has sp and re-read understand the message. Errrs: students are nt expected prduce perfect, errr-free writing in rder access the p band. The mark grid describes the frequency f errrs and the impact that errrs have n clarity. Errrs that d nt hinder clarity: errrs that d nt affect meaning, fr example sme gender and adjectival agreements (e.g. uma prblema) infrequent errrs that d nt distract the reader frm the cntent and which result in cherent writing. Errrs that hinder clarity: errrs that make writing difficult understand immediately (even if the meaning is eventually undersd)/errrs that frce readers re-read in rder understand what is meant, fr example inapprpriate tense frmatin, wrng case endings (e.g. é/e and falarã/falaram) frequent errrs hinder clarity as they will distract the reader frm the cntent f the writing. Errrs that prevent meaning being cnveyed: errrs that mean the reader cannt understand the message errrs that cnvey the wrng message errrs that make it unclear wh is ding the actin, i.e. using the incrrect persn r the verb, e.g. using the incrrect persn f the verb (e.g. amanhã ela vu às cmpras) mther-ngue interference. NB: these are prvided as examples nly and d nt cnstitute a finite list. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

38 Assessment Objectives Students must: % in GCE A Level AO1 AO2 AO3 Understand and respnd in writing spken language drawn frm a variety f surces Understand and respnd in writing written language drawn frm a variety f surces Manipulate the language accurately, in written frms, using a range f lexis and structure AO4 Shw knwledge and understanding f, and respnd critically and 20 analytically, different aspects f the culture and sciety f the cuntries where the language is spken Ttal 100% Breakdwn f Assessment Objectives Paper Paper 1: Translatin in English, reading cmprehensin and writing (research questin) in Prtuguese Paper 2: Translatin in Prtuguese and written respnse wrks Assessment Objectives AO1 % AO2 % AO3 % AO4 % Ttal fr all Assessment Objectives % % Paper 3: Listening, reading and writing in Prtuguese % Ttal fr GCE A Level % 36 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

39 3 Administratin and general infrmatin Entries Details f hw enter students fr the examinatins fr this qualificatin can be fund in ur UK Infrmatin Manual. A cpy is made available all examinatins fficers and is available n ur website. Discunt cde and perfrmance tables Centres shuld be aware that students wh enter fr mre than ne GCE qualificatin with the same discunt cde will have nly ne f the grades they achieve cunted fr the purpse f the schl and cllege perfrmance tables. Students shuld be advised that if they take tw GCE qualificatins with the same discunt cde, the clleges, universities and emplyers which they wish prgress are likely take the view that this achievement is equivalent nly ne GCE. The same view may be taken if students take tw GCE qualificatins that have different discunt cdes but which have significant verlap f cntent. Befre embarking n their prgrammes, students r their advisers wh have any dubts abut their subject cmbinatins shuld check with the institutin which they wish prgress. Access arrangements, reasnable adjustments, special cnsideratin and malpractice Equality and fairness are central ur wrk. Our Equality Plicy requires all students have equal pprtunity access ur qualificatins and assessments, and ur qualificatins be awarded in a way that is fair every student. We are cmmitted making sure that: students with a prtected characteristic (as defined by the Equality Act 2010) are nt, when they are undertaking ne f ur qualificatins, disadvantaged in cmparisn students wh d nt share that characteristic all students achieve the recgnitin they deserve fr undertaking a qualificatin and that this achievement can be cmpared fairly the achievement f their peers. Language f assessment Assessment f this qualificatin will be in Prtuguese. All student wrk must be in Prtuguese, except the translatin in Paper 1 (Sectin A), which requires a respnse in English. Draft 1.0 Ocber 2017 Pearsn Educatin Limited

40 Access arrangements Access arrangements are agreed befre an assessment. They allw students with special educatinal needs, disabilities r temprary injuries : access the assessment shw what they knw and can d withut changing the demands f the assessment. The intentin behind an access arrangement is meet the particular needs f an individual student with a disability, withut affecting the integrity f the assessment. Access arrangements are the principal way in which awarding bdies cmply with the duty under the Equality Act 2010 make reasnable adjustments. Access arrangements shuld always be prcessed at the start f the curse. Students will then knw what is available and have the access arrangement(s) in place fr assessment. Reasnable adjustments The Equality Act 2010 requires an awarding rganisatin make reasnable adjustments where a persn with a disability wuld be at a substantial disadvantage in undertaking an assessment. The awarding rganisatin is required take reasnable steps vercme that disadvantage. A reasnable adjustment fr a particular persn may be unique that individual and, therefre, might nt be in the list f available access arrangements. Whether an adjustment will be cnsidered reasnable will depend n a number f facrs, including: the needs f the student with the disability the effectiveness f the adjustment the cst f the adjustment; and the likely impact f the adjustment n the student with the disability and ther students. An adjustment will nt be apprved if it invlves unreasnable csts the awarding rganisatin, r affects timeframes r the security r integrity f the assessment. This is because the adjustment is nt reasnable. Special cnsideratin Special cnsideratin is a pst-examinatin adjustment a student's mark r grade reflect temprary injury, illness r ther indispsitin at the time f the examinatin/assessment, which has had, r is reasnably likely have had, a material effect n a student s ability take an assessment r demnstrate their level f attainment in an assessment. Further infrmatin Please see ur website fr further infrmatin abut hw apply fr access arrangements and special cnsideratin. Fr further infrmatin abut access arrangements, reasnable adjustments and special cnsideratin, please refer the JCQ website: 38 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

41 Malpractice Student malpractice Student malpractice refers any act by a student that cmprmises r seeks cmprmise the prcess f assessment r which undermines the integrity f the qualificatins r the validity f results/certificates. Student malpractice in examinatins must be reprted Pearsn using a JCQ Frm M1 (available at The frm can be ed pqsmalpractice@pearsn.cm r psted Investigatins Team, Pearsn, 190 High Hlbrn, Lndn, WC1V 7BH. Please prvide as much infrmatin and supprting dcumentatin as pssible. Nte that the final decisin regarding apprpriate sanctins lies with Pearsn. Failure reprt malpractice cnstitutes staff r centre malpractice. Staff/centre malpractice Staff and centre malpractice includes bth deliberate malpractice and maladministratin f ur qualificatins. As with student malpractice, staff and centre malpractice is any act that cmprmises r seeks cmprmise the prcess f assessment r which undermines the integrity f the qualificatins r the validity f results/certificates. All cases f suspected staff malpractice and maladministratin must be reprted immediately, befre any investigatin is undertaken by the centre, Pearsn n a JCQ Frm M2a (available at The frm, supprting dcumentatin and as much infrmatin as pssible can be ed pqsmalpractice@pearsn.cm r psted Investigatins Team, Pearsn, 190 High Hlbrn, Lndn, WC1V 7BH. Nte that the final decisin regarding apprpriate sanctins lies with Pearsn. Failure reprt malpractice itself cnstitutes malpractice. Mre detailed guidance n malpractice can be fund in the latest versin f the dcument General and Vcatinal Qualificatins Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures, available at Awarding and reprting This qualificatin will be graded, awarded and certificated cmply with the requirements f Ofqual's General Cnditins f Recgnitin. The raw marks fr all papers in this qualificatin will be scaled by Pearsn represent the relative weighting f 40% fr Paper 1, and 30% fr Papers 2 and 3. Paper Weighting Raw marks Scaling facr Scaling mark 1 40% % % This A Level qualificatin will be graded and certificated n a six-grade scale frm A* E using the tal subject mark. Individual papers are nt graded. Students whse level f achievement is belw the minimum judged by Pearsn be f sufficient standard be recrded n a certificate will receive an unclassified U result. The first certificatin pprtunity fr this qualificatin will be Draft 1.0 Ocber 2017 Pearsn Educatin Limited

42 Student recruitment and prgressin Pearsn fllws the JCQ plicy cncerning recruitment ur qualificatins in that: they must be available anyne wh is capable f reaching the required standard they must be free frm barriers that restrict access and prgressin equal pprtunities exist fr all students. Prir learning and ther requirements There are n prir learning r ther requirements fr this qualificatin. Students wh wuld benefit mst frm studying this qualificatin are likely have a Level 2 qualificatin such as a GCSE in Prtuguese. Hwever, students d nt need have studied a GCSE in Prtuguese study this qualificatin. Prgressin This qualificatin ffers a suitable prgressin rute frm GCSE, fcusing n the develpment f three language skills: listening, reading and writing. Grammar and the mastering f linguistic features are key elements f this qualificatin, as is the inclusin f authentic written and spken surces, respnding thrugh writing literature and film, and independent research. Students are expected be able develp knwledge and understanding f sciety past and present, and f the plitical and artistic culture f the Prtuguese-speaking wrld. They shuld be able express and justify their wn pinins, develp arguments and persuade in writing, building n the fluency develped at Key Stage 4. The skill f translatin will be develped frm thse skills practised at Key Stages 3 and 4. The range f pics prmtes a clear prgressin in grammar, vcabulary and cultural knwledge and understanding frm Key Stage 4 and will increase linguistic and cgnitive demand. The grammar list illustrates the level required fr this qualificatin. This qualificatin ffers a suitable prgressin rute further study at university level. In additin, the study f ne language at GCE can facilitate and help prmte the learning f ther languages. The qualificatin may als add an individual s emplyability prfile, particularly fr UK rganisatins trading verseas as well as with internatinal cmpanies based in the UK and glbally. Students can prgress a wide range f careers in areas such as jurnalism and media, educatin, science, medicine, the civil service, sales, marketing, retail, and charities. Students will be able apply their knwledge, skills and understanding authentic, real-life cntexts. They will develp transferable skills that supprt the study f ther GCE subjects, higher-educatin study and the transitin emplyment, gether with an understanding and appreciatin f Prtuguese-speaking cuntries and cmmunities, and their cultures. 40 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

43 Appendices Appendix 1: Prescribed literary texts and films 43 Appendix 2: Grammar list 44 Appendix 3: The cntext fr the develpment f this qualificatin 48 Appendix 4: Transferable skills 50 Appendix 5: Level 3 Extended Prject qualificatin 51 Appendix 6: Cdes 54 Draft 1.0 Ocber 2017 Pearsn Educatin Limited

44 42 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

45 Appendix 1: Prescribed literary texts and films Fr Paper 2, students are required study tw wrks frm the list belw. The wrks can be either tw literary texts r ne literary text and ne film. Teachers shuld select wrks that are apprpriate fr their students. Literary texts A cidade e as serras, Eça de Queirós, 1901 (nvel) A viagem d elefante, Jsé Saramag, 2008 (nvel) Antes d Baile Verde, Lygia Fagundes Telles, 1970 (shrt sries) Capitães da Areia, Jrge Amad, 1937 (nvel) Pensageir frequente, Mia Cu, 2010 (shrt essays) Films Abril Despedaçad, direcr Walter Salles (2001) A Cançã de Lisba, direcr Pedr Varela (2016) Os gas nã têm vertigens, direcr Antóni-Pedr Vascncels (2014) Que hras ela vlta?, direcr Anna Muylaert (2015) Draft 1.0 Ocber 2017 Pearsn Educatin Limited

46 Appendix 2: Grammar list Students at A Level are expected have studied the grammatical system and structures f the language during their curse. Knwledge f the grammar and structures specified fr GCSE is assumed. In the examinatin, students will be required use, actively and accurately, grammar and structures apprpriate the tasks set, drawn frm the fllwing lists. The mentin f an item in the lists implies knwledge f bth its frms and its functins at an apprpriate level f accuracy and cmplexity. The examples in italics in parentheses are indicative, that is they serve illustrate the part f speech r structure that students must knw and hence d nt represent an exhaustive specificatin f the required grammatical knwledge. Nuns Gender Singular and plural frms Plural f male/female pairs (e.g. s avós, s irmãs) Articles Definite and indefinite Adjectives Agreement Psitin Cmparative and superlative (e.g. mais nv; melhr, pir, mair, menr) Negative (e.g. nenhum) Demnstrative (e.g. este, esse, aquele) Indefinite (e.g. algum, qualquer, cada, utr) Pssessive (e.g. meu, a minha) Interrgative and exclamary (e.g. quan?/que?/que!) Relative (cuj) Numerals Cardinal (e.g. um, dis/duas) Ordinal 1 10 (e.g. primeir, segund) Agreement (e.g. quatrcentas casas) Expressin f time and date, including cnstructins with há/desde há 44 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

47 Adverbs Frmatin f adverbs in -mente Cmparative and superlative (e.g. mais devagar) Adjectives used as equivalents f English adverbs (e.g. A casa vendeu-se mui barata) Interrgative (e.g. cm?, quand?, nde?) Quantifiers/intensifiers Fr example mui, bastante, puc Prnuns Weak bject (direct and indirect) Psitin and rder f weak bject prnuns, including cntractins Reflexive Strng (disjunctive) (e.g. mim) Relative (que, quem, que, qual) Demnstrative (este, esse, aquele; is, iss, aquil) Indefinite (e.g. alguém) Negative (e.g. ninguém) Pssessive (e.g. meu/ meu) Interrgative (e.g. qual, que, quem) Verbs Regular cnjugatins f -ar, -er and -ir verbs, including radical-changing (e.g. sentir/sin) and rthgraphy-changing (e.g. dirigir/dirij) verbs, in all tenses and mds, finite and nn-finite frms Irregular verbs, in all tenses and mds, finite and nn-finite frms Mdes f address (e.g. tu, vcê, senhr, Francisc, a Maria) Agreement f verb and subject Ter de/que + infinitive Indicative tenses present preterite imperfect future cnditinal perfect with ter future perfect cnditinal perfect pluperfect with ter synthetic pluperfect (ending in ra, etc) Draft 1.0 Ocber 2017 Pearsn Educatin Limited

48 prgressive r cntinuus tenses with estar, andar, ir, vir (e.g. esu a estudar/esu estudand) periphrastic frms with ir, vir, haver de instead f the future (e.g. vu fazer, hei-de fazer ) use f imperfect instead f the cnditinal (e.g. gstava de estudar instead f gstaria de estudar infrmal/cllquial register) Use f the infinitive, the gerund and the past participle Infinitive frms, including the perfect infinitive and the persnal r inflected infinitive Verbs fllwed by an infinitive, with r withut a prepsitin The subjunctive: present perfect imperfect future pluperfect Use f the subjunctive, including: plite cmmands negative cmmands cnditinal sentences after cnjunctins f time (e.g. antes que) express purpse (e.g. after para que) after cnjunctins f cncessin (e.g. ainda que, mesm que) after ther subrdinating cnjunctins with verbs and verbal expressins f wishing, cmmanding, influencing, emtinal reactin, dubt, denial, pssibility, prbability impersnal verbs such as haver, chver and nevar... persnal/inflected infinitive Passive vice all ther cmmn uses use f the reflexive as a passive (e.g. Aqui fala-se prtuguês) use f ser + past participle use f estar + past participle Use f ser, estar and ficar Prepsitins All prepsitins, bth simple (e.g.cm, sem) and cmpund (e.g. antes de, em cima de) Use f pr and para 46 Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

49 Cnjunctins Crdinating cnjunctins and linking wrds and expressins/lcuções (e.g. e, u, mas) Subrdinating cnjunctins and linking wrds and expressins/lcuções (e.g. prque, embra, a mens que) Negatin Questins Cmmands Frmal and infrmal imperative frms Wrd rder Other cnstructins Cmparative cnstructins (e.g. mais d que, tan cm, quan mais tan mais) Indirect speech Cmmn grammatical differences between Eurpean and Brazilian Prtuguese (R) Cnnectives Discurse markers Fr example pr exempl, a cntrári ) Fillers Fr example e.g. pis, ra bem Draft 1.0 Ocber 2017 Pearsn Educatin Limited

50 Appendix 3: The cntext fr the develpment f this qualificatin All ur qualificatins are designed meet ur Wrld Class Qualificatin Principles [1] and ur ambitin put the student at the heart f everything we d. We have develped and designed this qualificatin by: reviewing ther curricula and qualificatins ensure that it is cmparable with thse taken in high-perfrming jurisdictins verseas cnsulting with key stakehlders n cntent and assessment, including higher-educatin academics and teachers ensure this qualificatin is suitable fr a UK cntext reviewing the legacy qualificatin and building n its psitive attributes. This qualificatin has als been develped meet criteria stipulated by Ofqual in their dcuments GCE Qualificatin Level Cnditins and Requirements and GCSE/GCE Level Cnditins and Requirements fr Mdern Freign Languages, published in April [1] Pearsn s Wrld Class Qualificatin Principles ensure that ur qualificatins are: demanding, thrugh internatinally benchmarked standards, encuraging deep learning and measuring higher-rder skills rigrus, thrugh setting and maintaining standards ver time, develping reliable and valid assessment tasks and prcesses, and generating cnfidence in end users f the knwledge, skills and cmpetencies f certified students inclusive, thrugh cnceptualising learning as cntinuus, recgnising that students develp at different rates and have different learning needs, and fcusing n prgressin empwering, thrugh prmting the develpment f transferable skills, see Appendix Draft 1.0 Ocber 2017 Pearsn Educatin Limited 2017

51 Frm Pearsn s Expert Panel fr Wrld Class Qualificatins May 2014 The refrm f the qualificatins system in England is a prfundly imprtant change the educatin system. Teachers need knw that the new qualificatins will assist them in helping their learners make prgress in their lives. When these changes were first prpsed we were apprached by Pearsn jin an Expert Panel that wuld advise them n the develpment f the new qualificatins. We were chsen, either because f ur expertise in the UK educatin system, r because f ur experience in refrming qualificatins in ther systems arund the wrld as diverse as Singapre, Hng Kng, Australia and a number f cuntries acrss Eurpe. We have guided Pearsn thrugh what we judge be a rigrus qualificatin develpment prcess that has included: establishing External Advisry Grups, drawing n independent subject-specific expertise challenge and validate ur qualificatins subjecting the final qualificatins scrutiny against the DfE cntent and Ofqual accreditatin criteria in advance f submissin. Imprtantly, we have wrked ensure that the cntent and learning is future riented. The design has been guided by what is called an Efficacy Framewrk, meaning learner utcmes have been at the heart f this develpment thrughut. We understand that ultimately it is excellent teaching that is the key facr a learner s success in educatin. As a result f ur wrk as a panel we are cnfident that we have supprted the develpment f qualificatins that are utstanding fr their cherence, thrughness and attentin detail and can be regarded as representing wrld-class best practice. Sir Michael Barber (Chair) Chief Educatin Advisr, Pearsn plc Prfessr Lee Sing Kng Direcr, Natinal Institute f Educatin, Singapre Bahram Bekhradnia President, Higher Educatin Plicy Institute Prfessr Jnathan Osbrne Stanfrd University Dame Sally Cates Principal, Burlingn Danes Academy Prfessr Dr Ursula Renld Federal Institute f Technlgy, Switzerland Prfessr Rbin Cningham Pr-Vice Chancellr, University f Durham Prfessr Bb Schwartz Harvard Graduate Schl f Educatin Dr Peter Hill Frmer Chief Executive ACARA All titles crrect as at May Draft 1.0 Ocber 2017 Pearsn Educatin Limited