External Evaluation of the European Baccalaureate (Annexes)

conclusion”
Produce a written
narrative following the
required criteria
(tense, person, tone,
language level etc.
Carry out activities
linked to the set works
set structure)
(written
narrative
yes, but less
emphasis on
‘required
criteria’)
Content included in OCR GCE A level French (comparator syllabus) but not in EB syllabus
Please list any topics that are included in the A Level specification but not in the EB syllabus.
1. The topic areas from which teachers are expected to select material and on which students are
assessed cover a wide range of issues from contemporary French society and culture: e.g. the
media, the arts, sports and pastimes, travel, daily life, the environment, education, law and order,
politics, education, human interest news items etc. This applies not only to the set non-literary
topics in the Culture and Society paper but to the course in general. This is in very marked
contrast to the EB programme, where the source material is largely of a literary nature, requiring
for the most part ‘literary’ responses.
2. There is an emphasis on a variety of authentic sources of material and language – notably,
contemporary newspaper and magazine articles.
3. There is a published list of set literary texts to be studied if the student wishes to take that option
in the Society and Culture paper, and set literary topics if the student wishes to take that option,
but there is no obligation to incorporate literary study. This is in very marked contrast to the EB
programme.
4. There is a published list of grammatical points which candidates are expected to be able to
recognise and/or handle.
5. There is a far wider range of assessment exercises: multiple-choice, gap-filling, non-verbal
answers, sentence completion, definitions, ‘true or false’ exercises, word substitution, matching
statements with items from the text etc.
6. Some questions and answers are in English, and there is a requirement to be able to transfer
meaning from French into English and vice versa.
7. There is an emphasis on a range of material to be communicated and the target audience, and
therefore on appropriate register.
8. There are specific listening comprehension tests.
9. There is a general emphasis on language acquisition, ‘message’ and communication.
10. Synoptic element.
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