International GCSE German Specification PDF

INTERNATIONAL GCSE German (9-1) SPECIFICATION Pearson Edexcel International GCSE in German (4GN1) For first teaching September 2017 First examination June 2019 INTERNATIONAL GCSE German SPECIFICATION Pearson Edexcel International GCSE in German (4GN1) For first teaching in September 2017 First...

INTERNATIONAL GCSE German (9-1) SPECIFICATION Pearson Edexcel International GCSE in German (4GN1) For first teaching September 2017 First examination June 2019 INTERNATIONAL GCSE German SPECIFICATION Pearson Edexcel International GCSE in German (4GN1) For first teaching in September 2017 First examination June 2019 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com Acknowledgements This specification has been produced by Pearson on the basis of consultation with teachers, examiners, consultants and other interested parties. Pearson would like to thank all those who contributed their time and expertise to the specification’s development. References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at the time of going to publication. ISBN 978 1 446 93262 9 All the material in this publication is copyright © Pearson Education Limited 2016 Contents 1 About this specification 3 Specification updates 3 Using this specification 3 Why choose Edexcel qualifications? 6 Why choose Pearson Edexcel International GCSE in German? 7 Qualification at a glance 9 Component/paper overview 9 2 German content 11 Course structure 12 Topics 13 Paper 1: Listening 14 1.1 Introduction 14 1.2 Content 15 Paper 2: Reading and Writing 16 2.1 Introduction 16 2.2 Content 17 2.3 Assessment criteria 19 Paper 3: Speaking 22 3.1 Introduction 22 3.2 Content 22 3.3 Preparation for the speaking test 23 3.4 Conduct of the speaking test 23 3.5 Assessment criteria 26 3.6 Advice for examiners during Task A discussion and Tasks B and C conversations 30 Grammar list 31 3 Assessment information 33 Assessment requirements 33 Assessment objectives and weightings 35 Relationship of assessment objectives to papers 35 4 Administration and general information 37 Entries 37 Access arrangements, reasonable adjustments, special consideration and malpractice 37 Language of assessment 37  Access arrangements 37 Reasonable adjustments 38 Special consideration 38 Further information 38 Malpractice 39 Candidate malpractice 39 Staff/centre malpractice 39 Awarding and reporting 39 Student recruitment and progression 39 Prior learning and other requirements 40 Progression 40 Appendices 41 Appendix 1: Minimum core vocabulary list 43 Appendix 2: Codes 87 Appendix 3: Pearson World Class Qualification Design Principles 89 Appendix 4: Transferable skills 91 Appendix 5: Glossary 93 Appendix 6: Candidate cover sheet (Paper 3: Speaking) 95 1 About this specification The Pearson Edexcel International GCSE in German is part of a suite of International GCSE qualifications offered by Pearson. This qualification is not accredited or regulated by any UK regulatory body. This specification includes the following key features. Structure: the Pearson Edexcel International GCSE in German is a linear qualification. All units must be taken at the end of the course of study. Content: relevant, engaging and up to date. Assessment: 100% external assessment. Approach: a foundation for students wishing to progress to further study of German at schools and colleges. Listening skills are assessed separately in Paper 1. Reading and writing skills are tested in separate exercises in Paper 2. Speaking communication skills are assessed separately in Paper 3. Assessment is in the June examination series. For the purposes of communication, topics relate to the interests of students studying German, for example in study and leisure situations. Contexts and settings will be those that students are likely to encounter, for example at school or in the media. Culturally sensitive and authentic texts are used throughout. Tests will measure achievement against many of the benchmarks of Levels A2 and B1 of the Council of Europe's Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Specification updates This specification is Issue 1 and is valid for the Edexcel International GCSE examination from 2019. If there are any significant changes to the specification, Pearson will inform centres. Changes will also be posted on our website. For more information please visit qualifications.pearson.com Using this specification This specification has been designed to give guidance to teachers and encourage effective delivery of the qualification. The following information will help you get the most out of the content and guidance. Compulsory content: as a minimum, all the bullet points in the content must be taught. The word ‘including’ in content specifies the detail of what must be covered. Assessments: use a range of material and are not limited to the examples given. Teachers should deliver the qualification using a good range of examples to support the assessment of the content. Depth and breadth of content: teachers should use the full range of content and all the assessment objectives given in Section 2: German Content. Pearson Edexcel International GCSE in German – Specification 3 Issue 1 – November 2016 © Pearson Education Limited 2016 Introduction The Pearson Edexcel International GCSE in German is designed for use in schools. It is part of a suite of International GCSE qualifications offered by Pearson. The qualification is designed primarily for students who are studying German in order to enhance their future education or employment prospects. Achievement is broadly equivalent to Levels A2 and B1 of the CEFR. Students at this level are expected to understand the main points of familiar matters regularly encountered in work, school, leisure, etc. and can deal with most situations likely to arise while travelling in an area where the language is spoken. They can produce simple, connected text on topics that are familiar or of personal interest, and can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans. Students will be expected to communicate formally and informally in a range of contexts, and to understand a wide range of texts and styles. The aim of the qualification is to test German language competence through realistic and contextualised tasks based on authentic texts. Speaking, listening, reading and writing skills are tested through three examination papers. 4 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Qualification aims and objectives The aims and objectives of this qualification are to enable students to develop: understanding and use of written forms of the target language, in a range of familiar and practical contexts, and for a variety of purposes understanding and use of the spoken forms of the target language, in a range of familiar and practical contexts, and for a variety of purposes the ability to communicate effectively in the target language through the written word, using a range of vocabulary and structures the ability to communicate effectively in the target language through speaking, using a range of vocabulary and structures a knowledge and understanding of the target language grammar and its practical application a knowledge and understanding of countries and communities where the target language is spoken positive attitudes towards modern foreign language learning a suitable foundation for further study of the target language, or another language. Pearson Edexcel International GCSE in German – Specification 5 Issue 1 – November 2016 © Pearson Education Limited 2016 Why choose Edexcel qualifications? Pearson – the world’s largest education company Edexcel academic qualifications are from Pearson, the UK’s largest awarding organisation. With over 3.4 million students studying our academic and vocational qualifications worldwide, we offer internationally recognised qualifications to schools, colleges and employers globally. Pearson is recognised as the world’s largest education company, allowing us to drive innovation and provide comprehensive support for Edexcel students to acquire the knowledge and skills they need for progression in study, work and life. A heritage you can trust The background to Pearson becoming the UK’s largest awarding organisation began in 1836, when a royal charter gave the University of London its first powers to conduct exams and confer degrees on its students. With over 150 years of international education experience, Edexcel qualifications have firm academic foundations, built on the traditions and rigour associated with Britain’s educational system. Results you can trust Pearson’s leading online marking technology has been shown to produce exceptionally reliable results, demonstrating that at every stage, Edexcel qualifications maintain the highest standards. Developed to Pearson’s world-class qualifications standards Pearson’s world-class standards mean that all Edexcel qualifications are developed to be rigorous, demanding, inclusive and empowering. We work collaboratively with a panel of educational thought leaders and assessment experts, to ensure that Edexcel qualifications are globally relevant, represent world-class best practice and maintain a consistent standard. For more information on the world class qualification process and principles, please go to Appendix 3 Pearson World Class Qualification Design Principles or visit our website: uk.pearson.com/world-class-qualifications 6 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Why choose Pearson Edexcel International GCSE in German? We have listened to feedback from all parts of the international school, UK independent school and language teaching community. We have made changes that will engage students and provide opportunities to gain skills that will support progression to further study of German, and to enhance future educational or employment prospects. Our German language qualification is specifically intended for students whose first language is not German. The content and assessment approach for this qualification has been designed to meet students’ needs in the following ways. Topics – the topics (and related texts) used in the reading and writing paper are engaging and suitable for all students, are based on contexts that students are likely to encounter and are diverse in their content. Culturally sensitive and authentic reading and listening texts are used throughout. Student selected picture – students will select their own picture as part of the speaking examination. This empowers the students to confidently prepare for a topic of their choice, and personalise one element of their examination. Clear and straightforward question papers – our question papers are clear and accessible for all students of all ability ranges and learning styles. Our mark schemes are straightforward, so that the assessment requirements are clear. Broad and deep development of skills – the design of the revised International GCSE aims to extend students’ knowledge by broadening and deepening skills, for example students develop the ability to: read for both gist and detail write in response to a given situation listen to a complex argument or discussion, understand the overall message and identify attitudes and opinions participate in extended discussion. Development of spoken language skills – students are able to develop their understanding of the spoken word through separate speaking and listening components. Progression to A Level – International GCSEs enable successful progression to Level 3 qualifications (such as the International A Level) and beyond, in German and other subjects. Through our world class qualification development process, we have consulted international German language teaching experts to validate this qualification and endorse its content, skills development and assessment structure. Pearson Edexcel International GCSE in German – Specification 7 Issue 1 – November 2016 © Pearson Education Limited 2016 Supporting you in planning and implementing this qualification Planning Our Getting Started Guide gives you an overview of the Pearson Edexcel International GCSE in German to help you understand the changes to content and assessment, and what these changes mean for you and your students. We will give you a course planner and editable schemes of work, contact [email protected] Teaching and learning Our skills maps highlight opportunities for students to develop skills that are assessed, as well as skills that are not directly assessed. Preparing for exams We will also give you a range of resources to help you prepare your students for the assessments, including: specimen papers to use as formative assessments and for mock exams examiner commentaries following each examination series. ResultsPlus ResultsPlus provides the most detailed analysis available of your students’ exam performance. It can help you to identify the topics and skills where further learning would benefit your students. examWizard This is a free online resource designed to support students and teachers with exam preparation and assessment. Training events In addition to online training, we host a series of training events each year that give teachers a deeper understanding of our qualifications. Get help and support Our Subject Advisor service ensures that you receive help and guidance from us, email our subject advisor at: [email protected]. You can sign up to receive the Edexcel languages e-updates to keep up to date with our qualifications and allied support and service news. 8 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Qualification at a glance The Pearson Edexcel International GCSE in German qualification comprises three assessments: Paper 1 – a written examination paper Paper 2 – a written examination paper Paper 3 – a spoken examination paper. Component/paper overview Paper 1: Listening *Paper code 4GN1/01 Externally assessed 25% of the total International GCSE Availability: June First assessment: June 2019 Content summary This paper assesses listening skills across five topic areas. Home and abroad Education and employment Personal life and relationships The world around us Social activities, fitness and health. Assessment Assessment is through a 30-minute examination paper set and marked by Pearson, plus five minutes’ reading time. The total number of marks for the paper is 40. Pearson Edexcel International GCSE in German – Specification 9 Issue 1 – November 2016 © Pearson Education Limited 2016  Paper 2: Reading and Writing *Paper code 4GN1/02 Externally assessed 50% of the total International GCSE Availability: June First assessment: June 2019 Content summary This paper assesses reading and writing skills in separate sections across five topic areas. Home and abroad Education and employment Personal life and relationships The world around us Social activities, fitness and health. Assessment Assessment is through a 1-hour and 45-minute examination paper set and marked by Pearson. The total number of marks for the paper is 80, with 40 marks for reading and 40 marks for writing. Paper 3: Speaking *Paper code 4GN1/03 Externally assessed 25% of the total International GCSE Availability: June First assessment: June 2019 Content summary This paper assesses speaking skills across five topic areas, however sub-topics A3, C3, C5, D2 and E4 will not be assessed in this paper. The examination is made up of three tasks (A, B and C). Students will present and answer questions on a picture. They will also discuss two different topics, chosen at random by Pearson from the following. Home and abroad Education and employment Personal life and relationships The world around us Social activities, fitness and health. Assessment Total assessment time is 8-10 minutes. The total number of marks for the paper is 40. * See Appendix 2 for a description of this code and all the other codes relevant to this qualification. 10 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 2 German content Topics 13 Paper 1: Listening 14 Paper 2: Reading and Writing 16 Paper 3: Speaking 22 Grammar list 31 Pearson Edexcel International GCSE in German – Specification 11 Issue 1 – November 2016 © Pearson Education Limited 2016 Course structure The Pearson Edexcel International GCSE in German comprises three papers. The Pearson Edexcel International GCSE in German is a linear qualification. All units must be taken in the terminal series at the end of the course of study. 12 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Topics Topic Sub-topics A. Home and abroad 1 Life in the town and rural life 2 Holidays, tourist information and directions 3 Services (e.g. bank, post office)* 4 Customs 5 Everyday life, traditions and communities B. Education and employment 1 School life and routine 2 School rules and pressures 3 School trips, events and exchanges 4 Work, careers and volunteering 5 Future plans C. Personal life and relationships 1 House and home 2 Daily routines and helping at home 3 Role models* 4 Relationships with family and friends 5 Childhood* D. The world around us 1 Environmental issues 2 Weather and climate* 3 Travel and transport 4 The media 5 Information and communication technology E. Social activities, fitness and health 1 Special occasions 2 Hobbies, interests, sports and exercise 3 Shopping and money matters 4 Accidents, injuries, common ailments and health issues* 5 Food and drink *Sub-topics A3, C3, C5, D2 and E4 will not be assessed in Paper 3: Speaking Pearson Edexcel International GCSE in German – Specification 13 Issue 1 – November 2016 © Pearson Education Limited 2016 Paper 1: Listening Externally assessed 1.1 Introduction Listening Students are required to convey their understanding of spoken German through a series of listening tasks. Students must be able to: identify and note main points deduce the meaning of words from context extract specific details identify points of view show some understanding of unfamiliar language recognise attitudes, emotions and opinions. This paper will feature questions drawn from a variety of sources, which all relate to the topics. The sources should be considered as different contexts in which students can write and understand German. Specialist and/or technical German vocabulary or detailed specialist knowledge of the topics are not required. 14 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 1.2 Content Listening The listening examination lasts 30 minutes and is worth a quarter (25%) of the qualification. It consists of 40 marks. This paper will consist of seven tasks, each based on a single recorded text. Students will be given five minutes to read the questions before the paper begins and will be expected to respond to the questions as they listen. Students will hear each text twice. Recorded texts may be in the form of short statements, monologues, and dialogues between two or three speakers. Where there are two or three speakers, the identity of each speaker will be clearly signposted. Recordings and tasks will always be contextualised and, where appropriate, a purpose for the task will be identified. The topics of the listening texts will be taken from a range of different situations, from both everyday life and academic contexts with which students will be familiar. One task type may be used with each listening text. Correct spelling will not be a requirement as long as the student’s response is comprehensible. The examination will begin with shorter statements, which build into short paragraphs and longer conversations. Task types demand a variety of input from students and include multiple-choice, multiple-matching, note-taking, table-completion and gap-fill questions. Pearson Edexcel International GCSE in German – Specification 15 Issue 1 – November 2016 © Pearson Education Limited 2016 Paper 2: Reading and Writing Externally assessed 2.1 Introduction Reading Students are required to convey their understanding of written German through a series of reading tasks. Students must be able to: identify and note main points deduce the meaning of words from context extract specific details identify points of view show some understanding of unfamiliar language recognise attitudes, emotions and opinions. This section will feature questions drawn from a variety of sources that all relate to the topics. These sources should be considered as different contexts in which students can write and understand German. Specialist and/or technical German vocabulary or detailed specialist knowledge of the topics are not required. Writing and Students need to draw on their knowledge of German language, grammar and lexis in selecting appropriate forms of words to grammar complete sentences, and demonstrate an ability to manipulate German language in continuous writing. As part of their International GCSE, students should undertake regular writing activities. This section will require students to: write for a variety of audiences, such as friends and acquaintances, teachers, family members, groups and professional bodies write using a wide range of grammatical forms and structures write using a wide range of relevant and appropriate vocabulary. 16 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 2.2 Content Reading Students should spend approximately 52 minutes of the 1-hour and 45-minute exam on this section, which is worth 50% of the paper and 25% of the qualification. It consists of 40 marks. This section will consist of five tasks, each based around a collection of short texts or a longer single text. The literary text consists of a short extract from a text that may have been adapted and abridged from authentic sources to be appropriate to this level – from letters, short stories, novels or plays to contemporary and historical sources. Students will be required to read a range of authentic factual and non-factual written material of varying length, in different registers and contexts, and from different sources. These may include advertisements, short passages, letters, information leaflets, faxes, emails, website pages, and newspaper and magazine articles and literary texts. Stimuli and tasks will always be contextualised and, where appropriate, a purpose for the task will be identified. The topics of the stimulus texts will be taken from a range of different situations, from both everyday life and academic contexts with which students will be familiar. A different task type may be used with each stimulus text. The questions will require a combination of non-verbal responses and answers in German. In order to answer the questions, students will need to use a range of reading techniques such as skimming, scanning and in-depth reading for details. Grammatical accuracy will not be assessed in this section of the paper. Correct spelling will not be a requirement as long as the student’s response is comprehensible. Task types demand a variety of input from students and include multiple-choice, multiple-matching, note-taking, table-completion, gap-fill and short-answer questions. Writing Students should spend approximately 52 minutes of the 1-hour and 45-minute exam on this section, which is worth 50% of the paper and 25% of the qualification. It consists of 40 marks. This section will consist of two writing tasks and a third grammar-based task. The first writing task is short, and the student will be asked to write 60–75 words, including four prescribed words or short phrases. The second writing task is longer than the first and contains an element of choice. The student will be able to choose from three questions that are drawn from different topics, and they will need to write between 130 and 150 words in response to the question, addressing four bullet points. Pearson Edexcel International GCSE in German – Specification 17 Issue 1 – November 2016 © Pearson Education Limited 2016  In the third grammar-based task students will be asked to change the words in brackets so that they correctly fit the sentences. This will involve the need to manipulate, for example, verbs and adjectives, into their correct word form. Grammatical accuracy, punctuation and spelling will be assessed in this section of the paper. 18 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 2.3 Assessment criteria Question 6 Mark Communication and content (AO3) 0 No rewardable material. 1 Isolated examples of relevant information. Only isolated words and phrases are communicated, as appropriate to the task. Only isolated items are comprehensible. 2 The response contains little relevant information with limited use of detail. There may be repetition. Expresses simple ideas and opinions, as appropriate to the task. Just about comprehensible overall but with sentences that are mostly unconnected. 3 The response contains some relevant information with occasional use of detail. Begins to show ability to express ideas and opinions and to or inform, as appropriate to the task. Coherent overall but logical flow and sequence of ideas is intermittent, which impedes clarity. 4 Some detail and mostly relevant response to the task. Shows some evidence of ability to express ideas and opinions and to describe or inform, as appropriate to the task. Coherent with logical flow and sequence of ideas, though there may be some lapses. 5 Detailed and fully relevant response to the task. Shows a clear ability to express ideas and opinions and to describe or inform, as appropriate to the task. Coherent with logical flow and sequence of ideas. Mark Linguistic knowledge and accuracy (AO3) 0 No rewardable language. 1 Isolated examples of target language vocabulary and structures. Uses very basic language to write words and phrases. Isolated examples of accurate language. 2 Uses very familiar and predictable vocabulary and structures, often repetitive. Uses simple, familiar and predictable language to write short sentences or phrases. Occasional correct phrases but frequent misspellings, inaccurate genders and incorrect verb forms. Pearson Edexcel International GCSE in German – Specification 19 Issue 1 – November 2016 © Pearson Education Limited 2016 Mark Linguistic knowledge and accuracy (AO3) 3 Uses familiar and predictable vocabulary and structures. Some evidence of manipulation of language to produce sentences but this is not sustained. Sometimes accurate in using straightforward language but there are major errors with verbs and tenses. 4 Tends towards use of familiar and predictable vocabulary and structures. Some evidence of manipulation of language to produce sentences. Mostly accurate with some minor errors, e.g. spellings, genders and agreements and an occasional major error, e.g. with verbs and tenses. 5 Uses a range of vocabulary and grammatical structures. Language manipulated to produce fluent sentences. Very accurate with only isolated minor errors, e.g. spellings, genders and agreements. Question 7 Mark Communication and content (AO3) 0 No rewardable material. 1–2 The response shows minimal ability to express ideas relevant to the narrative, report or description required, and ideas hardly follow a logical sequence. The response is rarely coherent and there is so much digression that the overall theme or purpose of the piece is greatly obscured. 3–4 The response shows some basic ability to express ideas in a form that would be comprehensible to a sympathetic native reader, with only occasional evidence of ideas following a logical sequence. The response is occasionally coherent and, while there is some digression, the theme or purpose is generally clear. 5–6 The response shows a moderate ability to express ideas in a form that would be comprehensible to a sympathetic native reader, and some evidence of ideas following a logical sequence. The response is sometimes coherent and there is digression from the topic but the overall theme or purpose is clear. 7–8 The response shows a good ability to express ideas in a form that would be comprehensible to a sympathetic native reader, with much evidence of ideas following a logical sequence. The response is mostly coherent and, while there may be occasional ambiguity or digression from the theme, these appear to be aberrations in an otherwise pertinent response. 9–10 The response shows an excellent ability to express ideas in a logical sequence and errors do not interfere with comprehension for a sympathetic native speaker. The response is entirely coherent and while there may be minor ambiguities or digression from the theme, the response is confident, fluent, pertinent and purposeful. 20 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Mark Linguistic knowledge and accuracy (AO3) 0 No rewardable language. 1–2 Very limited range and variety of vocabulary and grammatical structures, use of only one tense, with a high degree of repetition. Very little evidence of correct spelling, verb formation, gender and agreement. 3–4 Narrow range of vocabulary and grammatical structures, and a possible attempt at a second tense, though with a significant amount of repetition. Occasional evidence of correct spelling, verb formation, gender and agreement. 5–6 Satisfactory range of vocabulary and grammatical structures, and unsteady use of two tenses, though with some noticeable repetition. Some evidence of correct spelling, verb formation, gender and agreement. 7–8 Good range of vocabulary and grammatical structures, and secure use of at least two tenses, with little noticeable repetition. Significant evidence of correct spelling, verb formation, gender and agreement. 9–10 Excellent range of vocabulary and grammatical structures, and secure use of at least three tenses, including some complex lexical items and no noticeable repetition. Very strong evidence of correct spelling, verb formation, gender and agreement. Pearson Edexcel International GCSE in German – Specification 21 Issue 1 – November 2016 © Pearson Education Limited 2016 Paper 3: Speaking Externally assessed 3.1 Introduction Speaking Students are required to convey their understanding of spoken German through three speaking tasks. Students must be able to: describe the contents of a picture describe possible past or future events related to people in the picture respond to questions about the picture and its related topic take part in a spontaneous conversation on two further topics. In each conversation students must develop their responses, show initiative, express and justify points of view and refer to past, present and future events. 3.2 Content The examination is made up of three tasks (A, B and C). The tasks must be conducted in consecutive order. Task A The intention of this task is to enable students to speak about a situation or scenario with which they have some familiarity. (picture-based Students will have to select a picture before the exam. discussion) Students will select a picture from any sub topic area excluding sub-topics A3, C3, C5, D2 and E4. These will not be assessed in Task A. Tasks B and C The intention of Tasks B and C is to test students on two topics that have not been specifically prepared so as to test spontaneity (conversations of response. The teacher/examiner uses the randomisation grid on topics) provided by Pearson to determine which topic is to be examined in Tasks B and C. Sub-topics A3, C3, C5, D2 and E4 will not be assessed in Tasks B and C. Three distinct topics must be examined across Tasks A, B and C. The topic chosen for Task A must be different from the topic selected at random for Task B. The topic for Task C, also selected at random, will be different from both of the previous topics in Tasks A and B. If any topics are the same, the task(s) will be discounted and the candidate will receive zero marks for that task(s). 22 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 3.3 Preparation for the speaking test Picture selection in Task A To ensure students have access to the full range of assessment criteria and the opportunity to score well in Task A, it is essential they select a picture which follows the guidelines below. The picture MUST contain the following elements: people objects interactions. The picture must not contain any text that could support students in their responses. For examples of pictures, please see the Sample Assessment Materials document, which is available on our website. Teachers/examiners may not practise Task A with their students using the picture they will be using in the test. They may use other pictures on the same topic but they may not practise or rehearse using the candidates chosen picture. Notification of Task A focus Students must provide a copy of the picture for the teacher/examiner in advance of the test. 3.4 Conduct of the speaking test General information The assessment must be conducted entirely in German. Students must complete all three tasks in consecutive order. The assessment must be conducted in one continuous session. Use of notes Students must not take notes with them into the examination. However, they should bring their picture for Task A. Timings of the tasks The total assessment time is 8–10 minutes. Students are assessed on the quality of responses so the length of tasks is representative of their relative demand. Assessment times for the tasks are as follows. Task A: 2 to 3 minutes Task B: 3 to 3 minutes 30 seconds Task C: 3 to 3 minutes 30 seconds. Task C should continue without a pause or interruption from Task B. Tasks B and C should not exceed 7 minutes. Excess candidate material will not be assessed. Pearson Edexcel International GCSE in German – Specification 23 Issue 1 – November 2016 © Pearson Education Limited 2016 Randomisation grid In order to avoid misconduct in centres, teachers/examiners/candidates will receive randomisation grids three days in advance of the oral window from Pearson. Based on the topic chosen for the picture-based discussion task, the teacher/examiner will use a randomisation grid to select the discussion topics for the first and second conversation (Tasks B and C). If conducting more than five tests in a day, return to the beginning of the sequence after the fifth candidate. If conducting tests on more than one day, start each new day at the beginning of the sequence. Instructions for Task A Teachers/examiners must ask each candidate five questions in total (plus the allowed prompts – see below) There are five types of questioning which teachers/examiners must cover in the discussion and in the order listed below. Teachers must ensure they ask ONE question from each question type. Question type 1: A description of what you can see in the picture Question type 2: Specific factual information about the picture For example, select a person or persons in the picture and state what they are doing. Question type 3: Past or future hypothesis This question must ask the candidate to imagine a possible past or potential future event relating to the picture. This is the opportunity to support the candidate in using additional tenses and time frames. Question type 4: Opinions about the picture This question elicits the candidate’s opinions on the picture and the topic. Question type 5: Evaluation The teacher/examiner should elicit an evaluation from the candidate. This question will move away from the content of the picture and exploit the wider topic area. For examples of these questions, please see the Sample Assessment Materials document, which is available on our website. Teachers/examiners must mirror the style of questions in the sample assessment materials but not replicate them. Prompts In order to enable candidates to develop their responses teacher/examiners are allowed to use prompts for questions. Only the following three prompts may be used. Why (not)? Anything else? Is that all? There must be no other supplementary questions and teacher/examiners must not deviate from these prompts. 24 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Instructions for Tasks B and C For each conversation teachers/examiners should: ask open questions ask questions at an appropriate level of the candidate’s ability link the questions to the previous response as far as possible elicit a range of tenses (past, present and future), structures and vocabulary elicit opinions and justifications provide candidates with an opportunity to expand respect timings. For examples of these questions, please see the Sample Assessment Materials document, which is available on our website. Teachers/examiners must mirror the style of questions in the sample assessment materials but not replicate them. Recording of candidates’ speaking tests All candidates’ speaking tests must be recorded. The centre should keep a copy of all recordings. Where recordings fail or are unsatisfactory, you must re-examine as soon as possible. It is essential to check that: the microphone and recorder are connected correctly, and recording is taking place the position of the microphone favours the candidate and not the examiner extraneous noise is kept to a minimum the recorder is switched on at the start of the test and off at the end the language, CD number, centre name and number, and examiner’s name are announced at the start of every CD. If recording digitally, this information should be recorded once and saved as the first file on the CD/USB the candidate’s name and number are announced at the start of each test the timing starts when the candidate answers the first assessment question the topic area is announced at the beginning of each task. Important The recording must not be paused or stopped during a test. If an emergency makes this unavoidable, a report should be written immediately for the Qualification Delivery and Award Manager for German at Pearson. The report must explain the circumstances and any subsequent action taken. A copy of the report must be included with the oral tests sent to the examiner. Authentication of candidate responses The teacher/examiner and the candidate must sign the declaration of authentication on the candidate cover sheet (see Appendix 6 Candidate cover sheet (Paper 3: Speaking)), confirming that the work is the candidate’s own. Any candidate unable to provide an authentication statement will receive zero marks for the component. Pearson Edexcel International GCSE in German – Specification 25 Issue 1 – November 2016 © Pearson Education Limited 2016 3.5 Assessment criteria Task A (picture-based discussion) Mark Communication and content (AO4) 0 No rewardable material. 1–2 Responds briefly to questions, some responses may consist of single-word answers, much hesitation and continuous prompting needed Limited success in adapting language to describe, narrate, inform in response to questions and sometimes unable to respond Straightforward opinions may be expressed but generally without justification Pronunciation and intonation are inconsistently intelligible, with inaccuracies that lead to some impairment in communication 3–4 Responds to questions with some development, some hesitation and some prompting necessary Some effective adaptation of language to describe, narrate and inform in response to the questions Expresses opinions with occasional, brief justification Pronunciation and intonation are intelligible but occasionally inaccuracies affect clarity of communication 5–6 Responds to questions with frequently developed responses, only occasional hesitation and only occasional prompting necessary Frequently effective adaptation of language to describe, narrate and inform in response to questions Expresses opinions effectively and gives justification, with some development Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication 7–8 Responds to questions with consistently fluent and developed responses Consistently effective adaptation of language to describe, narrate and inform, in response to questions Expresses opinions with ease and gives fully-developed justification Pronunciation and intonation are consistently accurate and intelligible 26 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Mark Linguistic knowledge and accuracy (AO4) 0 No rewardable language. 1 Occasional accuracy in grammatical structures in response to questions; occasional success when referring to past, present and/or future events Occasional coherent phrases and short sentences in response to questions; regular instances of error that sometimes prevent meaning being conveyed 2 Some accurate grammatical structures, including some successful references to past, present and/or future events in response to questions, some ambiguity Responses are partially coherent, errors occur that sometimes hinder clarity of communication and occasionally prevent meaning being conveyed 3 Generally accurate grammatical structures, generally successful references to past, present and/or future events in response to questions, occasional ambiguity Responses are generally coherent although errors occur that occasionally hinder clarity of communication 4 Consistently accurate grammatical structures, successful references to past, present and/or future events in response to questions Responses are fully coherent and any errors do not hinder the clarity of the communication Tasks B and C (conversations) Mark Communication and content (AO4) 0 No rewardable material. 1–3 Communicates brief information relevant to the topics and questions Uses language to express straightforward ideas and opinions, but generally without justification Repetitive use of familiar vocabulary and expression, communication is disjointed and sometimes breaks down because of restricted range of vocabulary Pronunciation and intonation are inconsistently intelligible with inaccuracies that lead to some impairment in communication 4–6 Communicates information relevant to the topics and questions, with occasionally extended sequences of speech Uses language to produce straightforward ideas, thoughts and opinions with occasional justification Uses a limited variety of mainly straightforward vocabulary, communication for some purposes is constrained because of restricted range of vocabulary Pronunciation and intonation are intelligible, inaccuracies occasionally affect clarity of communication Pearson Edexcel International GCSE in German – Specification 27 Issue 1 – November 2016 © Pearson Education Limited 2016 Mark Communication and content (AO4) 7–9 Communicates information relevant to the topics and questions, usually with extended sequences of speech Frequently uses language creatively to express and justify some individual thoughts, ideas and opinions Uses a variety of vocabulary, including some examples of uncommon language with some variation of expression that fulfils most purposes Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication 10–12 Communicates detailed information relevant to the topics and questions, consistently extended sequences of speech Consistently uses language creatively to express and justify a wide variety of individual thoughts, ideas and opinions Consistently uses a wide variety of vocabulary, including uncommon language, to consistently vary expression for different purposes Pronunciation and intonation are consistently accurate and intelligible Mark Interaction and spontaneity (AO4) 0 No rewardable material. 1–2 Basic exchange in which answers rely on rehearsed language that is occasionally irrelevant to the question Short responses, some incomplete, any development depends on examiner prompting Limited ability to sustain communication and pace is mostly slow and hesitant 3–4 Able to respond spontaneously to some questions with some examples of natural interaction although often stilted Sometimes able to initiate and develop responses independently but regular prompting needed Sometimes able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; frequent hesitation 5–6 Responds spontaneously to most questions, interacting naturally for parts of the conversation Mostly able to initiate and develop the conversation independently, occasional prompting needed Able to sustain communication throughout most of the conversation, using rephrasing/repair strategies if necessary to continue the flow; occasional hesitation 7–8 Responds spontaneously and with ease to questions, resulting in natural interaction Consistently able to initiate and develop the conversation independently Able to sustain communication throughout, using rephrasing/repair strategies if necessary to continue the flow 28 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Mark Linguistic knowledge and accuracy (AO4) 0 No rewardable language. 1–2 Repetitive use of straightforward, words, phrases and grammatical structures; limited evidence of language manipulation Occasionally accurate use of structures and occasional success when referring to past, present and future events, much ambiguity Occasional coherent phrases and short sentences; regular instance of errors that sometimes prevent meaning being conveyed 3–4 Manipulates a variety of mainly straightforward grammatical structures, minimal use of complex structures Some accurate grammatical structures and some successful references to past, present and future events, some ambiguity Sequences of coherent speech although errors occur that hinder clarity of communication and sometimes prevent meaning being conveyed 5–6 Manipulates grammatical structures with occasional variation, complex structures used, but repetitive Generally accurate grammatical structures and generally successful references to past, present and future events Generally coherent speech although errors occur that occasionally hinder clarity of communication 7–8 Manipulates a wide variety of grammatical structures, frequent use of complex structures Consistently accurate grammatical structures, consistently successful references to past, present and future events Fully coherent speech; any errors do not hinder the clarity of the communication Pearson Edexcel International GCSE in German – Specification 29 Issue 1 – November 2016 © Pearson Education Limited 2016 3.6 Advice for examiners during Task A discussion and Tasks B and C conversations Do not point at anything (people, objects or interactions) in the picture for Task A. Avoid yes/no questions, except as a lead-in to something more challenging. Ensure that questions allow students to achieve their maximum potential, for example by covering a range of tenses/time references and opinions as appropriate within the prescribed time for the conversation. Throughout the conversation, in order to facilitate a genuine and spontaneous interaction, the nature of questions from the teacher/examiner should enable students to: (1) answer questions freely, in turn allowing them to produce extended sequences of speech (2) develop conversations and discussions 3) give and justify own thoughts and opinions (4) refer to past, present and future events. Never correct a candidate’s language, however inaccurate, during a test. Avoid finishing sentences for students except where it would be in their interest to move on to something else. Try to stimulate candidates to produce their best performance, taking them to their ‘linguistic ceiling’ but being careful not to press on with questions of a certain difficulty if it becomes clear that a candidate cannot cope at that level. Interventions (questions, brief statements, instructions, comments etc.) should always flexibly develop and logically build on what candidates have said. Candidates should be encouraged to speak independently and spontaneously and not be allowed to produce rehearsed speeches – Candidates who repeat pre-learned or memorised material should be encouraged to produce more spontaneous discourse. 30 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Grammar list Students are expected to have acquired knowledge and understanding of German grammar during their course. In the examination they will be required to apply their knowledge and understanding to various tasks, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R), only receptive knowledge is required. Nouns gender singular and plural forms, including genitive singular and dative plural weak nouns adjectives used as nouns (e.g. ein Deutscher) Articles definite and indefinite kein Adjectives adjectival endings: predicative and attributive usage, singular and plural, used after definite and indefinite articles, demonstrative and possessive adjectives adjectival endings after etwas, nichts, viel, wenig, alles comparative and superlative, regular and common irregular forms, including besser, höher, näher demonstrative (dieser, jener, etc.) possessive interrogative (e.g. welcher) Adverbs comparative and superlative: regular and common irregular forms, including besser, am besten interrogative (e.g. wie, wann) adverbs of time and place (e.g. heute, morgen, hier, dort) common adverbial phrases Quantifiers/intensifiers e.g. sehr, ziemlich, viel, wenig, ein bisschen Pronouns personal: all subjects, including man reflexive: accusative and dative object: direct and indirect position and order of object pronouns possessive (e.g. meiner, meine, meins) relative: all cases, including use of was indefinite (e.g. jemand) interrogative (e.g. wer, wen, wem) Pearson Edexcel International GCSE in German – Specification 31 Issue 1 – November 2016 © Pearson Education Limited 2016 Verbs regular and irregular forms of verbs, including reflexive verbs all persons of verbs, singular and plural negative forms interrogative forms modes of address: du, ihr, Sie impersonal verbs (e.g. es gibt, es geht, es tut weh) infinitive constructions (e.g. ohne… zu…; um… zu…) verbs with zu…) separable and inseparable verbs modal verbs: present and imperfect tenses subjunctive of mögen, können and sollen tenses: present perfect: excluding modals imperfect future conditional: würde with infinitive imperfect subjunctive in conditional clauses: haben and sein pluperfect imperative forms Prepositions fixed case and dual case with accusative and/or dative with genitive (e.g. außerhalb, statt, trotz, während, wegen) Clause structures main clause word order subordinate clauses, including relative clauses Conjunctions co-ordinating and subordinating Numbers, quantity, dates including use of seit with present and imperfect tenses and time 32 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 3 Assessment information Assessment requirements Component/paper Level Assessment information Number of raw number and title marks allocated in the component/paper Paper 1: Listening The listening examination lasts 30 40 minutes and is worth a quarter (25%) of the qualification. Students will be awarded a maximum of 40 marks. This paper will consist of seven tasks, each based around a single recorded text. Students may not bring a dictionary into the examination room. Paper 2: Reading and The reading and writing 80 Writing examination lasts 1 hour and 45 minutes and is worth 50% of the qualification. Students will be awarded a maximum of 80 marks. The paper is divided into two sections: reading, and writing and grammar. The first section will consist of five tasks, each based around a collection of short texts or a longer single text. The second section will consist of two writing tasks and a third grammar-based task. Paper 3: Speaking The examination is made up of 40 three tasks (A, B and C). The tasks must be conducted in consecutive order. The total assessment time is 8–10 minutes. Students are assessed on the quality of responses so the length of tasks is representative of their relative demand. Assessment times for the tasks are as follows. Task A: 2 to 3 minutes Task B: 3 to 3 minutes 30 seconds Pearson Edexcel International GCSE in German – Specification 33 Issue 1 – November 2016 © Pearson Education Limited 2016 Component/paper Level Assessment information Number of raw number and title marks allocated in the component/paper Task C: 3 to 3 minutes 30 seconds. Task C should continue without a pause or interruption from Task B. Tasks B and C should not exceed 7 minutes. Excess candidate material will not be assessed. 34 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Assessment objectives and weightings % in International GCSE AO1 Understand and respond, in writing, to spoken language 25% AO2 Communicate in writing, using a register appropriate to the situation, showing knowledge of a range of vocabulary in common usage and of the grammar and structures 25% prescribed in the specification, and using them accurately AO3 Understand and respond, in writing, to written language 25% AO4 Communicate in speech, showing knowledge of a range of vocabulary in common usage and of the grammar and structures prescribed in the specification, and using them 25% accurately Relationship of assessment objectives to papers Unit number Assessment objective AO1 AO2 AO3 AO4 Paper 1 25% 0% 0% 0% Paper 2 0% 25% 25% 0% Paper 3 0% 0% 0% 25% Total for 25% 25% 25% 25% International GCSE All components will be available for assessment from 2019. Pearson Edexcel International GCSE in German – Specification 35 Issue 1 – November 2016 © Pearson Education Limited 2016 36 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 4 Administration and general information Entries Details of how to enter students for the examinations for this qualification can be found in our International Information Manual. A copy is made available to all examinations officers and is available on our website. Students should be advised that, if they take two qualifications in the same subject, colleges, universities and employers are very likely to take the view that they have achieved only one of the two GCSEs/International GCSEs. Students or their advisers who have any doubts about subject combinations should check with the institution to which they wish to progress before embarking on their programmes. Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our equality policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. We are committed to making sure that: students with a protected characteristic (as defined by the UK Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Language of assessment Assessment of this qualification will only be available in German. All student work must be in German. Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to: access the assessment show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the UK Equality Act 2010 to make ‘reasonable adjustments’. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment. Pearson Edexcel International GCSE in German – Specification 37 Issue 1 – November 2016 © Pearson Education Limited 2016 Reasonable adjustments The UK Equality Act 2010 requires an awarding organisation to make reasonable adjustments where a student with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required to take reasonable steps to overcome that disadvantage. A reasonable adjustment for a particular student may be unique to that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of factors, including: the needs of the student with the disability the effectiveness of the adjustment the cost of the adjustment the likely impact of the adjustment on the student with the disability and other students. An adjustment will not be approved if it involves unreasonable costs to the awarding organisation, timeframes or affects the security or integrity of the assessment. This is because the adjustment is not ‘reasonable’. Special consideration Special consideration is a post-examination adjustment to a student's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment, which has had, or is reasonably likely to have had, a material effect on a candidate’s ability to take an assessment or demonstrate his or her level of attainment in an assessment. Further information Please see our website for further information about how to apply for access arrangements and special consideration. For further information about access arrangements, reasonable adjustments and special consideration, please refer to the JCQ website: www.jcq.org.uk 38 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Malpractice Candidate malpractice Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise the process of assessment, or which undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in examinations must be reported to Pearson using a JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed to [email protected] or posted to: Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice constitutes staff or centre malpractice. Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible can be emailed to [email protected] or posted to: Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice itself constitutes malpractice. More detailed guidance on malpractice can be found in the latest version of the document JCQ General and vocational qualifications: Suspected Malpractice in Examinations and Assessments, available at www.jcq.org.uk/exams-office/malpractice. Awarding and reporting The International GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark, where 9 is the highest grade. Individual components are not graded. The first certification opportunity for the Pearson Edexcel International GCSE in German will be in 2019. Students whose level of achievement is below the minimum judged by Pearson to be of sufficient standard to be recorded on a certificate will receive an unclassified U result. Student recruitment and progression Pearson’s policy concerning recruitment to our qualifications is that: they must be available to anyone who is capable of reaching the required standard they must be free from barriers that restrict access and progression equal opportunities exist for all students. Pearson Edexcel International GCSE in German – Specification 39 Issue 1 – November 2016 © Pearson Education Limited 2016 Prior learning and other requirements There are no prior learning or other requirements for this qualification. Progression Students can progress from this qualification to: AS and A Levels in German and other subjects vocational qualifications, such as BTEC Nationals. 40 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Appendices Appendix 1: Minimum core vocabulary list 43 Appendix 2: Codes 87 Appendix 3: Pearson World Class Qualification Design Principles 89 Appendix 4: Transferable skills 91 Appendix 5: Glossary 93 Appendix 6: Candidate cover sheet (Paper 3: Speaking) 95 Pearson Edexcel International GCSE in German – Specification 41 Issue 1 – November 2016 © Pearson Education Limited 2016 42 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Appendix 1: Minimum core vocabulary list The following vocabulary list is intended to help you plan work in relation to your programmes of study. Assessment tasks targeted at grades 1 to 5 will be based on this vocabulary list, although they may include some unfamiliar vocabulary. Occasional glossing of individual words may occur in the examinations, although this will be avoided whenever possible. As well as specified vocabulary, students will be expected to have knowledge of numbers, times, days of the week, months etc. Some of the vocabulary in the list is not unique to the topic under which it is listed and may appear under more than one heading. Adjectival forms of nouns are included although not always specifically listed here. The list does not include easily recognisable cognates or near cognates, words in common use in English, or English words in common use in German. In general, verbs are marked (v) and nouns are marked by their gender (m, f or n). Adjectives and adverbs are both marked as (ad) as there is no distinction in German. Pearson Edexcel International GCSE in German – Specification 43 Issue 1 – November 2016 © Pearson Education Limited 2016 Theme A – Home and abroad 1 Life in the town and rural life Ampel (f) – traffic light leise (ad) – quiet angeln (v) – to go fishing lieben (v) – to love auf dem Lande – in the country malerisch (ad) – picturesque Aufzug (m) – lift Marktplatz (m) – market square Bauer/Bäuerin (m)/(f) – farmer Mücke (f) – midge, mosquito, gnat Bauernhof (m) – farm Museum (n) – museum Baum (m) – tree Ort (m) – place befinden (sich) (v) – to be, to be located, to Palast (m) – palace be situated, to be found Park (m) – park Berg (m) – mountain Parkplatz (m) – car park Bibliothek (f) – library Pferd (n) – horse Blume (f) – flower Plakat (n) – poster Brücke (f) – bridge Platz (m) – square, space Brunnen (m) – fountain, well Polizei (f) – police Burg (f) – castle (fortified) Polizeiwache (f) – police station Dorf (n) – village Poster (n) – poster Einwohner (m) – inhabitant Rathaus (n) – town hall Ente (f) – duck Region (f) – region Etage (f) – floor, storey ruhig (ad) – quiet, peaceful Fahrstuhl (m) – lift S-Bahn (f) – local railway Fluss (m) – river Schaf (n) – sheep Freibad (n) – open-air swimming pool Schloss (n) – castle, palace Fuß (m) – foot schön (ad) – beautiful, lovely Fußgänger (m) – pedestrian Schwein (n) – pig Fußgängerzone (f) – pedestrian precinct Schwimmbad (n) – swimming pool Galerie (f) – gallery See (m) – lake Gasthaus (n) – inn Sehenswürdigkeit (f) – sight, place of interest Gebäude (n) – building Sportzentrum (n) – sports centre Gegend (f) – area Stadion (n) – stadium Geschäft (n) – shop, business Stadt (f) – town Gras (n) – grass Stadtmitte (f) – town centre gut aussehend (ad) – handsome Stadtteil (m) – part of town, district 44 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 Life in the town and rural life (continued) Hafen (m) – port, harbour Stock (m) – floor, storey Hallenbad (n) – indoor swimming pool Stockwerk (n) – floor, storey historisch (ad) – historic(al) Straße (f) – road, street Hobby (n) – hobby, pastime Turm (m) – tower Hügel (m) – hill U-Bahn (f) – underground, tube Hühnchen (n) – chicken, hen Verkehr (m) – traffic im Ausland – abroad Verkehrsampel (f) – traffic light industriell (ad) – industrial Viertel (n), Bezirk (m) – district, quarter Katze (f) – cat Vorort (m) – suburb Kreuzung (f) – crossroads Vorstadt (f) – suburb(s) Kuh (f) – cow weit (ad) – far Laden (m) – shop wohnen (v) – to live Land (n) – country, countryside, land Zeitungskiosk (m) – newspaper kiosk/stand Landschaft (f) – landscape, scenery, zu Fuß – on foot countryside langsam (adj) – slow(ly) langweilig (adj) – boring 2 Holidays, tourist information and directions abschicken (v) – to send, to post Pass (m) – passport Aktivität (f) – activity Pension (f) – guest house Ansichtskarte (f) – picture postcard Person (f) – person Aufenthalt (m) – stay Postkarte (f) – postcard aufschlagen (v) – to pitch (tent), to open Preis (m) – price ausgebucht (ad) – booked up, fully booked Reiseleiter/in (m/f) – tourist guide auspacken (v) – to unpack Reisende (m/f) – traveller Aussicht (f) – view reservieren (v) – to reserve baden (v) – to swim (in the sea) Sand (m) – sand Balkon (m) – balcony Sandburg (f) – sand castle begrüßen (v) – to welcome, greet schicken (v) – to send beschreiben (v) – to describe Schlafsack (m) – sleeping bag besetzt (ad) – occupied, taken, full schwimmen (v) – to swim besichtigen (v) – to visit, to look at, to look schwimmen gehen (v) – to go swimming round See (f) – sea besuchen (v) – to visit sehen (v) – to see Pearson Edexcel International GCSE in German – Specification 45 Issue 1 – November 2016 © Pearson Education Limited 2016 Holidays, tourist information and directions (continued) bleiben (v) – to stay sich sonnen (v) – to sunbathe Blick (m) (auf) – view (of) Sommer (m) – summer Broschüre (f) – brochure Sonnenbrille (f) – sunglasses buchen (v) – to book Sonnencreme (f) – sun cream Camcorder (m) – camcorder Stadtplan (m) – street map Campingplatz (m) – campsite Strand (m) – beach Doppelbett (n) – double bed Taschenlampe (f) – torch Dusche (f) – shower Tourist/in (m/f) – tourist einpacken (v) – to wrap, pack treffen (v) – to meet (by prior arrangement) einschließlich (ad) – including, inclusive (un)trinkbar – (not) drinkable Empfang (m) – reception übernachten (v) – to spend the night, stay Ferien (pl) – holidays Unterkunft (f) – accommodation Formular (n) – form Urlaub (m) – holiday Fotoapparat (m) – camera verbringen (v) – to spend (time) frei (v) – free, vacant, unoccupied vergessen (v) – to forget Gebühr (f) – charge, fee Verkehrsamt (n) – tourist office Halbpension (f) – half-board verlassen – to leave (a place) im voraus – in advance Vollpension (f) – full board inklusive (ad) – inclusive Wasserski (m) – waterskiing Jugendherberge (f) – youth hostel Wechsel (m) – change Kamera (f) – camera wechseln, umtauschen (v) – to change (money) kennen lernen (v) – to get to know, to meet willkommen heißen (v) – to welcome Klimatisierung (f), Klimaanlage (f) – air Windsurfbrett (n) – windsurfing board conditioning Zeitraum (m) – period (of time) Koffer (m) – suitcase Zelt (n) – tent kosten (v) – to cost zwei Wochen (pl) – a fortnight Küste (f) – coast, seaside Land (n) – country, countryside, land Miete (f) – rent mieten (v) – to rent, to hire 46 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 3 Services (e.g. bank, post office) abschicken (v) – to send, to post Fundbüro (n) – lost property office anrufen (v) – to ring, to phone, to give a call Geld (n) – money arbeiten (v) – to work Informationen (pl) – information ausfüllen (v) – to complete, to fill in Informationsbüro (n) – information office Auskunft (f) – information Klempner(in) (m/f) – plumber bekommen (v) – to receive, to get Nachname (m) – family name Bibliothek (f) – library Notanruf (m) – emergency call bitte – please Polizist(in) (m/f) – police officer Bleiben Sie bitte am Apparat – please hold the Polizeiwache (f) – police station line, please stay on the line Postamt (n) – post office Briefkasten (m) – letter box reparieren (v) – to repair Briefmarke (f) – postage stamp schicken (v) – to send Briefträger(in) (m/f) – postman/postwoman schneiden (v) – to cut Call-Center (n) – call centre Tasche (f) – bag danken (v) – to thank Telefonzelle (f) – telephone box danke schön – thanks very much treffen (v) – to meet up Dieb/in (m/f) – thief vergessen (v) – to forget, to leave behind Deutsche Post (f) – German postal service verlieren (v) – to lose es tut mir leid – I’m sorry Verlust (m) – loss Fehler (m) – mistake/fault Vorname (m) – first name Feuerwehrmann/Feuerwehrfrau (m/f) – wählen (v) – to dial firefighter Wechselstube (f) – bureau de change finden (v) – to find wollen (v) – to want to, to wish to Friseur/Friseuse (m/f) – hairdresser wünschen (v) – to wish füllen (v) – to fill Pearson Edexcel International GCSE in German – Specification 47 Issue 1 – November 2016 © Pearson Education Limited 2016 4 Customs alles Gute – all the best Licht (n) – light aufmachen (v) – to open Moschee (f) – mosque brennen (v) – to burn Muttertag/Vatertag (m) – Mother’s Day, Father’s Day Dom (m) – cathedral ein glückliches neues Jahr – happy new year Neujahr (n) – new year, New Year’s Day feiern (v) – to celebrate Neujahrstag (m) – New Year’s Day Fest (n) – celebration, festivity öffnen (v) – to open Feuerwerk (n) – fireworks Ostern (n) – Easter frohe/fröhliche Weihnachten – merry Sekt (m) – champagne Christmas Silvester (m) – New Year’s Eve geboren (v) – born Silvester feiern (v) – to celebrate new year Geburt (f) – birth Spaß haben (v) – to have fun Geburtstag (m) – birthday sterben (v) – to die Geschenk (n) – present, gift Streichholz (n) – match Geschenke austauschen (v) – to exchange Tod (m) – death gifts Valentinstag (m) – Valentine’s Day Glückwunschkarte (f) – greetings card Vorbereitungen (pl) – preparations Gott/Göttin (m/f) – G(g)od, goddess Weihnachten (n) – Christmas Karneval (m) – carnival Weihnachtsbaum (m) – Christmas tree Kathedrale (f) – cathedral Weihnachtsmann (m) – Father Christmas Kerze (f) – candle Kirche (f) – church Lagerfeuer (n) – bonfire 5 Everyday life, traditions and communities Currywurst (f) – traditional German sausage Nachbarschaft (f) – neighbourhood in curry sauce Ostereier suchen (v)– to hunt for Easter eggs Feiertag (m) – bank holiday Osterhase (m) – Easter bunny Ferien (pl) – holidays Tag der Deutschen Einheit (m) – Day of German Unity (3 October) Halloween (n) – Halloween Tracht (f) – traditional costume Kaffee und Kuchen (m) – afternoon coffee and cake Tradition (f) – tradition Karneval (m), Fasching (m), Fastnacht (f) – Tradition (f) – tradition Shrovetide, carnival Umzug (m) – parade Kuckucksuhr (f) – cuckoo clock Wanderung (f) – walk, hike 48 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 5 Everyday life, traditions and communities (continued) Kurort (m) – spa town Weihnachtslieder singen (v) – to sing carols Mittagessen (n) – lunch Wintersport (m) – winter sports Nachbar/Nachbarin (m/f) – neighbour Pearson Edexcel International GCSE in German – Specification 49 Issue 1 – November 2016 © Pearson Education Limited 2016 Theme B – Education and employment 1 School life and routine Abitur (n) – equivalent to A Levels Mittlere Reife (f) – equivalent to GCSEs Abschlussprüfung (f) – final exam modern (ad) – modern abschreiben (v) – to copy Musik (f) – music anfangen (v) – to begin, start Musiksaal (m) – music room Arbeitspraktikum (n) – work experience Naturwissenschaften (pl) – sciences, science subjects Aula (f) – hall Aussprache (f) – pronunciation Note (f) – mark, grade Austausch (m) – exchange nützlich (ad) – useful baden (v) – to bathe Oberstufe (f) – last/final year of school/sixth form Beamer (m) – data projector Beispiel (n) – example Projektor (m) – overhead projector besprechen (v) – to discuss, debate Papier (n) – paper Berufspraktikum (n) – work experience Pause (f) – break, playtime, recreation Bild (n) – picture Physik (f) – physics Bildschirm (m) – screen Plan (m) – plan Bild (n) – picture Prüfung (f) – exam Bildung (f) – education Psychologie (f) – psychology Biologie (f) – biology Qualifikation (f) – qualification Blatt (n) – sheet (of paper) qualifiziert (ad) – qualified Bleistift (m) – pencil Radiergummi (n) – rubber Bluse (f) – blouse Rechner (m) – calculator Buch (n) – book Regel (f) – rule, regulation Büro (n) – office Religion (f) – religious education, religion Chemie (f) – chemistry Rock (m) – skirt Computer (m) – computer Rucksack (m) – backpack dauern (v) – to last Schlips (m) – tie 50 Pearson Edexcel International GCSE in German – Specification Issue 1 – November 2016 © Pearson Education Limited 2016 School life and routine (continued) Deutsch (n) – German schriftlich (ad) ?