Singapore–Cambridge General Certificate of Education

Advanced Level Higher 1 (2026)

French
(Syllabus 8831)

© MOE & Cambridge University Press & Assessment 2024

 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

CONTENTS
Page
1 INTRODUCTION 3
2 AIMS 3
3 ASSESSMENT OBJECTIVES 3
4 TOPIC AREAS 4
5 ASSESSMENT AVAILABILITY OF COMPONENTS 4
RULES OF COMBINATION 4
SCHEME OF ASSESSMENT SUMMARY 4
6 DESCRIPTION OF COMPONENTS LISTENING 5
READING 5
WRITING 6
SPEAKING 6
7 FURTHER GUIDANCE ON THE USE OF THE TOPIC LIST 8
8 MARK SCHEMES WRITING 11
SPEAKING 16

2
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

1 INTRODUCTION
This document provides details of Higher 1 Level French for candidates in Singapore.
This syllabus is available in October/November only.
Note on the use of dictionaries: Centres and candidates should note that dictionaries may be used in
preparation for the Speaking test. Dictionaries may not be used in any of the other components nor during the
Speaking test.

2 AIMS
The aims of the syllabus are set out below and describe the educational purposes of following a course in
French at Higher 1. The aims are to:
• develop the language proficiency required to communicate effectively in French
• explore and engage with the culture and society of countries and communities where French is spoken
• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other
cultures
• provide enjoyment and intellectual stimulation
• support the development of transferable skills (e.g. communication and organisational skills, autonomy,
resourcefulness and cognitive flexibility) to complement other areas of the curriculum
• continue developing the skills, language and attitudes required for further study, work and leisure.

3 ASSESSMENT OBJECTIVES
The examination will assess candidates’ linguistic competence and their knowledge of contemporary society by
requiring them to:
AO1 Listening

L1 understand main points and key information from a range of spoken sources
L2 identify emotions, opinions and attitudes which are stated or strongly implied in speech
L3 understand ideas, arguments and conclusions in structured and longer speech
L4 demonstrate an understanding of a wide range of vocabulary and language structures in speech on
general topics.

AO2 Reading

R1 understand main points and key information from a range of texts

R2 identify emotions, opinions and attitudes when stated or strongly implied in texts
R3 understand ideas, arguments and conclusions in structured and discursive texts
R4 demonstrate an understanding of a wide range of vocabulary and language structures used in texts on
general topics.

AO3 Writing

W1 communicate information, ideas, opinions and arguments clearly and effectively, with support/justification
W2 organise ideas by paragraphing and by using a range of appropriate linking devices
W3 use text conventions and register appropriate to the given purpose and audience
W4 use a wide range of vocabulary and grammar
W5 use vocabulary and grammar accurately.

3
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

AO4 Speaking

S1 communicate information, ideas, opinions and arguments clearly and effectively, with support/justification
S2 engage in a conversation and contribute effectively to help move the conversation forward
S3 use a wide range of vocabulary and grammar
S4 use vocabulary and grammar accurately
S5 show control of pronunciation and intonation.

4 TOPIC AREAS
All textual material used in the examination will be drawn from the topic areas below, with reference to the
country/ies where French is spoken. Further guidance on the Topic Areas is given in section 7 of this syllabus.

The subject content is organised into six topic areas at Higher 1. These provide contexts for the acquisition of
vocabulary and the study of grammar and structures. The topic areas listed below are described in more detail in
section 7.

• Culture
• Health and well-being
• Education and future plans
• Community and society
• Our responsibility for the planet
• Science and technology

A course based on this syllabus should provide students with meaningful opportunities to enhance their
language skills. Through engagement with a variety of texts and application of a wide range of vocabulary and
structures, students will develop the confidence to communicate effectively with other users of French.

5 ASSESSMENT
AVAILABILITY OF COMPONENTS

Component 1 Component 2 Component 3 Component 4

Listening Reading Writing Speaking

October/November October/November October/November October/November

RULES OF COMBINATION
Candidates will take Components 1, 2, 3 and 4.

SCHEME OF ASSESSMENT SUMMARY

Component 1 Component 2 Component 3 Component 4

duration weighting duration weighting duration weighting duration weighting

approx. 25% 1 hour 25% 1 hour 25% approx. 25%

1 hour 30 minutes 30 minutes 15 minutes

4
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

6 DESCRIPTION OF COMPONENTS
COMPONENT 1: Listening (approx. 60 minutes including 6 minutes’ transfer time) (40 marks)

This paper consists of 40 multiple-choice and matching questions. Candidates answer all questions by selecting
the correct option. The questions test comprehension of recorded texts (e.g. dialogues, conversations).
Candidates hear each recorded text twice. At the end of the test candidates will be asked to transfer their
answers onto the separate answer sheet.

Description of questions

Questions 1–8 (8 marks)

Candidates listen to four short texts and answer eight multiple-choice questions with four options. The text types
will be dialogues or monologues, e.g. announcements, news items, messages.

Questions 9–14 (6 marks)

Candidates listen to six short monologues and match the names of the speakers with the correct statements.

Questions 15–20 (6 marks)

Candidates listen to a text and choose the appropriate word to fill in six gaps in a short summary. Each gap has
three multiple-choice options. The text types will be dialogues or monologues, e.g. announcement, news, report,
review.

Questions 21–30 (10 marks)

Candidates listen to a dialogue and answer ten multiple-choice questions with three options. The text type will
be a dialogue, e.g. interview, conversation, discussion.

Questions 31–40 (10 marks)

Candidates listen to a monologue and answer ten multiple-choice questions with three options. The text type
will be a monologue, e.g. speech, presentation, lecture.

COMPONENT 2: Reading (1 hour 30 minutes) (40 marks)

This paper consists of 40 multiple-choice and matching questions. Candidates answer all questions by selecting
the correct option on a multiple-choice answer sheet. The questions test comprehension of a range of text types
(e.g. instructions, articles, blogs, reports).

Description of questions

Questions 1–6 (6 marks)

Candidates read six short texts and answer multiple-choice questions with four options for each text. Examples
of text types include instructions, messages, advertisements, brochures.

Questions 7–14 (8 marks)

Candidates read four short thematically linked texts and identify which statement relates to which text.
Examples of text types include newspaper/magazine articles, blogs, brochures, reports, stories,
correspondence, reviews.

Questions 15–20 (6 marks)

Candidates read a text and choose the correct options to complete six sentences. Examples of text types
include newspaper/magazine articles, blogs, brochures, reports, stories, correspondence.

Questions 21–32 (12 marks)

Candidates read a text with 12 gaps and choose the correct option to complete each gap. There are four
options for each gap. Examples of text types include newspaper/magazine articles, blogs, brochures, reports,
stories, correspondence.

Questions 33–40 (8 marks)

Candidates read a text and answer eight multiple-choice questions with four options. Examples of text types
include newspaper/magazine articles, blogs, brochures, reports, stories, correspondence.

5
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

COMPONENT 3: Writing (1 hour 30 minutes) (40 marks)

This paper consists of two writing tasks.

Candidates answer Question 1 and either Question 2 or Question 3.

Candidates will be awarded marks in three categories for each response:

• task completion
• linguistic range and organisation
• language accuracy.

All responses should address the task set. Responses that do not address the task may not be awarded marks
in the Task completion and/or in the Linguistic range and organisation/Language accuracy categories.

Description of questions

Question 1: Functional Writing (16 marks)

Candidates write a letter or email (100 to 150 words) on a given situation.

Question 2 or Question 3: Extended Writing (24 marks)

Candidates write an essay (200 to 250 words) on one of two topics, with an argumentative or discursive focus.

COMPONENT 4: Speaking (approx. 15 minutes) (40 marks)

This component description should be read in conjunction with the mark scheme in section 8 of this syllabus.

The Speaking Test will be recorded for external moderation by Cambridge.

The timings listed for the individual parts of the test must be adhered to, within the tolerances given.

Section 1: Presentation (no more than 2½ minutes) (10 marks)

Candidates will give a presentation of about 2 minutes on a specific topic.

The subject matter of the presentation should be drawn from one of the topic areas listed in section 4. Centres
wishing to seek advice on the acceptability of subject matter are welcome to contact the Cambridge Languages
group through the Singapore Examinations and Assessment Board (SEAB).

Candidates will show evidence of their ability to present relevant facts, to express opinions and hypotheses and
to put forward points for discussion.

Candidates should have thoroughly prepared a topic in which they have a personal interest and that they give a
lively and interesting presentation. Candidates may prepare a ‘cue card’ in French to bring into the examination
room. The ‘cue card’ should be no larger than a postcard, and may contain a maximum of 5 headings in
succinct point-form to remind candidates of the points they wish to make. Candidates may also bring in a limited
quantity of illustrative material, which may include maps, diagrams, statistics, pictures and short articles. A
script of their presentation is not allowed.

Examiners will only interrupt candidates to ask questions where the speech shows no sign of finishing after
about 2½ minutes, or to prompt candidates having obvious difficulty in continuing with their speech.

Section 2: Topic conversation (approx. 6 minutes) (12 marks)

The presentation will lead into a conversation about the chosen topic. During the delivery of the presentation,
examiners are likely to make notes in order to help them to ask appropriate questions. Candidates must be
prepared to supply additional factual material where appropriate and to express and defend a point of view. In
order to give the candidate every opportunity to do this, questions will be of the ‘tell me more about…’, ‘why?’,
‘how?’ variety, rather than closed questions which may be answered by ‘yes/no’. When choosing a topic,
candidates should consider how a conversation about it might develop: if they cannot think of questions they
could be asked, it is unlikely to present an appropriate source of discussion. The examiner’s objective will be to
encourage the candidate to contribute as much as possible to the conversation.

6
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Section 3: General conversation (approx. 6 minutes) (12 marks)

This section will begin with fairly straightforward questions about the candidate’s background and interests and
will move quickly on to a more mature conversation discussing more abstract and/or current issues within the
general topic areas.

The subjects covered in this section will depend on the candidate’s interests and the subject of the presentation:
it would not be appropriate to continue talking about the environment/green issues when the candidate has
already chosen to discuss ecology for the topic. Candidates should be able to discuss some matters of current
interest though it is unreasonable to assume that all candidates will be closely informed on all matters of serious
contemporary concern: if the candidate seems unresponsive, the examiner will try a change of topic.

For example, examiners might begin the General Conversation section with questions such as ‘How do you
spend your spare time?’, leading rapidly to matters of contemporary interest/current affairs. The type of question
is important: closed questions may, of course, be used to gain some information on the candidate’s interests,
but ‘why...?’, ‘how...?’, ‘what do you think about...?’ will give the candidate scope to expand his/her responses.

Each of the ‘starter’ questions mentioned above could, depending on the reactions of the candidate, lead away
from factual matters towards more abstract areas, for example:

• ‘How long have you lived here?’ could lead on to ‘What do you think of the area?’ → ‘What would attract
people to the area/make them leave it?’ → ‘What would be your ideal place to live and why?’

• ‘What subjects are you studying?’ → ‘What do you think of the way you’ve been taught?’ → ‘How could it
be improved?’ → discussion of school/education system, comparison with other countries.

To give a possible outline of the way the General Conversation section might develop:

• ‘What do you do in your spare time?’

Answer: ‘Sport’ Answer: ‘Watch TV’

Supplementary questions – taking part?/ Supplementary questions – what sort of
watching?/team/individual? programmes/news?
→ Why? This might develop along the lines of whether the
This could develop along sport/health lines, news is unbiased/censorship in general.
necessity for sport in schools, success/failure of Films? → what makes a film successful, importance
national teams. of stars and why; national or international film
→ Discussions on fair play, dedication and discipline, industries, subsidies for the Arts, etc.
behaviour and challenges in sport in contemporary Documentaries? → are they merely entertainment,
society, all according to the responses of the or a genuine educational experience? are they
candidate. sensationalised? → power of the media, etc.

The General Conversation section might only cover 2/3 topic areas, but might touch on more if the examiner
has difficulty finding something the candidate is interested in, or can talk about. Candidates who cannot sustain
the conversation at an appropriate level when given every opportunity to do so cannot expect a high mark.

Whole test: Section 1 Presentation, Section 2 Topic Conversation and Section 3 General Conversation
(6 marks)

6 marks are available for pronunciation and intonation across all three parts of the test.

Important Note:
Both conversation elements should be lively and spontaneous. Teachers should warn their candidates not to
produce chunks of pre-learned material because Cambridge’s moderators will have been advised to penalise
candidates who do so. Equally, teachers who may also be conducting the final examination should guard
against over-rehearsing the tests in advance. Any suspicion of collusion in the conduct of speaking tests (e.g.
pre-prepared questions, candidates or teachers using pre-determined scripts) will be dealt with in accordance
with Cambridge’s Malpractice procedures.

7
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

7 FURTHER GUIDANCE ON THE USE OF THE TOPIC LIST

Teachers are free to explore the topic areas in any way they choose. They may find the following examples
(which are not prescriptive) a useful guide to planning courses. All these suggestions, and other themes
chosen by the teacher from within the topic areas, should be studied with reference to countries/communities
where French is spoken.

Topic areas Sub-topics and examples

1 Culture Entertainment
For example:
• types of popular entertainment: cinema, TV/streaming, gaming, internet
• the role of entertainment in our lives
• celebrity culture: role models, idols, responsibilities

Identity and culture

For example:
• expressing identity through style and appearance, language, association with
particular groups, fashion
• preserving/respecting cultural heritage, sites/monuments, festivals, traditions

The arts
For example:
• theatre, music, visual arts, dance, literature, film
• access to the arts, funding (commercial/governmental), awards/prizes,
representation/diversity

Topic areas Sub-topics and examples

2 Health and Health and fitness

well-being For example:
• the role of sport in society, fair play, individual versus team sports, national
sports events
• physical health, the importance of exercise/diet
• mental health and happiness, sleep, mental health awareness, self-esteem
• healthcare provision

Nutrition
For example:
• different types of diet/eating habits
• environmental impact of food production, organic foods, food waste and
shortage
• ethics of food production, fair trade. food labelling, government intervention

Managing well-being
For example:
• work-life balance
• importance of leisure activities
• relaxation

8
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Topic areas Sub-topics and examples

3 Education and Life at school

future plans For example:
• different education systems
• student issues: discipline, workload, time management, organisation of the
school day/year
• school as preparation for future life

Further/higher education
For example:
• access and barriers to further/higher education
• costs versus benefits of further/higher education
• alternatives to further/higher education: vocational education,
apprenticeships, gap years

Career/work choices
For example:
• different career options
• the world of work, different workplaces and working practices, employment
and unemployment
• money versus job satisfaction, volunteering, working for charities

Topic areas Sub-topics and examples

4 Community and Equality and diversity

society For example:
• inclusivity, diversity, gender equality, social mobility
• prejudices within society: ageism, racism, classism
• immigration, refugees, integration

Lifestyle
For example:
• friends, family and relationships, generation gap, changing patterns of family
life
• quality of life: where we live, differences between urban/rural/coastal life,
changing patterns in where people live, overcrowding and its consequences,
social isolation
• lifestyle choices: relationships, diet, fashion, self-expression, values, goals

Society
For example:
• Social organisation, law and order, local and national governance,
communities
• national and global citizenship
• rights and responsibilities of individuals, governments

9
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Topic areas Sub-topics and examples

5 Our responsibility The environment

for our planet For example:
• global warming, climate change and pollution, possible solutions,
governmental intervention, impact on the economy
• preserving biodiversity/ecosystems, treatment of animals
• impact of growing population

Sustainable living
For example:
• use of natural resources and recycling, waste disposal,
consumerism/overconsumption
• sources and use of energy: fossil fuels, renewable energy, energy and
geopolitics, impact of energy production on local environment and landscape
• reducing environmental impact, individual choices in housing, food, travel

Protecting our world

For example:
• travel and tourism: sustainable tourism, benefits of travel
• global cooperation versus national agendas
• the role of individuals versus the role of industry/governments, environmental
movements

Topic areas Sub-topics and examples

6 Science and Scientific and technological innovation

technology For example:
• medical advances, ethics of research
• smart technology, privacy and security
• artificial intelligence

Social media
For example:
• digital media, benefits and dangers
• communication technology
• online communities

Technology
For example:
• access to technology
• technology in education
• technology in the workplace

10
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

8 MARK SCHEMES
COMPONENT 3:Writing

Candidates will be awarded marks in three categories for each piece they respond to:

Question 1
• Task completion (maximum of 8 marks): see Table A
• Linguistic range and organisation (maximum of 4 marks): see Table B
• Language accuracy (maximum of 4 marks): see Table C.

Question 2 and Question 3

• Task completion (maximum of 10 marks): see Table D
• Linguistic range and organisation (maximum of 7 marks): see Table E
• Language accuracy (maximum of 7 marks): see Table F.

TABLE A – Question 1 Task completion

W1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.
W3: Use text conventions and register appropriate to the given purpose and audience.

Level Description Marks

4 • Communicates detailed information that is always relevant with clear and supported 7–8
opinions.
• Maintains a sense of purpose and audience throughout by using conventions and
register appropriate to the task.
• Completes all parts of the task fully.

3 • Communicates detailed information that is sometimes relevant with opinions that are 5–6
sometimes supported.
• Shows some sense of purpose and audience, although the conventions and register
used may be inappropriate in places.
• Completes most parts of the task with some development.

2 • Communicates limited information that can sometimes be irrelevant and attempts to 3–4
give opinions that are occasionally supported.
• Generally insufficient sense of purpose and audience, with generally inappropriate
use of conventions and register.
• Attempts some parts of the task with some detail.

1 • Communicates very basic information that is frequently irrelevant. There is an attempt 1–2
to give opinions.
• Lacks a sense of purpose and audience, with inappropriate use of conventions.
• Attempts task(s) with little or no detail.

0 No creditable response. 0

11
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

TABLES B and C – Question 1 Quality of Written Communication

Responses that do not address the task and were awarded 0 marks for Task Completion (Table A) cannot be
awarded a mark above Level 2 for Linguistic range and organisation, e.g. a composition of pre-learnt material
that does not follow the instructions.

W2: Organise ideas by paragraphing and by using a range of appropriate linking devices.
W4: Use a wide range of vocabulary and grammar.
W5: Use vocabulary and grammar accurately.

Table B Linguistic range and organisation Table C Language accuracy

Level Description Marks Description Marks

4 • Ideas are consistently well- 4 • Consistently accurate use of 4

organised and structured simple grammar.
coherently in paragraphs. • Shows a good degree of control
• Uses a wide range of simple and of some complex grammar.
complex structures to express • Good use of spelling and
their ideas. punctuation with some minor
• Uses a wide range of linking slips.
words and cohesive devices to • Errors do not impede
create a well-linked connected communication.
sequence of points, relevant to
the task.
• Uses a wide range of vocabulary
appropriate to the task(s).
Regular use of less common but
appropriate vocabulary.

3 • The text is generally well- 3 • Accurate use of simple grammar, 3

organised in paragraphs. with some minor slips.
• Uses a range of structures, • Uses some more complex
including some complex grammar, with some slips.
structures, to express their ideas. • Good use of spelling and
• Uses a range of linking words punctuation with occasional slips.
and some cohesive devices to • Errors very rarely impede
create a mostly well-linked communication.
connected sequence of points,
relevant to the task.
• Uses a range of vocabulary
appropriate to the task(s).
Occasional use of less common
but appropriate vocabulary.

2 • The text is generally organised in 2 • Good use of simple grammar, 2

paragraphs. with some errors.
• Uses mostly simple structures • Uses some more complex
and some complex structures to grammar, with frequent errors.
express their ideas. • Some errors in spelling and
• Uses linking words and some punctuation.
cohesive devices to create a • Errors sometimes impede
connected sequence of points communication.
sometimes relevant to the task,
occasionally difficult to follow.
• Uses vocabulary appropriate to
the task(s), frequently overusing
some vocabulary.

12
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Table B Linguistic range and organisation Table C Language accuracy

Level Description Marks Description Marks

1 • There are some attempts at 1 • Uses simple grammar, with 1

paragraphing. frequent errors.
• Uses simple structures to • Attempts to use more complex
express their ideas. grammar, with limited success.
• Uses basic linking words to • Frequent errors in spelling and
create a sequence of points, punctuation.
which is often irrelevant to the • Errors frequently impede
task and difficult to follow. communication.
• Relies on repeated use of a small
range of vocabulary, not always
appropriate to the task.

0 No creditable response. 0 No creditable response. 0

TABLE D – Questions 2 and 3 Task completion

W1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.
W3: Use text conventions and register appropriate to the given purpose and audience.

Level Description Marks

5 • Communicates detailed information that is always relevant. 9–10

• The argument is logical, clear and fully supported, and justified with a variety of facts,
ideas and opinions.
• Maintains a sense of purpose and audience throughout by using conventions and
register appropriate to the task.

4 • Communicates information that is often detailed and relevant. 7–8

• The argument is clear and mostly supported and justified with a variety of facts, ideas
and opinions.
• Generally maintains a sense of purpose and audience throughout by using
conventions and register appropriate to the task.

3 • Communicates information that is sometimes detailed and relevant. 5–6

• The argument is somewhat weak and sometimes supported and justified with facts,
ideas and opinions.
• Shows some sense of purpose and audience, although the used conventions and
register may be inappropriate in places.

2 • Communicates limited information that can sometimes be irrelevant. 3–4

• The argument is weak and rarely supported with straightforward facts, ideas and
opinions.
• Generally insufficient sense of purpose and audience, with generally inappropriate
use of conventions and register.

1 • Communicates very basic information that is frequently irrelevant. 1–2

• There is an attempt to give ideas and opinions – not organised into an argument.
• Lacks a sense of purpose and audience, with inappropriate use of conventions.

0 No creditable response. 0

13
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

TABLES E and F – Questions 2 and 3 Quality of Written Communication

Responses that do not address the task and were awarded 0 marks for Task Completion (Table D) cannot be
awarded a mark above Level 2 for Linguistic range and organisation, e.g. a composition of pre-learnt material
that does not follow the instructions.

W2: Organise ideas by paragraphing and by using a range of appropriate linking devices.
W4: Use a wide range of vocabulary and grammar.
W5: Use vocabulary and grammar accurately.

Table E Linguistic range and organisation Table F Language accuracy

Level Description Marks Description Marks

4 • Ideas are consistently well- 6–7 • Consistently accurate use of 6–7

organised and structured simple grammar.
coherently in paragraphs. • Shows a good degree of control
• Uses a wide range of simple and of some complex grammar.
complex structures to express • Good use of spelling and
their ideas. punctuation with some minor
• Uses a wide range of linking slips.
words and cohesive devices to • Errors do not impede
create a well-linked connected communication.
sequence of points, relevant to
the task.
• Uses a wide range of vocabulary
appropriate to the task(s).
Regular use of less common but
appropriate vocabulary.

3 • The text is generally well- 4–5 • Accurate use of simple grammar, 4–5
organised in paragraphs. with some minor slips.
• Uses a range of structures, • Uses some more complex
including some complex grammar, with some slips.
structures, to express their ideas. • Good use of spelling and
• Uses a range of linking words punctuation with occasional slips.
and some cohesive devices to • Errors very rarely impede
create a mostly well-linked communication.
connected sequence of points,
relevant to the task.
• Uses a range of vocabulary
appropriate to the task(s).
Occasional use of less common
but appropriate vocabulary.

2 • The text is generally organised in 2–3 • Good use of simple grammar, 2–3
paragraphs. with some errors.
• Uses mostly simple structures • Uses some more complex
and some complex structures to grammar, with frequent errors.
express their ideas. • Some errors in spelling and
• Uses linking words and some punctuation.
cohesive devices to create a • Errors sometimes impede
connected sequence of points communication.
sometimes relevant to the task,
occasionally difficult to follow.
• Uses vocabulary appropriate to
the task(s), frequently overusing
some vocabulary.

14
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Table E Linguistic range and organisation Table F Language accuracy

Level Description Marks Description Marks

1 • There are some attempts at 1 • Uses simple grammar, with 1

paragraphing. frequent errors.
• Uses simple structures to • Attempts to use more complex
express their ideas. grammar, with limited success.
• Uses basic linking words to • Frequent errors in spelling and
create a sequence of points, punctuation.
which is often irrelevant to the • Errors frequently impede
task and difficult to follow. communication.
• Relies on repeated use of a small
range of vocabulary, not always
appropriate to the task.

0 No creditable response. 0 No creditable response. 0

Glossary of terms used in the Writing levels-based mark schemes

TABLES A and D – Task completion

• Relevant: related or relatable to required content points and/or task requirements.

• Conventions: include such things as genre, format, register and function. For example, a personal letter
should not be written as a formal report, should be laid out accordingly and should use the right tone for the
communicative purpose.

TABLES B and E – Linguistic range and organisation

• Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will
make increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.
• Linking words: are cohesive devices, but are separated here to refer to higher-frequency vocabulary
which provides explicit linkage. They can range from basic high frequency items (such as ‘and’, ‘but’) to
basic and phrasal items (such as ‘because’, ‘first of all’, ‘finally’).
• Cohesive devices: refers to more sophisticated linking words and phrases (e.g. ‘moreover’, ‘it may
appear’, ‘as a result’), as well as grammatical devices such as the use of reference pronouns, substitution
(e.g. There are two women in the picture. The one on the right ...), ellipsis (e.g. The first car he owned was
a small car, the second a family car.).
• Simple structures: a simple structure is, for example, a sentence that has just one independent clause
(i.e. it stands alone and expresses one complete thought) and uses a basic tense.
• Complex structures: a complex structure is, for example, a sentence that has an independent clause (i.e.
it stands alone and expresses one complete thought) and a dependent clause (i.e. one that cannot stand
alone as a complete sentence because it does not express a complete thought).
• Less common vocabulary: appears less often or may be used to express ideas more succinctly and
precisely.

TABLES C and F – Language accuracy

• Errors and slips: Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e. the
candidate has learned the vocabulary item or grammatical structure, but just happened to make a mistake
in this instance. In a candidate’s response, where most other examples of a lexical/grammatical point are
accurate, a mistake on that point would most likely be a slip.
• Impede communication: gets in the way of meaning.
• Simple grammar: words, phrases, basic tenses and simple clauses.
• Complex grammar: longer and more complex items, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts.

15
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

COMPONENT 4: Speaking

Section 1: Presentation

The presentation will be marked out of 10 marks.

S1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.

Level Communication (S1) Marks

5 • Communicates detailed information, ideas, opinions and arguments clearly and 9–10
effectively.
• Consistently clear development and organisation of content.
• Effective support/justification of content.

4 • Communicates detailed information, ideas, opinions and arguments in a mostly clear 7–8
and effective way.
• Generally clear development and organisation of content.
• Mostly effective support/justification of content.

3 • Communicates information, ideas, opinions and arguments with some detail and 5–6
clarity.
• Some development and organisation of content, which may not always be successful.
• Some support/justification of content.

2 • Communicates simple information, ideas, opinions and arguments but these often 3–4
lack clarity.
• Limited attempts to develop and organise content.
• Attempts to support/justify some content with limited success.

1 • Gives basic information, ideas, opinions and arguments but these may be irrelevant. 1–2
• Minimal attempts to develop and organise content.
• Minimal attempt to support/justify content.

0 No creditable response. 0

16
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Section 2: Topic conversation and Section 3: General conversation

Examiners will mark out of 12 for each part: Communication and effective engagement (4 marks), Language
range (4 marks), Language accuracy (4 marks).

Conversations: Communication and effective engagement

S1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.
S2: Engage in a conversation and contribute effectively to help move the conversation forward.

Level Communication and effective engagement (S1 and S2) Marks

4 • Communicates detailed information, ideas, opinions and arguments clearly and 4

effectively.
• Consistently clear development and organisation of content with effective
support/justification. (S1)
• Effective engagement in the conversation. Responds fully to all examiner input.
Sustains their own part in the conversation with ease. (S2)

3 • Communicates detailed information, ideas, opinions and arguments in a mostly clear 3

and effective way.
• Generally clear development and organisation of content with mostly effective
support/justification (S1)
• Mostly effective engagement in the conversation. Responds to most examiner input.
Generally sustains their own part in the conversation. (S2)

2 • Communicates information, ideas, opinions and arguments with some detail. 2

• Some development and organisation of content, which may not always be successful.
Some support/justification of content. (S1)
• Some effective engagement in the conversation. Needs some prompting from the
examiner. Not always able to sustain their own part in the conversation. (S2)

1 • Communicates basic information, ideas, opinions and arguments but these may be 1
irrelevant.
• Attempts to develop, organise and support/justify content with limited success. (S1)
• Limited engagement and responses. Requires prompting. Relies on the examiner and
is unable to sustain fluency. (S2)

0 No creditable response. 0

17
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Conversations: Language range and accuracy

S3: Use a wide range of vocabulary and grammar.

S4: Use vocabulary and grammar accurately.

Level Language range (S3) Marks Language accuracy (S4) Marks

4 • Uses a wide range of linking and 4 • Use of simple grammar is 4

cohesive devices to connect a consistently accurate.
series of points. • Shows a good degree of control
• Uses a wide range of vocabulary of some complex grammar.
appropriate to the tasks. Often
uses less common vocabulary.
• Can vary formulation to avoid
repetition.

3 • Uses a range of linking and 3 • Use of simple grammar is 3

cohesive devices to connect a generally accurate.
series of points. • Uses some complex grammar,
• Uses a range of vocabulary with occasional slips.
appropriate to the tasks.
Occasionally uses less common
vocabulary.
• Attempts to vary formulation but
some repetition is present.

2 • Uses some linking and cohesive 2 • Uses simple grammar, with 2

devices to connect a sequence of occasional errors.
points. • Makes some use of more
• Uses vocabulary appropriate to complex grammar, with some
the tasks. Makes some attempt to errors.
use less common vocabulary. • Communication is not always
• There is some repetition. clear.

1 • Uses simple linking and cohesive 1 • Uses simple grammar, with 1

devices to attempt to connect a frequent errors.
series of points, not always • Attempts to use more complex
successfully. grammar with limited success.
• Uses common vocabulary with • Makes frequent errors.
some irrelevance. Range is Communication is often impeded.
limited with no attempt to use less
common vocabulary.
• There is frequent repetition.

0 No creditable response. 0 No creditable response. 0

18
 8831 FRENCH GCE ADVANCED LEVEL H1 SYLLABUS

Whole test: Section 1 Presentation, Section 2 Topic conversation and Section 3 General conversation.

6 marks are available for pronunciation and intonation across all three parts of the test.

Pronunciation and intonation

S5: Show control of pronunciation and intonation.

Level Pronunciation and intonation (S5) Marks

3 • Pronunciation is consistently clear and understandable. 5–6

• Intonation is controlled and appropriate.
• Individual sounds are articulated accurately and clearly.

2 • Pronunciation is generally clear and understandable. 3–4

• Partial control of intonation.
• Individual sounds are generally articulated clearly, though with some errors.

1 • Pronunciation is unclear and difficult to understand. 1–2

• Little sense of intonation.
• Individual sounds have frequent errors.

0 No creditable response. 0

Glossary of terms used in the Speaking levels-based mark schemes

• Relevant: related or relatable to required content points and/or task requirements.

• Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will
make increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.
• Linking and cohesive devices: refers to linking words and phrases (e.g. ‘but’, ‘because’, ‘moreover’, ‘it
may appear’, ‘as a result’), as well as grammatical devices such as the use of reference pronouns,
substitution (e.g. There are two women in the picture. The one on the right ...), ellipsis (e.g. The first car he
owned was a small car, the second a family car.).
• Formulation: the choice of words and grammatical forms a candidate uses to express meaning.
• Less common vocabulary: appears less often and is used to express ideas more succinctly and
precisely.
• Errors are systematic mistakes.
• Slips are mistakes that are non-systematic, i.e. the candidate has learned the vocabulary item or
grammatical structure, but just happened to make a mistake in this instance. In a candidate’s response,
where most other examples of a lexical/grammatical point are accurate, a mistake on that point would most
likely be a slip.
• Impede communication: gets in the way of meaning.
• Simple grammar: words, phrases, basic tenses and simple clauses.
• Complex grammar: longer and more complex items, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, infinitives, verb patterns, modal forms, and tense contrasts.

19