Any MFL teachers with experience of doing the AS oral exam with AQA?

[Flubba]

I haven't done AS exams for years but have said I'll help my old school out as they're a bit stuck (at the 11th hour!). Can't quite get my head round it - anyone out there with an easy synopsis for me?

Ta muchly in advance :)

Hi, no experience but have you been to the AQA website:

web.aqa.org.uk/qual/gce/languages/german_materials.php?id=09&tabid=7

I chose German but of course there are others!

What do you need to know?
Are you meant to like, run the exam?

Thanks Gnome I've got the 2011 paper, so it's just working my way through the notes from that.

Not 100% sure Dial - got a slightly desperate phonecall today from the exams officer. I asked a few Qs but clearly not enough (also not sure she knows the ins and outs of the exam herself). I reckon I will be running the exam.
Things I'm not sure of are;
a) will I be marking it myself?
b) to what extent am I supposed to know all the stats of (in my case) German-speaking countries to be able to examine the kids? (The sample Qs all seek stats from the students, so if they say 20% of Germans take drugs before the age of X, how will I know if they are right or not?)
c) what kinds of questions do I ask them for part 2? Are there any set questions to prompt me as the examiner (like there are at GCSE)? As I haven't taught the course, I haven't got a clue.
d) Is it a choice that the students make as to what topics they want to be questioned on? Or do I get topics to give them (like in GCSE)?

Just reading through the AQA's 2011 report on the exam and bits that worry me as a non-currently teaching teacher are "concern was voiced by 2T/4T examiners about the unsatisfactory conduct of tests involving native speaker students. Frequently the timing of such tests was erratic and some teacher-examiners partly or entirely ignored requirements for the coverage of topics (discussion of topics outside the prescribed list for Unit 2; absence of one or both Cultural Topics) " and, for the conversation part, " The conversation must comprise the three remaining topics which should be given fairly equal time. It was noticeable that many teacher-examiners devoted too much time (occasionally as much as 6 minutes) to the Nominated Topic at the start of the conversation. This is not in the student?s interest as he/she needs to demonstrate knowledge of all the topic areas and the ability to talk about a range of subjects. Furthermore, since questions on the Nominated Topic tend to follow a more predictable path, students are more likely to produce rehearsed responses and if the discussion of the first topic is too long this may reduce opportunities for spontaneous interaction during the conversation. "

I can't seem to find the examiner's instructions on the aqa website - and it looks like I'd really benefit from having them! I just don't want to let the kids down.

I am going to start by saying that they must be mental to ask someone last minute who is not familiar with the syllabus to run an exam that is worth a significant part of their AS grade (30% of AS 15% of A2). Why can't a member of the dpt do it?
Anyway, this is not helpful, so here goes:
a. I don't know, but if you are, the school will have to send a sample and the board will check the marking this way. There are exemplar materials on the website, in which you can listen to some speaking exam and a script is provided too. An explanation to justify the marks for each skill is also provided. Go to the AQA website to the GCE german page, select Key materials then teacher resource bank then teacher support meeting materials
b. This does not matter, read the mark scheme, it's all about flow of conversation. Clearly if presented with an absurd stat (i.e.. 95% of marriages in german end in divorces, you must challenge it)
c. Not set questions, again have a look at sample materials and a look at a textbook for inspiration (and course content) will be helpful.
d. Students do prepare one question indeed.

But seriously though, you seem to be wayyy out of it to be running such important exam. If decide to go for it, I suggest you plough your way through the spec (yes it's boring, but absolutely essential) and the exemplar materials. HTH

Instructions are: AQA website to the GCE german page, select Key materials then teacher resource bank then instructions. The exam officer should also have a pack.

Will try to answer your questions - I regularly do AS and A2 oral exams for my students.
a) as a teacher-examiner, you do not mark the exam, it is recorded and sent to the exam board to be marked. Visiting examiners however do mark the exams, but I presume from what you have said that your old school has asked you to be a teacher-examiner.
b) you don't need to know any stats at all. If a student tells you, as part of the exam, thatl you 20% of Germans take drugs before the age of X, then accept what they are saying. Never try to correct them, either for their facts or their language. They are not being tested on their factual knowledge here, but on their ability to express themselves and give opinions in the foreign language. No AQA marker will check the veractiy of the stats they are giving, so long as they sound reasonably plausible
c) be aware that you need to have prepared some follow-up questions for the stimulus card in part 1. There are 5 printed questions, but part 1 is meant to last 5 minutes, and in general the answers to the 5 printed questions last between 2 and 2 and a half minutes (depending on the student), so you need to have pre-prepared some additional follow-up questions to fill up the remaining time. These questions need to relate to the 5 printed questions, and should allow the conversation to continue from where it left off at the end of question 5
As for part 2 questions, you really need to ask your old school what the students have prepared. In theory students should not know the questions they are going to be asked, so you should be able to ask them anything on the AS topic areas, but I would try to find out from their teacher exactly what they have focused on and what their ability levels are, to allow you to tailor the question accordingly
d) They should cover all four of the topic areas (see AQA website) over the whole oral exam. One topic will be the topic on the stimulus card. The remaining three will be part of the part 2 conversation. As part of part 2, students can nominate their first topic, and choose the areas within this topic they wish to talk about. Again, you need to speak to the school to find out if the students have nominated topics. If they have, they should have a headings card, which will give 5 headings indicating the areas they wish to talk about - this will inform your questioning

Hope all that helps, can give more info if you need

I can see why you are worried flubba. It takes a bit if time and training to get your head round it, hence me being astounded at you are being asked to do it.

I know! I agree! They don't have a German speaker and these are Polish kids who speak German pretty fluently so want to get them a 'free' AS.

a) As it's only a handful of kids - I assume all kids will have to be sent in as samples anyway.
b) thanks
c) Will take a look at sample materials. I have no access to a textbook.
d) As I understand it, they get one topic as a choice, and then two further ones. I guess I'll make up some questions for each topic that push them to get the higher marks.

I know, I know. It's crazy, but they're up shit creek with no paddle in sight. God knows how they got to this stage, but I want to be able to help. Have been reading through the spec too, but don't have a printer at home, and I usually like to scribble to myself as I read them.

I've asked if any other MFL teachers have the kinds of Qus they'll be asking of any AS kids they have - at least I'll have a better idea of what the feck to ask.

Thank you Dial. Really.

I agree with DialM
Most teachers conducting the exam attend training by the board, and are usually the ones who have taught the students, so know what their abilities are and can tailor the exam accordingly. This is a big ask by your old school! Good luck, hope it goes well.

Well, the reassuring thing is that at least it's an extra AS for the kids not a "proper" one. For the textbook, spend some time in Waterstones......

Sorry, last reply was to dial , only just seen yours pjd.
a) Thanks. Will double check that I'm a teacher-examiner.

b) Thanks - I know not to correct them linguistically/grammatically, and good to know I don't need to be up to date with the current state of play in Germany.

c) Thanks - that's useful. How long in advance am I able to see the stimulus cards for the kids? (i.e. How long will I have to prepare my part of the questions)

Re: part 2 questions, they have had no teacher (near-fluent in German, so just trying to get a 'free' AS). Have already said I'll need a pre-exam meeting with them so I can suss out their level of language. I interviewed them to join the school about three years ago, and they weren't very forthcoming then (although only Yr 9 or so at the time, so maybe just v. nervous?).

d) Thanks - that's very clear. Am hoping to get some sample questions from somewhere, just to give me an idea of what level to pitch it at.

Sheesh!

I would DialM but am worried about running out of time (that, and having 3 kids under 5 running around biting my ankles). Have sent a few frenzied emails to the exams officer too

Hope you'll get good money for it!

Haha! Knowing my old school, I won't! But may well demand something - if only for the sleepless nights I'll have between now and then!

Do any of you MFL teachers have time to answer a PM from me by 1.30pm tomorrow (when I have a meeting at the school)? I'd be very grateful and will send you virtual chocolate and wine.

Could do agent but am due to give birth any day now so might not be available! Try me anyway.

Thanks. I'll fire up the laptop and send you one now and keep my fingers crossed that you don't go into labour in next 16 hours!

Ooh good luck DialM :) :)

Thanks for tips about the teacher support meeting materials - have found some starter questions there for the conversation.

Replied agent, now off for the night. Hope things go well.

The stimulus cards are available to teacher-examiners a few days before the start of the exam period (off the top of my head I can't remember exactly how many, think it may be 2). The exam period begins somewhere around 15th March, so they have been available for some time now. I never let myself look at them too early, I usually look at them about a week before the date I will be doing the exam - I tend to do them the first week in May. I spend quite a long time preparing the additional questions for each of the stimulus cards, as I want to make sure the questions are appropriate to the level of my students and follow on sensibly from the 5 printed questions. Hope that helps

Thank you ~ yes, I got my copies today as I went in to speak to the exams officer and the students. I can't see anywhere that tells me which two stimulus cards I have to offer the students in the exam, so am I right in assuming I just choose two myself from the six choices?

Also met the students and had a chance to gauge their abilities. Worried that one of them is far and away from being ready for an AS, but apparently their mother is very insistent that they do it, so I have emailed her with some pointers (she's organised a German tutor for them for today).

Thank you so much pdj and dial, you've both helped enormously (and you are honoured with receiving my first MN flowers :))

No, you don't choose both cards yourself. You can choose one, but the other is according to a set order, issued in the exam board instructions. Will see if I can find the link to the instructions

You could try re-posting this on the TES modern languages forum?

Thanks! To help the kids, so they know what to expect, I suggest you share with them the mark scheme (so they are clear where they get the marks from) and the exemplar materials. It's perfectly fine to do this.