Getting Started

Guide

A Level Arabic
Pearson Edexcel Level 3 Advanced GCE in Arabic
(listening, reading and writing) (9AA0)
Getting Started Guide:
A Level Arabic
1 Introduction 3
2 What’s changed? 4
2.1 AS has not been redeveloped 4

2.2 Changes to A level qualifications 4

Aims and objectives 4

Themes 4
Prescribed works 4
Summarising information 4
Independent research skills 4
Assessment Objectives 5
2.3 Specification overview 5

Assessment structure 5
Specification content 5
Comparison of reformed and legacy specifications 6

3 Planning 9
3.1 Planning a linear A level course 9

3.2 Suggested resources 9

4 Content guidance 11
4.1 Themes and sub-themes 11

4.2 Prescribed works 11

5 Assessment guidance 12
5.1 Breakdown of Assessment Objectives 12

5.2 Assessment overview 12

5.3 Understanding how to apply the mark grids 13

6 Subject advisor support 16

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1 Introduction
Our A level qualifications are designed to be appealing and engaging to students, while preparing
them for future study and work. We have developed inspiring and culturally relevant courses
based on feedback from teachers, students, subject associations, academics and advisors.
The qualification has a clear structure, which will enable students to develop advanced-level,
transferable language alongside a deeper cultural appreciation of the Arabic-speaking world.
There is an emphasis on promoting understanding of grammar to allow spontaneous, creative
use of language to suit different purposes. The themes are engaging and relevant, combining
familiar and new content. Popular texts and films have been chosen, both classical and
contemporary.
Pearson is strongly committed to maintaining the availability of a wide range of language A
levels. Although some awarding organisations are ceasing to offer those language A levels only
taken by a limited number of students, we believe these qualifications make an important
contribution to fostering diversity and community cohesion.
We are redeveloping A levels in:
● Arabic
● Greek
● Japanese
● Urdu
And we are developing the following A levels for the first time:
● Gujarati
● Persian
● Portuguese
● Turkish
Note that we have taken the decision not to develop AS qualifications in any of these languages.
This Getting Started Guide provides an overview of the new A level Arabic specification, to help
you get to grips with the changes to content and assessment.

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2 What’s changed?
2.1 AS has not been redeveloped
Our discussions with schools and colleges have indicated that, under the new system in which AS
results no longer count towards A level grades, take-up of AS level will be very limited. For this
reason, we have taken the decision only to offer the full linear A level in the languages being
developed for first teaching in 2018.

2.2 Changes to A level qualifications

From September 2018, A level Arabic will be a fully linear qualification. This means that all
examinations must be sat at the end of the course. More information about the implications of
the move to linear assessment is given on page 9.
Separate subject criteria have been developed for these languages with smaller cohorts. While
the level of rigour and demand will be the same, there will be no requirement for students to
demonstrate spoken language skills.

Aims and objectives

There is a new set of aims and objectives for this A level. As a result, students are now required
to:
● study two works from a prescribed list
● summarise information from spoken and written sources in writing
● develop independent research skills
● undertake a task integrating the skills of listening, reading and writing
● translate from and into Arabic.

Themes
The specification content is broken down into four themes relating to the target language culture.
Two themes relate to ‘society, past and present’, and two themes relate to ‘political and/or
intellectual and/or artistic culture, past and present’.

Prescribed works
In the specification, we have specified a list of prescribed works in Arabic, including literary texts
and films. Students must study either one literary text and one film, or two literary texts.
Knowledge and understanding of works will be assessed in Paper 2 (Translation into Arabic and
written response to works).

Summarising information
This is a new requirement testing students’ ability to summarise information. Students should be
able to:
● identify the main ideas
● summarise a line of argument and/or different points of view
● evaluate and draw conclusions.
Ability to summarise will be assessed in Paper 3 (Listening, reading and writing in Arabic),
question 5(c).

Independent research skills

Students will be required to develop as independent researchers through the study of language.
Students are required to select one research subject from the four given in the specification and
undertake independent research on all three aspects. Students will have to demonstrate
knowledge and understanding of the research subject in Paper 1 (Translation into English,
reading comprehension and writing (research question) in Arabic).

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Assessment Objectives
The A level languages Assessment Objectives have been revised.
There are two main changes to the Assessment Objectives:
● A new AO4 has been introduced. This requires knowledge and understanding of, and
critical and analytical response to, cultural and social issues relating to countries
where Arabic is spoken.
● AO3 has a greater proportion of the marks than in the previous specification, and has
a subtly changed emphasis – there is greater emphasis now on active application of
grammar in generating new, independent language.

AO1 Understand and respond in writing to spoken language drawn from a

20% variety of sources

AO2 Understand and respond in writing to written language drawn from a

30% variety of sources

AO3 Manipulate the language accurately, in written forms, using a range of

30% lexis and structures

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

2.3 Specification overview

Assessment structure

Paper 1 Translation into English, reading 2 hours 30 minutes 40%

comprehension and writing (research question)
in Arabic
Paper 2 Translation into Arabic and written responses 2 hours 40 minutes 30%
to works

Paper 3 Listening, reading and writing in Arabic 2 hours 15 minutes 30%

Specification content
Specification content is now based around social, political and cultural themes, relating to the
Arabic language, culture and communities. This will enable students to gain a deeper
understanding of the culture related to their language of study, and ensure smooth progression
to further study.
Students will study four themes:
● Theme 1: Changes in Arab society; ‫التغيرات في المجتمع العربي‬
● Theme 2: Artistic culture in the Arab world;‫الثقافة الفنية في العالم العربي‬
● Theme 3: Work and citizenship in the Arab world; ‫العمل والمواطنة في العالم العربي‬
● Theme 4: Political culture in the Arab world; ‫الثقافة السياسية في العالم العربي‬
All four themes are set in the context of the Arabic-speaking world.
There are a number of sub-themes, which can be found on pages 6–7. The questions in the
question papers are set within the context of these themes.

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Students are also required to undertake independent research based on one of the four research
subjects listed in the specification. Students must research all three aspects within the research
subject. Research subjects and aspects are as follows:
● Social mores in one Arab country;‫العربية‬ ‫األعراف االجتماعية في إحدى الدول‬
The origins of social mores; the importance of these mores for Arab society; the impact of
modern life on these social mores
● Festive events in one Arab country; ‫االحتفاالت والمناسبات في إحدى الدول العربية‬
Traditional festive events that exist; the modernisation of traditional festive events; tourism
and festive events
● The tourist industry in one Arab country; ‫السياحة في إحدى الدول العربية‬
The impact of tourism on the economy; the cost and benefits of tourism for local people; the
impact of tourism on national heritage and infrastructure
● Minorities in one Arab country; ‫األقليَّات ال ِعرقية في إحدى الدول العربية‬
The historical context; the extent to which minorities are integrated; the extent to which
minorities have achieved equality

Comparison of reformed and legacy specifications

Reformed specification Legacy specification

Theme 1 Changes in Arab society This is compared to the A2 topic
of Arab socio-culture.‫الثقافة االجتماعية‬
‫التغيرات في المجتمع العربي‬
To some extent it touches on
• The Arab family parts of the general topic areas
‫األسرة العربية‬ (GTA) youth culture and
concerns: relationships.
‫أدوار الجنسين ضمن األسرة؛ دور األسرة الممتدة واألقرباء؛‬
Resources for these two could be
‫الموقف من الزواج والطالق‬
reused.
• Media
The second sub-theme also has
‫ اإلعالم‬some relation to the GTA (Youth
‫تأثير اإلعالم على المجتمع العربي؛ التكنولوجيا ووسائل‬ culture and concerns:
‫اإلعالم؛ تأثير وسائل التواصل االجتماعي على المجتمع‬ technology.
‫والعالقات‬
Theme 2 Artistic culture in the Arab world Theme 2 and its sub-themes is
almost the same as the A2 topic
‫الثقافة الفنية في العالم العربي‬
of Arab culture, ‫الثقافة والفنون العربية‬
• Music so all resources from this topic in
‫الموسيقى‬ the legacy specification will be
good to use in the reformed
‫أنواع الموسيقى واألغاني التقليدية؛ الثقافة الشعبية‬
specification.
‫والموسيقية؛ دور الموسيقى واألغنية‬
The research subject though is
• Arabesque (an Arab art)
more related to the A2 topic of
‫ فن عربي‬،‫األرابيسك‬ Arab socio-culture ‫الثقافة االجتماعية‬
‫المهارات الفنية والحرفية من جيل آلخر؛ التغيرات في فن‬
‫العمارة؛ الخط العربي‬

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 Theme 3 Work and citizenship in the Arab This generally has some aspects
world of the GTA of Education and
employment, especially the
‫العمل والمواطنة في العالم العربي‬
second part, and also some of
• Working life the cultural topic in the A2 topics
‫الحياة والعمل‬- ‫الثقافة االجتماعية‬
‫الحراك االجتماعي؛ الموقف من تكافؤ الفرص في العمل؛‬ The second sub-theme is similar
‫البطالة‬ to part of the GTA of The world
around us: environmental issues
• Responsibility towards the
environment The research subject (tourist
industry) is similar to the legacy
‫المسئولية تجاه البيئة‬- subtopic Tourist information,
‫االتجاهات العامة للمجتمع العربي نحو التلوث وإعادة‬ travel and transport.
‫التدوير؛ الموقف الحكومي من الطاقة البديلة؛ الجماعات‬
‫والمنظمات الصديقة للبيئة‬

Theme 4 Political culture in the Arab world Theme 4 has a lot in common
with the A2 topic of Arab history
‫الثقافة السياسية في العالم العربي‬
in the 20th century (Politics and
• Arab identity Arab organisations) except that
‫الهوية العربية‬ it extends to the 21st century.
‫القومية وحركات االستقالل في القرن العشرين؛ الفلسفة‬ The second sub-theme is more
‫السياسية ومعتقدات العروبة؛ مدى انتشار العروبة اليوم‬ current and so students could
relate to it more than the
• Political rule in the twenty-
historical theme.
first century
The research subject is a mixture
‫ األحوال السياسية في القرن الواحد والعشرين‬of this topic and some aspects of
‫النظم السياسية في العالم العربي؛ تغيرات النظم السياسية؛‬ the Arab socio-culture.
‫الموقف من االنتخابات وحرية االختيار‬
Literary works Prescribed list of works: Study of literary works not
compulsory. Students could
● ‫ ( توفيق الحكيم) عصفور من الشرق‬1938
choose to study one of the
(novel)
prescribed texts for Unit 2
● ‫ (أمير تاج السر) رواية صائد اليرقات‬2010 Section C.
(novel)
● ‫ (أحمد شوقي) مسرحية البخيلة‬2012
poetic play
Students are expected to produce
responses that relate to features
such as:
● form and technique
● key themes, concepts and issues
● characterisation
● plot structure
● social and cultural setting

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Films Prescribed list of films: Study of film not required.
● ‫(خيري بشارة) فيلم يوم ُم ّر ويوم حلو‬
(1998)
● ‫(فطين عبد الوهاب) فيلم إشاعة حب‬
(1960)
● )‫( فيلم وجدة (هيفاء المنصور‬2012)
Students are expected to produce
responses that relate to features
such as:
● form and technique
● key themes, concepts and issues
● characterisation
● plot structure
● social and cultural setting
Independent Must be based on one of the four Must link to Arab culture and/or
research research subjects listed in the society: chosen from a list of
specification: prescribed topics and texts in the
● Social mores in one Arab country specification.

‫األعراف االجتماعية في إحدى الدول العربية‬

● Festive events in one Arab
country
‫الثقافة الفنية في العالم العربي‬
● The tourist industry in one Arab
country
‫السياحة في إحدى الدول العربية‬
● Minorities in one Arab country
‫األقليَّات ال ِعرقية في إحدى الدول العربية‬
Students must research all three
aspects of their chosen research
subject
N/A No equivalent in new specification The GTA of Lifestyle: health and
fitness has no equivalent in the
new specification.
Geography and economy as
aspects of Arab history in the
20th century are not directly
covered in the reformed spec.

Part of the media sub-theme ( ‫وسائل‬

‫ )اإلعالم‬has no clear equivalent in the
legacy specification unless it is linked
to the society.

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3 Planning
3.1 Planning a linear A level course
The key difference with a linear A level is that all exams are taken at the end of the (usually)
two-year course. As a result, it is not possible to retake individual exams – rather, if you wish to
retake, you must retake the entire qualification.
In terms of language learning, this is a logical and positive development because students must
retain and build on everything they learn in order to master a language effectively.
Course planning needs to cover:
● four themes
● either two literary texts, or a literary text and a film
● sufficient practice in listening, reading, writing and translation
● a broad range of grammar and opportunities to use this to generate language
independently
● independent research of selected research subject
● development of critical and analytical thinking.
Here is just one way in which you might structure a two-year course:

Grammar Skills Research

Year 1 Theme 1

Develop skills/research
Transferable listening,

all aspects of chosen

translation, thinking
Theme 2

reading, writing,

research subject
development

Literary work/Film
Revision/

Year 2 Theme 3
Theme 4
Literary work/Film
Revision

3.2 Suggested resources

Our free online support for A level Arabic, which can be accessed on our website, includes
guides on:
● teaching literature
● teaching film
● how to analyse a text or film
● how to develop research skills.
Other useful resources include:
Grammar
● ‫تأليف فؤاد نعمة‬ ‫ ملخص قواعد اللغة العربية‬1998 ‫الناشر دار الفكر العربي‬
Download using the following link: http://www.daulatulkitab.com/2017/11/pdf_19.html
● ‫تأليف علي الجارم ومصطفى أمين‬‫ دار المعارف النحو الواضح‬-
Download pdf: https://www.kutub-pdf.com/book/‫والص‬-‫النحو‬-‫العربية‬-‫اللغة‬-‫قواعد‬

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Literature
All three books could be found at https://www.goodreads.com/book/show.
● ‫ تحميل وقراءة رواية عصفور من الشرق تأليف توفيق الحكيم‬pdf ‫مجانا‬
https://www.goodreads.com/book/show/2392599. Free download of the novel.
● )‫ رواية صائد اليرقات (أمير تاج السر‬ISBN 9786144259122 Dar Al-Saqi.
https://www.amazon.co.uk/‫اليرقات‬-‫صائد‬-Arabic.../B076T9WGJR.
● El-Bakhila (Arabic Edition ) (Arabic) Paperback – 16 May 2018, ISBN 9781719202565
https://www.booksera.net/book/‫البخيلة‬.html. Free download
https://www.hindawi.org/books/86085746. Analysis and notes about the author.

Films
The following links are useful for the prescribed films.
● ‫يوم مر ويوم حلو‬
https://www.youtube.com/watch?v=LTUjbgorgPs . Free download of the film.
https://www.elcinema.com/work/1000336. Analysis.
● ‫فيلم إشاعة حب‬
https://el7l.tv/online/25326/‫فيلم_إشاعة_حب‬.html . Free download of the film.
https://www.elcinema.com/work/1010058. Critical analysis of the film.
● ‫فيلم وجدة‬
https://www.imdb.com/title/tt2258858/
https://www.elcinema.com/work/2021070
https://ar.wikipedia.org/wiki/)‫وجدة_(فيلم‬
You can also watch it in English at this link https://www.youtube.com/watch?v=jqQSt3u69Is.

Newspapers, television and radio

The following websites are useful for information as well as listening practice.
● For Arabic newspapers and magazines; - ‫الصحف و الجرائد باللغة العربية‬
https://arabic-media.com/arabicnews.htm.
● For Arabic radio station
www.101languages.net/arabic/arabic-radio.
● For all media in Arabic from the BBC
www.bbc.com/arabic.

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4 Content guidance
The themes and sub-themes identified below are vehicles for the development of linguistic and
cognitive skills, as well as cross-cultural awareness. Assessment is predominantly related to the
ability to use the target language. Papers 1, 2 and 3 will be based on content from the four
themes. Students will need to demonstrate knowledge and understanding of, and critical and
analytical response to, the target language community and culture.

4.1 Themes and sub-themes

Theme 1, ‘Changes in Arab society’, examines broad social issues and trends, and allows the
study of how they are changing. For example, the sub-theme of ‘the Arab family’ enables
students to study the evolution of the traditional family structure, while the second sub-theme
focuses on the media and technology. The optional research subject focuses on customs and
traditions, which is relevant across the Arabic-speaking world.
Theme 2, ‘Artistic culture in the Arab world’, allows students to expand their cultural knowledge
by learning about artistic culture in the Arab world. This encompasses not only traditional artistic
culture, such as Arabesque, and music and song, but also includes popular culture and music.
The optional research subject focuses on festivals/events, how they are changing, and the link
between festivals/events and tourism.
In Theme 3, ‘Work and citizenship in the Arab world’, the sub-themes ‘working life’ and
‘responsibility towards the environment’ cover important aspects of Arab society, which includes
key issues such as attitudes towards equal opportunities, social mobility and pollution. The
optional research subject requires students to study the impact of tourism, something students
may have experienced first-hand if they have travelled to the country on which they choose to
focus.
In Theme 4, ‘Political culture in the Arab world’, the first sub-theme provides an historical
context by addressing the idea of Arab identity, including nationalism and Pan-Arabism, while the
second addresses contemporary events of the Arab spring. The optional research subject
‘Minorities’ covers the issues of integration and equality for minorities.

4.2 Prescribed works

Literary 1938 (novel) ‫عصفور من الشرق توفيق الحكيم‬
works 2010 (novel) ‫أمير تاج السر‬ ‫رواية صائد اليرقات‬
2012 (poetic play) ‫مسرحية البخيلة أحمد شوقي‬
Films )1998( ‫فيلم يوم مر ويوم حل‬
)1960( ‫فيلم إشاعة حب‬
)2012( ‫فيلم وجدة‬

For each of the prescribed literary works and films, students need to consider:
● Author/Director
● Relevant background
● Plot
● Main character(s)
● Themes
● Important quotations/dialogue and scenes
● Reference materials and extended reading
For further guidance, download our guide to analysing text or film.

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5 Assessment guidance
5.1 Breakdown of Assessment Objectives
The breakdown of Assessment Objectives by paper will be as follows:

Paper AO1 % AO2 % AO3 % AO4 % Total

Paper 1: Translation into English, - 25 5 10 40%
reading comprehension and writing
(research question) in Arabic
Paper 2: Translation into Arabic and - - 20 10 30%
written response to works
Paper 3: Listening, reading and writing 20 5 5 - 30%
in Arabic

Total 20 30 30 20 100%

5.2 Assessment overview

The Pearson Edexcel A level in Arabic comprises three externally-examined papers that
assess listening, reading and writing skills.

Paper 1: Translation into English, reading comprehension and writing

(research question) in Arabic
2 hours 30 minutes (80 marks)
Section A: Translation into English (20 marks)
We recommend students spend 20 minutes on Section A.
Students must translate one unseen passage from Arabic into English. Section A draws on
vocabulary and structures from any one of the sub-themes within the four themes.
Section B: Reading comprehension (20 marks)
We recommend students spend 45 minutes on Section B.
Students must respond to a series of comprehension questions based on a variety of text
types and genres. Section B draws on vocabulary and structures across all sub-themes within
the four themes.
Section C: Writing (research question) (40 marks)
We recommend students spend 1 hour 25 minutes on Section C.
Students must read one unseen text in Arabic and then answer a question, incorporating
information and ideas from both the unseen text and their research findings. Section C draws
on a student’s independent research of their chosen research subject.

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 Paper 2: Translation into Arabic and written response to works
2 hours 40 minutes, 110 marks
Section A: Translation into Arabic (20 marks)
We recommend students spend 30 minutes on Section A.
Students must translate one unseen passage from English into Arabic. Section A draws on
vocabulary and structures from any one of the sub-themes within the four themes.
Section B: Written response to works (literary texts) (45 marks)
We recommend students spend 1 hour 5 minutes on each response in Sections B and C.
Students must write an extended response on either one or two of the literary texts listed in
the specification. Students choose one question from a choice of two for each of their chosen
literary texts. 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)
We recommend students spend 1 hour 5 minutes on each response in Sections B and C.
Students must write an extended response on one of the films listed in the specification (if
they only answered one question in Section B). Students choose one question from a choice
of two for their chosen film.

Paper 3: Listening, reading and writing in Arabic

2 hours 15 minutes, 60 marks
Section A: Listening comprehension (30 marks)
We recommend students spend 45 minutes on Section A.
Students must respond to comprehension questions based on a variety of contexts and
sources. Section A draws on vocabulary and structures across all sub-themes within the four
themes.
Section B: Listening, reading and writing (30 marks)
We recommend students spend 1 hour 30 minutes on Section B.
Students must summarise a listening source and a text, both of which are based on the same
sub-theme. Students must then evaluate the points of view in both sources, stating which
views they agree with and why. Section B draws on vocabulary and structures from any one
of the sub-themes within the four themes.

5.3 Understanding how to apply the mark grids

Paper 1: Translation into English, reading comprehension and
writing (research question) in Arabic
Section A: Translation into English
The translation into English is marked using a points-based mark scheme (Sample
Assessment Materials, pages 23–24). The translation is divided into 20 ‘chunks’, and
there is one mark available for the correct translation of each chunk.
The mark scheme gives acceptable answers for each chunk but these are indicative only
and variants will be accepted by the examiner if they convey the same intended
meaning.
Misspellings are tolerated as long as they don’t lead to ambiguity. For example, ‘drought’
misspelled as ‘drowght’ would be acceptable, but misspelled as ‘draught’ would be
unacceptable as this is a real word with a different meaning (leading to ambiguity).

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Section B: Reading comprehension
The questions in this section are marked using a points-based mark scheme (Sample Assessment
Materials, pages 27–28)
There is extensive guidance on the marking principles that will be applied to the questions in this
section on pages 25–26 of the Sample Assessment Materials. The key things to remember are:
● Students don’t have to respond in full sentences to open-response questions.
● Students can use words from the reading extract in their answer but must not copy whole
sections where the question requires them to manipulate the language in order to give an
accurate response.
● There are no marks for quality of language in this section so spelling and grammar mistakes
will be tolerated as long as they do not introduce ambiguity.
● For a one-mark answer, the candidate’s first response is taken as the answer, even if this
response is incorrect and the correct information follows later. Where two marks are
available, apply the same rule, i.e. the first two responses are taken as the answer even if
they are incorrect and the correct information follows later.
● Students must answer in Arabic – correct answers in the wrong language will not be awarded
marks.

Section C: Writing (research question)

This question is marked using three levels-based mark grids:
● Knowledge and understanding of society and culture (AO4)
● Understand and respond to written language (AO2)
● Accuracy and range of language (AO3)
In their response, students should demonstrate knowledge and understanding of society and
culture through their ideas, arguments and conclusions, supported by information, references
and examples from their research. Students must also refer to information in the text that
supports their ideas, arguments and conclusions (thereby showing understanding of the text).
There are more marks available for AO4 (20 marks) than AO2 (10 marks), so students are
expected to place more emphasis on knowledge and understanding of society and culture (AO4)
than on the text (understand and respond in writing to written language – AO2).
Students can demonstrate their knowledge and understanding of society and culture by providing
relevant ideas, information, references and examples related to aspects such as:
● lifestyle/customs/events, both current and historical
● important figures, both current and historical
● public opinion, feelings, reaction and behaviour.
Note this list is not exhaustive.
Answers will be marked according to the guidance on pages 30–34 of the Sample Assessment
Materials.

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Paper 2: Translation into Arabic and written response to works
Section A: Translation into Arabic
The translation into Arabic is marked using a points-based mark scheme (Sample
Assessment Materials, pages 55–56). The translation is divided into 20 ‘chunks’, and
there is one mark available for the correct translation of each chunk.
The mark scheme gives acceptable answers for each chunk but these are indicative only
and variants will be accepted by the examiner if they convey the same intended
meaning.
The mark scheme for Paper 2 states:
● 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/ ‫( يوج‬there 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.
● Adjective endings must be correct and will not be classed as spelling errors.
● Accept any appropriate alternatives that do not already appear in the ‘Acceptable answers’
column.

Sections B and C: Written response to works

Each individual essay is marked using three levels-based mark grids:
● Critical and analytical response (AO4)
● Range of grammatical structures and vocabulary (AO3)
● Accuracy of language (AO3)
Answers will be marked according to the guidance on pages 57–61 of the Sample Assessment
Materials.
The indicative content given in the mark scheme is not exhaustive, and you will be rewarded for
any valid response and may draw on any relevant examples from the work.

Paper 3: Listening, reading and writing in Arabic

Section A: Listening comprehension
The questions in this section are marked using a points-based mark scheme (Sample Assessment
Materials, pages 103–106).

Section B: Listening, reading and writing

Questions 5(a) and 5(b) are marked using a points-based mark scheme (Sample Assessment
Materials, pages 107–108).
Question 5(c) is marked using three levels-based mark grids:
● Understand and respond to spoken language (AO1)
● Understand and respond to written language (AO2)
● Accuracy and range of language (AO3)
Answers will be marked according to the guidance on pages 110–112 of the Sample
Assessment Materials.

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6 Subject advisor support
Your subject advisor for languages is Alistair Drewery, and you can contact him with any
questions you have about A level Arabic.

We recommend that you sign up to receive Alistair’s email updates. To do so, please
complete this online form.

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