Examiners’ Report/
Principal Examiner Feedback
Summer 2013
International GCSE French (4FR0)
Paper 3
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Summer 2013
Publications Code UG035937
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© Pearson Education Ltd 2013
International GCSE French
Paper 3 Speaking
Section A
A significant majority of students were able to carry out a coherent
presentation. In most cases, this enhanced their level of confidence and
typically indicated that the remainder of the examination would pass with
comparable success. Where there was slight hesitation, this tended to be a
natural part of the presentation. Centres have continued to encourage their
students to make this excellent start to the speaking test, allowing the
students to then settle into the less predictable elements. Successful
presentations tended to be followed by discussions where students were
almost as confident. This meant that there was a most natural and relevant
transition from monologue to dialogue. The very spontaneous interaction
between interviewer and student was in large measure due to the appropriate
styles of preparation which had been implemented by teaching staff as an
integral part of the teaching process.
Students chose images from a vast range of possible subject areas, their
choice impacting very much on the achievement of optimal performance.
Such measured choice had an even more significant impact upon the ensuing
discussion. Over a number of years, students have often opted for an image
portraying a family celebration or a favourite event involving their friends.
Year on year, students have tended to present and discuss such images with
a degree of familiarity, comfort and confidence. The issues arising from these
images tend to be areas the student is willing and more importantly able to
discuss, with a degree of elaboration. Students are thus in a much stronger
position to influence the direction of the discussion. More confident students
sometimes selected rather more abstract or unusual themes. It was clear
that less confident students had been cautiously guided away from topics they
would struggle to discuss.
Some students tended to find it difficult to contend with pictures where there
were multiple activities taking place. This was particularly the case where
students had no personal involvement with the image they had chosen.
Outstanding practice was in evidence in respect of the questioning techniques
deployed by the vast majority of examiners. Only on very rare occasions
were students encouraged to provide information they had already given
during the presentation. Questions based upon the picture served the purpose
of allowing students to use a wide range of structures and a breadth of
tenses. It was pleasing to note that closed questions were avoided, in most
instances. Equally, it was extremely unusual for students to be faced with
several questions couched in language they could not access.
As per previous series, there were only rare instances where interviewers
continually interrupted students in mid response. This is however important
in that it can limit student performance. For example, there were a few cases
where students were unable to expand responses via the use of
subordination, as coherent responses were being interrupted. However, in
those instances where an interviewer’s question was misunderstood by a
student, it was excellent practice to guide the student’s response towards the
correct theme. This was done in a most sensitive and constructive manner.
Section B
Although specimen questions appear within the Specification, there is no need
to adhere to these questions. A small minority of interviewers simply asked
questions from the published list. These were unlikely to elicit the optimal
performances from their students. However, in most cases, the specimen
questions were consulted merely as a guidance tool and therefore supported
the best interests of students. An appropriate range of question styles was
accessed in most cases, allowing students to use a significant range of
structures and vocabulary.
Students should be allowed every opportunity to develop responses, express
and clarify opinions and to show a degree of initiative. Where questions are
targeted at the individual student rather than at the entire group, this tended
to be achieved. The individual nature of most questions ensured that these
were a consistent match with each student’s abilities and interests.
Interviewers were most skilled in playing to their students’ strengths and
supporting the performance of less confident students by beginning
conversations with very accessible questions, gradually progressing towards
subjects demanding slightly more reflection and development. Where
students found it difficult to respond, interviewers made great efforts and
drew on experience, in order to draw students back into the conversation,
steering individuals back onto an appropriate level of response. Rephrasing
of questions often assisted students in regaining both momentum and
confidence.
Conduct of Examination
As per previous series, centres are to be commended for making every effort
to adhere to the prescribed time limits. Utterances which take place beyond
these limits cannot be rewarded. In a small number of cases, but more than
last year, there were conversations which were far too short, meaning that
students were not able to access the full range of marks. Where the
interviewer realises that the first conversation was too long, this must never
be compensated by making the others too short, as each conversation is
timed and assessed independently. For the presentation, there were
numerous instances where the maximum time limit was exceeded by a
significant margin.
The transition between two conversations was nearly always made clear by
the interviewer. This is crucial, as it may otherwise have a negative effect on
the student’s mark.
Interviewers who showed a clear interest in what the student was saying were
typically able promote an even better level of student response. Students
always seemed enthusiastic to share their experiences and views. In these
cases, they were much more likely to be more expansive, in terms of content
and breadth of expression.
Administrative Matters
As in all previous series, the excellent standard of administration during this
series was greatly appreciated and facilitated the assessment process.
The vast majority of CDs/USBs were correctly labelled. Accompanying
documentation was also presented with excellent attention to detail. In just
a few cases, some centre documentation was not sent to the examiner. The
current International GCSE French Specification includes the appropriate
guidelines on pages 39-42. This section is helpful for interviewers who have
recently adopted this specification.
Nearly all recordings were clearly audible. However, a few were too quiet or
rendered almost inaudible due to persistently obtrusive background noise. It
is important that interviewers check the quality of each recording, particularly
the first one they conduct. This facilitates any urgent changes to recording
procedures. The placing of the microphone actually tends to be much more
important than the choice of equipment. The microphone should always be
placed in such a position that it favours the student rather than the
interviewer.
Centres should be aware that from Summer 2014 the Speaking paper
will be a compulsory part of this qualification.
Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the
website on this link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx
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