A level

Arabic 2018

Online event
18IOAL01
Getting Ready to Teach
Pearson Edexcel’s new
A level in Arabic

18IOAL01

2
 Objectives

• Overview of main changes for GCE - first exam

Summer 2020
• Explore question papers and mark schemes
• Look at Teaching and Learning strategies for
integrating newer course elements
• Find out more about support available
• Have the opportunity to share ideas.

3
 Agenda

• A level reforms and new requirements

• Overview of new specification content
• Themes
• Paper 1: assessment content
• Paper 2: assessment content
• Paper 3: assessment content
• Possible teaching & delivery strategies.
• Support and resources

4
 Languages for All

• Content that engages, inspires and motivates your

students
• Manageable content and clear, structured assessment
• Assessments that enable all students to reach their
potential
• Choice of popular and accessible works covering
contemporary and classic titles from a range of directors
and authors
• Straightforward and clear mark schemes
• Specification that builds transferable skills for
progression to language or other degrees.

5
 A level reforms

• All new A levels will be assessed at the same

standard as they are currently

• All new A levels will be fully linear

• There is no AS level for Arabic 9AA0

6
 Timeline

• The last available assessment for the current A level will

be June 2020
• The reformed A Level first assessment is 2020

7
 Key changes from 2018

• A levels will now be fully linear, with students sitting their

exams at the end of the two-year course. There is no longer
an AS qualification.
• The new Assessment Objective around knowledge and
understanding of the target language culture means students
will need to demonstrate this in the Writing components.
• Compulsory themes: social issues and trends, political and/or
intellectual and/or artistic culture.
• Set works (literature and film) at A level assessed through a
target language essay.
• An independent research project assessed in Paper 1.
• Listening, reading and writing assessed in one question in
Paper 3

8
 Our approach

• The 3 skills of Listening, Reading and Writing are assessed in the

Arabic A level
• Cultural content which engages, inspires and motivates your
students
• Themes which relate directly to Arabic and Arabic-speaking culture
• Choice of popular and accessible works covering contemporary and
classic titles from a range of directors and authors
• Choice of questions on literature and film in the writing paper
• Clear mark schemes that ensure differentiation across the ability
ranges
• A specification that supports progression from GCSE and through to
university.

9
 ‫‪Content – Year 1‬‬
‫‪Social issues and trends‬‬
‫‪Theme 1‬‬ ‫التغيرات في المجتمع العربي‬
‫‪-‬األسرة العربية‬
‫أدوار الجنسين ضمن األسرة؛ دور األسرة الممتدة واألقرباء؛ الموقف من الزواج والطالق‪.‬‬
‫‪ -‬اإلعالم‬
‫تأثير اإلعالم على المجتمع العربي؛ التكنولوجيا ووسائل اإلعالم؛ تأثير وسائل التواصل االجتماعي على المجتمع‬
‫والعالقات‪.‬‬
‫موضوع البحث‬
‫األعراف االجتماعية في إحدى الدول العربية‬
‫أصول األعراف االجتماعية؛ أهمية هذه األعراف للمجتمع العربي؛ تأثير الحياة العصرية على هذه األعراف‪.‬‬

‫‪Artistic culture‬‬

‫‪- Theme 2‬‬ ‫الثقافة الفنية في العالم العربي‬

‫الموسيقى‬
‫أنواع الموسيقى واألغاني التقليدية؛ الثقافة الشعبية والموسيقية؛ دور الموسيقى واألغنية‪.‬‬
‫فن عربي؛ األرابيسك‬
‫المهارات الفنية والحرفية من جيل آلخر؛ التغيرات في فن العمارة؛ الخط العربي‪.‬‬
‫موضوع البحث‬
‫االحتفاالت والمناسبات في إحدى الدول العربية ‪-‬‬
‫‪ 10‬االحتفاالت والمناسبات التقليدية القائمة؛ تحديث االحتفاالت والمناسبات التقليدية؛ السياحة والمهرجانات والمناسبات‪- .‬‬
 ‫‪Content – Year 2‬‬
‫‪Social issues and trends‬‬
‫‪-Theme 3‬‬ ‫العمل والمواطنة في العالم العربي‬
‫الحياة والعمل‬
‫الحراك االجتماعي؛ الموقف من تكافؤ الفرص في العمل؛ البطالة‪.‬‬
‫المسئولية تجاه البيئة‬
‫االتجاهات العامة للمجتمع العربي نحو التلوث وإعادة التدوير؛ الموقف الحكومي من الطاقة البديلة؛‬
‫الجماعات والمنظمات الصديقة للبيئة‪.‬‬
‫موضوع البحث‪ :‬السياحة في إحدى الدول العربية‬
‫التأثير على االقتصاد السياحي؛ تكاليف وفوائد السياحة على السكان المحليين؛ تأثير السياحة على التراث الوطني‬
‫والبنية التحتية‪.‬‬
‫‪Political culture‬‬
‫الثقافة السياسية في العالم العربي‬
‫الهوية العربية‬
‫القومية وحركات االستقالل في القرن العشرين؛ الفلسفة السياسية ومعتقدات العروبة؛ مدى انتشار العروبة اليوم‪.‬‬
‫األحوال السياسية في القرن الواحد والعشرين‬
‫النظم السياسية في العالم العربي؛ تغيرات النظم السياسية؛ الموقف من االنتخابات وحرية االختيار‪.‬‬
‫موضوع البحث‪ :‬العرقية في إحدى الدول العربية‬
‫األقليَّات السياق التاريخي؛ مدى اندماج األقليات في المجتمع؛ مدى تمتع األقليات بالمساواة‪.‬‬
‫‪11‬‬
 Assessment Objectives

Weighting
AO1 Understand and respond in writing to spoken language drawn 20%
from a variety of sources

AO2 Understand and respond in writing to written language drawn 30%

from a variety of sources

AO3 Manipulate the language accurately, in written forms, using a 30%

range of lexis and structure
Show knowledge and understanding of, and respond critically
AO4 and analytically to, different aspects of the culture and society of 20%
the countries where the language is spoken

12
 Overview of new specification

Assessment Objectives
Total for all
AO1 % AO2 % AO3 % AO4 % Assessment
Objectives
Paper 1: Translation into - 25 5 10 40%
English, reading
comprehension and writing
(research question) in Arabic
Paper 2: Translation into - - 20 10 30%
Arabic and written response
to works
Paper 3: Listening, reading 20 5 5 - 30%
and writing in Arabic
Total for A Level 20 30 30 20 100%

13
Paper 1

14
 Paper 1: Translation into English, reading
comprehension and writing (research question) in
Arabic
Paper 1 Assessment 2 hours 30 minutes
Section A: Translation • Students translate an unseen passage from Arabic
into English (20 into English.
marks)

Section B: Reading • A reading assessment based on a variety of text

(20 marks) types and genres. Students must respond to a series
of comprehension questions.

Section C: Writing • A reading and writing question based on an aspect of

(research question) the student’s chosen research subject. Students read
(40 marks) a text and then answer a question, incorporating
information and ideas from both the text and their
research findings.

15
 Paper 1 Skills

Students should be able to:

• translate from Arabic into English
• understand main points and detail from written material
• infer meaning from complex written material
• assimilate and use information from written sources
• develop research skills, demonstrating the ability to initiate
and conduct individual research using a range of authentic
sources in Arabic
• use information from research findings and an unseen text to
put forward an argument, draw conclusions, and
demonstrate knowledge and understanding of the research
subject.

16
 Looking at the SAMs

A Level Paper 1
Translation into English:
Q1 QP p.7, Mark scheme p.23-24

Reading:
Q2 QP p.9-10, Mark scheme p.27

Writing; (Research Task):

Q 6- 9 QP page 15-18, Mark scheme p 28 on

17
A Level translation mark scheme

18
A Level Q2
mark
scheme

19
Question Answer Mark
number
Award 1 mark for each for the below. Only
four answers are required.
3 One mark will be deducted for each 4
additional answer.
D, E , F ,I

20
‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Reject‬‬ ‫‪Mark‬‬
‫‪number‬‬

‫‪4a‬‬ ‫لم تكن في مجال تخصصه‬

‫‪OR‬‬
‫لم توفر له مستقبال آمن‬ ‫‪1‬‬

‫‪4b‬‬ ‫الهجرة إلى دول أخرى بحثًا عن عمل‬ ‫القيام بأعمال بعيدة عن‬
‫تخصصاتهم‬ ‫‪1‬‬

‫‪4c‬‬ ‫الوضع االقتصادي الصعب للبالد‬ ‫الصعوبات التي تواجهها‬

‫الحكومة‬ ‫‪1‬‬

‫‪4d‬‬ ‫أن الحكومة مقصرة في مسئولياتها‬

‫‪1‬‬

‫‪4e‬‬ ‫تحقيق الحياة الكريمة للعاطلين تشجيع فرص االستثمار في البالد ( ‪)1‬‬
‫‪AND‬‬ ‫عن العمل‬ ‫‪2‬‬
‫توفير وظائف جديدة )‪(1‬‬

‫‪21‬‬
‫‪Question‬‬ ‫‪Answer‬‬ ‫‪Reject‬‬ ‫‪Mark‬‬
‫‪number‬‬

‫‪5a‬‬ ‫لم تعجبها ‪ /‬لم تحبها‬

‫‪1‬‬

‫‪5b‬‬ ‫عدم زيارته للقرية‬

‫‪1‬‬

‫‪5c‬‬ ‫عدم زيارته ألهله وأقربائه‬

‫موت أمه قبل أن ترى أوالده‬ ‫‪2‬‬
‫عدم زيارته لخاله عندما أجرى عملية القلب‬
‫‪Accept any 2‬‬
‫‪5d‬‬
‫أنه نسيهم بسبب زواجه بفتاة جميلة‬ ‫‪1‬‬

‫‪5e‬‬ ‫االنتقال للعيش مع عائلته‬

‫‪OR‬‬ ‫‪1‬‬
‫عدم بيع بيت القرية‬

‫‪22‬‬
 Section c: writing mark scheme
1- what is expected from students
2- Guidance on the independent research
3-marking principles; SAM p 29
4-An example of indictive contents (Q6)

23
 Independent Research

• Students are required to select only one research subject for

Paper 1, which must be based on one Arabic-speaking country
only.
• For their research, students must cover all three aspects of the
research subject.
• Students read one unseen text in Arabic and then Students to a
statement based on the research subject; they must use
information from the unseen text and their research findings in
their response
• Students are expected to critically analyse the statement and
demonstrate knowledge and understanding of the research
subject. They must present ideas, arguments and conclusions
that are supported by relevant information from their research
findings and from the unseen text.
• Students must use a range of language accurately and focus on
the question throughout their response.

24
 Guidance on the independent
research
Stage Description

1- Pre- independent ● Teacher instruction on how to conduct research, for example

research teachers give advice on suitable resources and how to analyse
information.
● Initial conversations with teachers, explaining the content of the
research subject as outlined in this specification.
● Teachers should ensure that students select a country where
relevant material for the research subject is available.
● Teachers should consider cultural sensitivities when giving guid
to students on selecting an appropriate research subject.
2- independent
research ● Students conduct research to find and select appropriate sourc
● Teachers monitor the research by giving general feedback.
● Students evaluate their findings and prepare for the assessmen

25
 Marking principles

There are three levels-based mark grids to be

applied to this task. They are:
• knowledge and understanding of society and
culture (AO4)
• understand and respond to written language in
writing (AO2)
• accuracy and range of language (AO3).
The recommended word count for this task is 270 to
320 words, but the whole response
must be marked regardless of length.
26
 Question 6 indicative contents
Students may include:
Information from knowledge of culture and society (research)
on the origin of Arab social mores in desert regions in Saudi Arabia
(AO4); students may compare it to information in the text on how the
custom of hospitality was influenced by the desert environment
(AO2).
Reference from knowledge of culture and society (research) to
social mores in Egypt, for example the changing attitudes to the
three-day visiting rule in urban parts of northern and southern Egypt
(AO4); students may make reference to information given in the text
to how hospitality dictates that even now it is customary for coffee to
be offered and a meal prepared for guests (AO2).
Information from knowledge of culture and society (research)
on the importance of social mores for social cohesion in one Arab
country (AO4).
Reference from knowledge of culture and society (research) to
why social mores are changing in one Arab country and how this
varies between town and country (AO4).
Arguments and conclusions consistent with their ideas/information/
references/examples included in the response (AO4).

27
Paper 2

28
 Paper 2: Translation into Arabic
and written response to works
2 hours and 40 minutes, 30% of the qualification, 110 marks

• Section A: Translation into Arabic (20 marks)

Students translate an unseen passage from English into Arabic.

• Section B: Written response to works (literary texts) (45 marks) Students

must write an extended response on either one or two of the literary texts
listed in Appendix 1: Prescribed literary texts and films.

Students select one question from a choice of two for each of their chosen
literary text(s). If a student answers questions on two literary texts, then they
do not complete Section C.

• Section C: Written response to works (films) (45 marks) Students who

answer only one question from a literary text in Section B must write
an extended response on one of the films listed in Appendix 1: Prescribed
literary texts and films.

29
 Paper 2 skills
Students need to be able to:
• manipulate language accurately through translating an
unseen passage from English into Arabic
• develop a detailed understanding and appreciation of the
works studied, by writing critical and analytical responses
in the language of study to the works, taken from the
prescribed list provided
• produce responses that relate to features such as the form
and the technique of presentation; key themes, concepts
and issues; characterisation; structure of the plot; and the
social and cultural setting
• present viewpoints, develop arguments, persuade, analyse
and evaluate.

30
 Paper 2: Literary works & films

• Selection of works featuring both classic and

contemporary titles
• Variety of literary styles, including a novel, play
and poetic play
• Works that have some existing teaching and
learning support.

31
 Paper 2
Assessment criteria

Assessment Objectives
A03: Range of grammatical structures and
vocabulary and accuracy of language.
A04: Critical and analytical response.

32
 Translation (20 marks) (p.41)
.‫ ترجم النص التالي من اللغة اإلنجليزية إلى اللغة العربية‬1
The art of hand clapping is making a comeback. Before
the emergence of musical instruments, people clapped
their hands to define and create the rhythm of music.
Another ancient art that is being revived is poetry
improvisation. According to historians, this was widespread
in the pre-Islamic period, when poets demonstrated their
skill by inventing musical verses in market squares and
camps. These poems dealt with topics like joy and sorrow,
love, defeat and victory.
Now new groups of musicians and poets are forming to
revive these ancient Arab performance methods. One well-
known band leader said, ‘We hope to open a school soon
to teach new generations this priceless cultural
33
 Marking principles and mark
scheme p55-57
This task is a points-based mark scheme in which 1 mark is given for each
correct, individual section of language. A correct translation is provided in a grid
that also outlines the alternative translations that will be accepted or the
translations to be rejected.
Marking principles for error tolerance with examples are given directly above the
grid.
Vocalisations (harakat): these are not required and therefore not penalised if
used incorrectly.
Agreements: minor incorrect use is tolerated, as long as there is no ambiguity, for
example using the impersonal masculine/feminine ‫توجد‬/ ‫يوجد‬there is/are);
agreements with ‫الناس‬and .‫بعض‬
Particles: some misuse is tolerated, for example using ‫إن‬instead of ‫أن‬and vice
versa.
Spelling: minor misspellings and missing dots are tolerated as long as there is no
ambiguity or change of meaning, for example ‫هدا‬rather than .‫هذا‬
Verb endings must be correct and will not be classed as spelling errors.
34
Paper 2 Sec B Q2(a) (p.43) & mark scheme (pp.62)

35
Paper 2 - Critical & analytical response
mark grid (AO4)

36
 A04 Mark Grid

• The critical and analytical response mark grid assesses students’ ability to
respond critically and analytically to the aspect of the literary work or film
outlined in the question. To provide a critical and analytical response, students
should select relevant material, present and justify points of view, develop
arguments, draw conclusions based on understanding and evaluate
issues, themes and cultural and social contexts.
• The grid is applied twice, once for each essay individually.
• Indicative content: this contains points that students are likely to use to
construct their answer. It is possible for an answer to be constructed without
mentioning some or all of these points as long as students provide alternative
responses that fulfil the requirements of the question.

37
 Paper 2: Range of grammatical
structures and vocabulary mark grid

38
Paper 2: Accuracy of language mark grid

39
Guidance on Terminology

40
41
 Teaching literature & film

• Provide support for language and technical terms from

the outset
• Practise using analysis and avoid story telling
• Practise essay writing regularly
• Get the students to do the ‘thinking’
• Refer to exam questions – what if we were to
answer….?

42
 Reflection time

How are you feeling now about teaching film

and literature?

What do you need to do to prepare yourself and

your students?

43
Paper 3

44
 Paper 3 Skills
Students should be able to:
• listen, and respond in writing, to spoken passages, including an
extended passage from a range of different contexts and
sources, understand main points, gist and detail from spoken
and written material
• infer meaning from complex spoken material
• assimilate and use information from spoken and written
sources
• summarise information from spoken and written sources,
reporting key points and subject matter in writing
• identify main ideas, and summarise different points of view,
drawn from spoken and written sources
• evaluate points of view and draw conclusions in writing
• apply listening, reading and writing skills in combination.
45
 Paper 3: Listening, reading and
writing in Arabic
• Section A: Listening comprehension (30 marks)
A listening assessment based on a recording that features
male and female Arabic speakers using standard spoken
Arabic. Students will respond to comprehension questions
based on a variety of contexts and sources.
• The listening audio files for the sample assessment materials
are available on the Pearson website.
• Section B: Listening, reading and writing question (30
marks) Students summarise a listening source and a text that
are based on the same sub-theme. Students then evaluate the
points of view in both sources, stating which views they agree
with and why.

46
 Paper 3: Assessment Criteria
Page 31-33 in the specification

Section A
Q 1 to 4 : Points based assessment.
Section B
Q 5(a) and 5(b): Points based assessment.
Q 5 (c) Levels based assessment. AOs assessed are:
A01: Understand and respond to spoken language.
A02: Understand and respond to spoken/written language.
A03: Accuracy and range of language.

47
 Paper 3: The Transcript
Page 75-81
Section A 45minutes
SAMs Q1, 2 Multiple choice
Q3 Open response (words or phrases)

Section B
SAMs
Q5(a) Listen to a recording, answer with short written responses.
Q5(b) Read one text, answer with short written responses.
Q5(c) Question on the spoken passage and the text, with full sentence
responses (180-230 words)

MS
P103 onwards

48
Listening Task 1: Passage 4 p80

Transcript:

49
 Listening Task 1: Passage 4

Question:

50
Listening Task 1: Passage 4

51
 Q5
For Question 5(c) you must answer a question on both the
spoken passage and the text. For this
question you must write in full sentences. Write
approximately 180–230 words.

Page 96 SAM.
‫ ولماذا؟ اكتب‬.‫ اذكر مع أي اآلراء تتفق‬.‫قيم وجهات النظر في كال المصدرين‬
ِّ
.‫ كلمة‬۲۳۰ ‫حوالى‬
‫ ولماذا؟ اكتب‬.‫ اذكر مع أي اآلراء تتفق‬.‫قيم وجهات النظر في كال المصدرين‬
ِّ –
‫كلمة‬۲۳۰ -۱۸۰ ‫حوالى‬

52
 Question 5(c) - Indicative content
Students must evaluate the points of view in both 5(a) and 5(b)
• Any answer that describes Mr Yusuf Hassan’s point of view in positive or
negative terms consistent with the information presented in the source
material, for example disagreement with the view that working makes
women suffer from health problems.

• Any answer that describes Mrs Mona Ali’s view in positive or negative
terms consistent with the information presented in the source material, for
example agreement with the view that women’s financial contributions to
the family make for a more stable family.

• Conclusions consistent with the candidate’s line of argument, for

example that while it is true (as Yusuf Hassan points out) that childcare is
expensive, this is outweighed by the fact that, as Mona Ali argues,
working women benefit greatly by being financially independent.

• * Please see example p 113 SAM.

53
 General advice
1- Read the specification well
2- Read the SAM and use it with students
3- Read the getting started; teachers’ guide.
4- Find which resources are still relevant and useful

54
Support for teachers

55
 Supporting you
Plan
Develop Free support:
Free support: • Getting Started Guide
• Getting Ready to Teach events
Plan

Teach
Develop Teach Free support:
• Guides on approaches
to teaching film &
Track & Assess literature
Free support: • How to develop
• ResultsPlus Track & research skills
Assess • How to analyse a text
or a film

Please see the free support available here

56
 ResultsPlus

• ResultsPlus provides the most detailed analysis

available of your students’ exam performance.
• This free online service helps you identify topics
and skills where students could benefit from
further learning, helping them gain a deeper
understanding of languages.

57
 Contact details

Alistair Drewery, Subject Advisor

Phone:
UK: 020 0710 2187
Intl: +44 (0) 207 010 2187
Email: TeachingLanguages@pearson.com
Twitter: @PearsonMFLquals

Sign up today to receive Subject Advisor emails

58
 Next steps

• Please complete your evaluation form for today’s event – in your pack
• Sign up to our updates:
email TeachingLanguages@pearson.com
• Visit the website to download further copies of the specification and
support materials:
https://qualifications.pearson.com/en/qualifications/edexcel-a-
levels/arabic-2018.html

59
Thank you for
attending!