Chinese: A Level
Chinese: A Level
Chinese: A Level
Chinese
Specification
Pearson Edexcel Level 3 Advanced GCE in Chinese
(spoken Mandarin/spoken Cantonese) (9CN0)
First teaching from September 2017
First certification from 2019 Issue 2
Summary of Pearson Edexcel Level 3 Advanced GCE
in Chinese (spoken Mandarin/spoken Cantonese)
specification
Issue 2 changes
Summary of changes made between previous issue and this current issue Page number
The specification has been changed to inform the teacher/examiner that they may
now gain access to the assessment materials three working days before the
prescribed five week assessment period (rather than three working days before
the first scheduled student assessment). The wording to bullet point two on page
40 has been changed to the following, (amended wording written in bold):
‘The teacher/examiner may open the pack three working days before the
prescribed five week assessment period, in order to be familiar with the
material and to prepare questions in advance. The assessment materials in this
pack must not be removed from the centre premises’.
If you need further information on these changes or what they mean, contact us via our website at:
qualifications.pearson.com/en/support/contact-us.html.
Contents
1 Introduction 2
Why choose the Pearson Edexcel Level 3 Advanced GCE in Chinese (spoken
Mandarin/spoken Cantonese)? 2
Supporting you in planning and implementing this qualification 4
Qualification at a glance 5
We’ve listened to feedback from the languages community – subject associations, academics
and advisors, together with teachers and students – and have designed a motivating course
of study that will enable your students to develop an advanced level knowledge and
understanding of the Chinese language, the culture of China and other Chinese-speaking
countries, as well as practical and valuable language and transferable study skills. This
specification will help to prepare students for higher education and enhance their
employability profile.
Inspiring and engaging themes – our qualification features familiar and popular themes
as well as some new content that provides clear links to some of the most fundamental and
interesting aspects of the culture of the Chinese-speaking world.
Popular literary texts and films – we offer a choice of literary texts and films that includes
contemporary and more classical titles, together with authentic source materials from China
and the wider Chinese-speaking world.
Clear and coherent structure – our qualification has a straightforward structure with four
engaging themes:
Theme 1 Theme 2
Traditional characters
當代華人社會變遷 中國文化
Simplified characters
当代华人社会变迁 中国文化
Theme 3 Theme 4
Traditional characters
Manageable content – we have worked closely with teachers and students to ensure that
our content is manageable and appropriate, so that you and your students can be confident
that you have enough time to cover what you need to at the appropriate depth.
Planning
● Our Getting Started Guide, available on our website, gives you an overview of the new
A Level qualification to help you get to grips with the changes to content and assessment
and to help you understand what these changes mean for you and your students.
● We will give you an editable course planner and scheme of work that you can adapt to
suit your department.
● Our mapping documents highlight key differences between the new and
2008 qualification.
ResultsPlus
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.
The assessment will be available in traditional and simplified characters. All questions and
texts are printed twice, once with texts using traditional/full characters and once with texts in
simplified characters.
Students must complete their speaking assessment in April/May and all other assessments in
May/June in any single year.
*It is usual for teachers to conduct the speaking assessment with their students during a
timetabled assessment window in April/May. However, candidates may attend a regional
Pearson office to be assessed by a Pearson-appointed examiner. Candidates will be required to
travel to the location on a date allocated by Pearson. Timetable and fee information will be
available on the Pearson qualifications website qualifications.pearson.com
80 marks
Content overview
This paper draws on vocabulary and structures across all four themes listed on pages 9-10.
Themes are based on the society and culture of Chinese-speaking countries.
Assessment overview
A listening assessment based on a recording, featuring male and female Chinese speakers.
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 our website.
A reading assessment based on a variety of text types and genres where students will
respond to comprehension questions.
120 marks
Content overview
This paper requires students to translate a previously unseen passage from English into
Chinese.
This paper also draws on the study of two discrete Chinese works: either two literary texts,
or one literary text and one film. The works must be taken from the list provided in
Appendix 2: Prescribed literary texts and films. The literary texts listed include novels and
short stories. All of the films are feature length.
Assessment overview
This paper includes a translation exercise and two extended responses to either two literary
texts, or one literary text and one film (students must not answer questions on two films).
Students are not permitted access to a dictionary or any documentation relating to the works
during the examination.
Students must write an extended response on either one or two of the literary texts listed in
Appendix 2: Prescribed literary texts and films.
If a student answers questions on two literary texts then they do not complete Section C.
Students who answer only one question on a literary text in Section B must write an
extended response on one of the films listed in Appendix 2: Prescribed literary texts
and films.
Total assessment time: between 21 and 23 minutes, which includes a single period
of 5 minutes’ formal preparation time
72 marks
Content overview
Task 1 draws on vocabulary and structures across all four themes (listed on pages 9-10).
Task 2 is based on independent research selected and carried out by the student. The research
may be based on one of the themes or on the student’s own subject of interest related to the
society and culture of the Chinese-speaking world.
Students will be assessed on their ability to use a range of language accurately, communicate
and interact effectively, summarise and analyse findings from written sources relating to their
research subject, and show knowledge and understanding about the society and culture of the
Chinese-speaking world.
Assessment overview
Students complete two tasks. Task 1 is worth 30 marks and Task 2 is worth 42 marks.
Students discuss one Theme from the specification based on a stimulus containing a short
statement.
Students present a summary of at least two of the written sources they have used for their
research and give a personal response to what they have read.
Students answer questions on their presentation and then have a wider discussion on their
research.
The assessment will be available in Mandarin and Cantonese. The option chosen for each
student is indicated by entry code:
Mandarin – 9CN0/03M
Cantonese – 9CN0/03C
**See Appendix 7: Codes for a description of this code and all other codes relevant to this
qualification.
The four themes address a range of social issues and trends, as well as aspects of the political
and artistic culture of the Chinese-speaking world.
Each theme is broken into two sub-themes (highlighted in bold). These sub-themes are each
exemplified further.
Theme 1
當代華人社會變遷 当代华人社会变迁
Traditional characters Simplified characters
家庭 家庭
家庭結構和代溝;家庭計劃 家庭结构和代沟;家庭计划
和人口老齡化。 和人口老龄化。
教育與工作 教育与工作
學校生活和學生議題;工作 学校生活和学生议题;工作
機會;工作和生活的平衡。 机会;工作和生活的平衡。
Theme 2
中國文化 中国文化
Traditional characters Simplified characters
傳統 传统
節日(春節;端午節; 节日(春节;端午节;
中秋節;清明節)和習俗。 中秋节;清明节)和习俗。
文化活動 文化活动
電影;電視;音樂和閱讀。 电影;电视;音乐和阅读。
(與中國文化有關) (与中国文化有关)
通訊與科技 通讯与科技
互聯網和社交媒體。 互联网和社交媒体。
經濟與環境 经济与环境
經濟發展;環境保護。 经济发展;环境保护。
Theme 4
變革 变革
貧富差距;超級大都市;城 贫富差距;超級大都市;城
市移民。 市移民。
中英關係 中英关系
貿易;文化交流;教育交 贸易;文化交流;教育交
流。 流。
Content
Students will be assessed on their understanding of spoken and written Chinese from a variety
of types of authentic texts and listening material, as well as their ability to translate accurately
from Chinese into English.
Texts and recordings vary in length to include some extended passages. All spoken and
written materials are culturally relevant to China and Chinese-speaking countries and are
drawn from the four themes (listed on pages 9–10).
● assimilate and use information from spoken and written sources, including material from
online media
● summarise information from spoken sources, reporting key points and subject matter
● translate from Chinese into English.
Listening
The listening section will be made up of spoken passages covering different registers and
types, including authentic communication involving one or more male and female speakers.
Sources will include material from online media.
Reading
The reading section will be made up of texts containing both factual and abstract content and
will be authentic or adapted from authentic sources, written for different purposes and
audiences.
The content of the translation will be taken from one of the four themes.
o there are three questions in this section made up of multiple choice and
open response questions, including questions testing summary skills. All questions are
set in Chinese and must be answered in Chinese
o students will listen to a recording featuring Chinese-language speakers who will speak at
a speed appropriate for the expected understanding at this level
o recordings will be issued as a CD or in MP3 audio format. The MP3 sound files must be
accessed via a secure download from the Pearson Edexcel website. The recordings will be
available in Mandarin and Cantonese
o students will have individual control of the recording and may stop, revisit and replay
sections of the recording as they wish.
● For Section B (reading), 50 minutes (recommended timing), 30 marks:
o students must translate one unseen text from Chinese into English.
The recommended timings have been provided to enable the student to complete each section
in sufficient time.
Content
Students should be able to:
● 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 (see Appendix 2: Prescribed literary texts and films)
● produce responses that relate to aspects such as the form and the technique of
presentation, key concepts and issues and the social context, as appropriate to the work
studied
● present viewpoints; develop arguments; persuade; and analyse and evaluate in writing
● manipulate language accurately through translating an unseen passage from English
into Chinese.
Students must study two discrete Chinese works: either two literary texts, or one literary text
and one film. The works must be taken from the list in Appendix 2: Prescribed literary texts
and films. The literary texts listed include novels and short stories. All of the films are feature
length. The content of the translation will be a passage based on one of the four themes.
Assessment information
● First assessment: May/June 2019.
● The total assessment time is 2 hours and 40 minutes. Recommended timings for each
section are given below.
● The assessment is out of 120 marks.
● There are three parts to this paper, Section A (translation into Chinese) and Sections B and
C (written response to works).
● For Section A (translation into Chinese), 30 minutes (recommended timing), 20 marks:
o students must translate one unseen text from English into Chinese.
● For Sections B and C (written response to works), 2 hours and 10 minutes, 100 marks:
o students must write two essays selected from Section B (literary texts) or one selected
from Section B (literary texts) and one from Section C (films)
o it is recommended that students write between 250–350 Chinese characters for each
essay in order to give a detailed analysis of the works. Students should justify points of
view, arguments and conclusions with evidence from the work. However, the whole essay
will be marked regardless of length
o students are expected to provide a critical and analytical response by selecting relevant
material form the works, presenting and justifying points of view, developing arguments,
drawing conclusions based on understanding, and evaluating issues, themes and cultural
and social contexts related to the works studied.
o no credit will be given for essays on literary texts that are based on film versions adapted
from the literary texts. Evidence given in the essay to justify viewpoints and arguments
must be based on the original literary text.
● All questions will be set in Chinese and must be answered in Chinese.
The recommended timings have been provided to enable the student to complete each section
in sufficient time.
Marking guidance
Marking guidance has been written to accompany the SAMs and is included with the SAMs
booklet. Please note that this guidance is for the use of the Pearson-appointed external
examiners. It is printed for reference in the specification to aid understanding of how the
assessment criteria will be applied.
This task is marked using a points-based mark scheme in which 1 mark is given for each
correct individual section of language. Please see the Pearson Edexcel Level 3 Advanced GCE
in Chinese (spoken Mandarin/spoken Cantonese) Sample Assessment Materials (SAMs)
document for an example of how the translation will be marked.
There are three levels-based mark grids to be applied to each individual essay that makes up
the written responses to works. The mark grids are:
● critical and analytical response (AO4)
● range of grammatical structures and vocabulary (AO3)
● accuracy of language (AO3).
This 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.
This grid should be applied twice, once for each essay individually.
When deciding how to reward an answer, examiners will consult this mark grid as well as the
indicative content associated with each question which can be found in the document Pearson
Edexcel Level 3 Advanced GCE in Chinese (spoken Mandarin/spoken Cantonese) Sample
Assessment Materials (SAMs). Indicative content contains points that students might 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.
Marks Description
0 No rewardable material.
1–4 ● Response relates to the work but limited focus on the question.
● Points of view relating to issues/themes/cultural or social contexts are presented
with simplistic justification; limited interpretation with frequent misunderstanding
or confusion; any evidence from the work is descriptive.
● Limited ability to form arguments or draw conclusions.
5–8 ● Response relates to the work but often loses focus on the question.
● Points of view relating to issues/themes/cultural or social contexts are presented,
with attempts made at interpretation, but they occasionally show misunderstanding
or confusion; evidence selected from the work for justification is occasionally
appropriate but often descriptive.
● Arguments are made but with inconsistencies; conclusions are drawn but do not
fully link to arguments.
This mark grid assesses students’ ability to use a range of grammatical structures and
vocabulary in order to produce articulate written communication with a range of expression.
This grid will be applied twice, once for each essay individually.
Marks Description
0 No rewardable language.
9–12 ● Some variation in the use of grammatical structures, including some recurrent
examples of complex language; sections of articulate writing with occasionally
stilted phrasing.
● Some variation in use of vocabulary, resulting in variation of expression but this
is not sustained.
● Some use of terminology appropriate for literary and cinematic analysis.
Additional guidance
Variation of vocabulary and grammatical structures: the traits in the mark grid
differentiate between the variation of grammatical structures and vocabulary used by
students. Examiners will judge which mark band to place students in and which mark to
award, based on the effect that the variety of grammatical structures and vocabulary has on
the quality of the communication; the wider the variety, the more articulate the
communication will become (see definition of ‘articulate’ below).
● relative constructions
● comparative constructions
● precision and accuracy
● using conjunctions to express abstract ideas or convey justified arguments that require a
range of lexis and structures
● using synonyms and a variety of expressions.
Terminology for literary and cinematic analysis: vocabulary for critical analysis according
to the work being studied, for example ‘plot’, ‘character’, ‘metaphor’, ‘similes’ and ‘use of black
and white’.
This mark grid assesses students’ ability to apply grammar and syntax accurately.
This grid will be applied twice, once for each essay individually.
Marks Description
0 No rewardable language.
7–8 ● Accurate language throughout most of the essay, resulting in mostly coherent
writing.
● Errors occur that rarely hinder clarity of communication.
Additional guidance
Errors: students are not expected to produce perfect, error-free writing in order to access the
top band as errors are also made by native speakers. The mark grid describes the frequency
of errors and the impact that errors have on coherence.
as in 老师对你的作业很满意 /老师对你的作业很满足
● errors that make it unclear who is carrying out the action, for example using the incorrect
person of the verb
● mother-tongue interference.
Content
Students should be able to demonstrate:
● knowledge and understanding of the cultural context by giving ideas, examples and
information on one of the themes and on a chosen subject of interest they have researched
linked to the social and cultural context of the Chinese-speaking world
● the ability to analyse aspects of the cultural context by presenting and justifying valid
arguments, viewpoints and conclusions
● the ability to interact and hold a natural and fluent discourse
● skill in manipulating language accurately
These aspects are assessed via two distinct tasks conducted in Chinese, which are carried out
in consecutive order in one session.
Content for this task will be based on any one of the eight sub-themes from one of the four
overall themes listed on pages 9- 10. Stimulus cards will be given as a springboard to the
discussion.
This task is in two parts. Content for this task will be based on the subject of interest that
students have chosen for their independent research project. This may be based on any of the
four themes of study listed on pages 9-10 or on a subject of interest of the student’s choosing.
However, it must relate to the cultural and social context of the Chinese-speaking world.
Assessment information
● First assessment: April/May 2019.
● Timing for the speaking assessment (recommended):
o Task 1: 6 to 7 minutes
o Task 2: 10 to 11 minutes
Recommended timings have been given for each task to enable the student to complete
each one in sufficient time to access the full range of assessment criteria for both tasks.
● The assessment is out of 72 marks.
● Students complete two tasks – Task 1 is worth 30 marks and Task 2 is worth 42 marks.
● Assessments will be conducted by teacher-examiners* in centres in one session within a
prescribed five-week assessment period. This will take place in April and May in any single
year. Dates for the assessment period will be confirmed in the UK Information Manual at the
start of each academic year. The assessment period will not always be continuous or be the
same period each year, for example it will need to accommodate the Easter break, which
changes each year.
o Part 1: The teacher-examiner asks the two compulsory questions on the card. The
compulsory questions may be repeated but rephrasing is not allowed. The teacher-
examiner then helps to develop the discussion by asking appropriate follow-up questions
relating to the statement on the stimulus card.
o Part 2: The teacher-examiner then broadens the discussion to cover other aspects of the
overall theme. Optional generic questions are provided by Pearson as a guide to the
questions the teacher-examiner should ask in order to enable the student to meet the
requirements of the assessment criteria, i.e. to elicit examples and information to
demonstrate their knowledge and understanding of the cultural and social context and to
analyse aspects of the Theme by developing and justifying arguments and forming
conclusions.
o Part 1: The discussion must open with a presentation from the student in which they
provide a summary of at least two of the written sources they have used as part of their
research, outlining the authors’ main points/ideas and giving a personal response to what
they have read. The presentation must not exceed two minutes. In this part of the task,
students are assessed on their ability to respond in speech to written sources.
o Part 2: The discussion must be broadened out to a wider exploration of the content of
the student’s presentation and of their research as a whole. The teacher-examiner should
use the key findings and list of sources on the RP3 Form in Appendix 1: Independent
research form (RP3) to help them formulate their own questions. Optional generic
questions are provided by Pearson as a guide to the questions the teacher-examiner
should ask in order to enable the student to meet the requirements of the assessment
criteria, i.e. to elicit examples and information to demonstrate their knowledge and
understanding of the cultural and social context and to analyse aspects of the Theme by
developing and justifying arguments and forming conclusions.
In both tasks, students are expected to ask questions that elicit opinions as part of the
natural discourse and to confirm that their own points of view have been understood (see
guidance provided on Elicit points of view/check for understanding beneath the mark grids for
Interaction (AO1) in the specification and the Pearson Edexcel Level 3 Advanced GCE in
Chinese (spoken Mandarin/spoken Cantonese) Sample Assessment Materials (SAMs)
document. Students are also expected to take the lead in the discussions.
The teacher-examiner will cover all parts of each task and ask appropriate questions to ensure
that the student is able to access the maximum amount of marks available. The speaking
assessment will last between 16 to 18 minutes in total and the teacher-examiner must ensure
that timings are followed. The timing of the assessment begins with the student’s first
utterance in relation to Task 1. Once the maximum stipulated assessment time has passed,
the teacher-examiner will bring the assessment to a natural end, allowing the student to
complete their last sentence. They will turn off the recording device at that point. Centres
should be aware that students will not receive any marks for any conversation that takes place
beyond the maximum time allowed.
The independent research project must relate to the cultural and/or social context of the
Chinese-speaking world. It should be based on a subject of interest of the student’s choosing,
but may be based on any of the four themes of study from the specification.
The independent research project must not be based on one of the literary works or films
studied for Paper 2 but can focus on a wider exploration of the author or film-maker of those
works studied. For example, if studying a novel by a particular author for Paper 2, the
independent research must not focus on that novel as it would represent a duplication of
content. However, it could focus on the life of the author or the aspects that motivated the
author in a broader sense.
● enable the student to identify at least two written sources, which they can summarise and
give a personal response to in their presentation.
The table below gives guidance on the process that could be followed.
Stage Description
3 Analysis of ● Students record the 6–10 key findings of their research on the RP3
information form and prepare to give information about and analyse their
findings, ensuring that all material is clearly linked to the target
language culture.
● In preparation for their two-minute presentation, students prepare
to summarise the main points/ideas from at least two of the written
sources they have used as part of their research and to give a
relevant personal response.
It is recommended that students begin the identification stage as early as possible in the
academic year. However, learning hours for the independent research project are not specified
because the process of information collation and investigation are undertaken independently.
Students should be prepared to talk in detail about their subject of interest for 10-11 minutes.
● give guidance on selecting a subject and question or statement for the student’s
independent research project
● explain what independence means (see definition in Guidance on the independent research
project)
● comment on the suitability of the area of research (availability of resources, time
constraints)
● give guidance and advice on completing RP3 form
● advise and direct students to the assessment objectives
● provide a selection of resources for student access.
Teachers must:
● confirm that the question or statement has the potential to meet the requirements of the
assessment criteria and offer general guidance on any necessary amendments
● ensure that the question or statement does not correspond with one of the literary works or
films that the student has studied for Paper 2. Teachers will be able to identify this from the
information given on the RP3 form. Students will receive a mark of zero for Task 2 if their
independent research project focuses on a work studied for Paper 2
● review each student’s RP3 form. Teachers should ensure that the research can suitably
access the specification requirements and give general guidance on the methodology and
analytical tools that the student could use
● promote good practice such as referencing and using a bibliography system
● sign the student’s RP3 form before the examination to declare that the independent
research project is wholly the student’s work
● monitor the different research projects being undertaken in a centre to ensure that
independence is being maintained. If more than one student chooses to research the same
topic, the teacher must ensure that each student has a different question or statement and
therefore an independent focus.
If the above is not adhered to, the awarding organisation will investigate this as a potential
case of malpractice. If malpractice is found to have taken place, a penalty will be applied
dependent on the circumstances and severity of the malpractice.
For full information regarding malpractice, please see the section entitled Malpractice on
page 47 of the specification and the JCQ document Suspected Malpractice in Examinations and
Assessments 2016–17.
Pearson will provide exemplar material relating to student performance. In order to support
teachers in preparing for the speaking component, Pearson will provide a video on how to
conduct the speaking assessment.
This grid assesses students’ ability to communicate information about and demonstrate
appreciation of different aspects of the culture and society of the Chinese-speaking world.
Students are also assessed on their ability to respond critically and analytically to different
aspects of the culture and society by selecting relevant material, presenting and justifying
points of view, developing arguments, drawing conclusions based on understanding and
evaluating issues, themes and cultural and social contexts.
When deciding how to reward an answer, examiners will consult this mark grid and
the A Level speaking Task 1: indicative content associated with each question.
This is included in the document Pearson Edexcel Level 3 Advanced GCE in Chinese
(spoken Mandarin/spoken Cantonese) Sample Assessment Materials (SAMs). Indicative
content contains points that students might 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.
Marks Description
0 No rewardable material.
Straightforward ideas, arguments, conclusions are deemed to be those that give the
standard, predictable responses.
This mark grid assesses students’ ability to use a range of grammatical structures and
vocabulary in order to produce articulate communication with a range of expression. It also
assesses accuracy of pronunciation, grammar and syntax.
Marks Description
0 No rewardable language.
1–3 ● Limited variation in the use of grammatical structures and vocabulary, limited or
repetitive use of complex and idiomatic language, occasional variation of
expression; communication is sometimes restricted/stilted.
● Limited sequences of accurate language; often errors occur that hinder clarity of
communication and occasionally prevent meaning being conveyed.
● Pronunciation and intonation are inconsistent, leading to occasional impairment in
communication.
4–6 ● Some variation in the use of grammatical structures and vocabulary, with use of
some repetitive complex and idiomatic language, resulting in some variation of
expression; some sequences of articulate communication.
● Accurate sequences of language, resulting in some coherent speech; sometimes
errors occur that hinder clarity of communication.
● Pronunciation and intonation are intelligible though sometimes inaccurate.
Additional guidance
Variation in use of grammatical structures and vocabulary: the traits in the mark grid
differentiate between the variation of grammatical structures and vocabulary used by
students. Examiners will judge which mark band to place students in and which mark to
award, based on the effect that the variety of grammatical structures and vocabulary has on
the quality of the communication; the wider the variety, the more articulate the
communication will become (see definition of ‘articulate’ below).
● any grammar and structures included in the grammar list that are specific to A Level.
Errors: students are not expected to produce perfect, error-free speech in order to access the
top band. The mark grid describes the frequency of errors and the impact that errors have on
clarity.
老师对你的作业很满意 /老师对你的作业很满足
● using English word order (for example 我学习在图书馆)
● serious mispronunciation such as tones which block communication for example,
This mark grid assesses students’ ability to interact with the teacher-examiner by giving
relevant responses based on what they have heard, by initiating communication and eliciting
points of view.
Marks Description
0 No rewardable material.
1–2 ● Interacts with occasional spontaneity to some questions and statements, but
requires frequent prompting; occasionally able to sustain the conversation, using
communication strategies if necessary; frequent hesitation.
● Occasionally initiates communication but development often relies on the
examiner’s lead; may elicit points of view/check for understanding, though this
may appear contrived.
Additional guidance
Interacts spontaneously: responds to questions and statements that arise as a natural part
of the conversation; gives a relevant, impromptu response based on what they have heard.
Communication strategies: strategies that aid communication and allow the conversation to
be sustained, for example rephrasing, circumlocution, adjusting the message, asking for
clarification/repetition, repair strategies such as self-correction; these strategies enable
students to deliver the message when exact vocabulary or expressions are not known.
你同意我的看法嗎? 你同意我的看法吗?
是不是可以認為……? 是不是可以认为……?
我們可以說……嗎? 我们可以说……吗?
你是怎麼看……問題的? 你是怎么看……问题的?
你對……有什麼看法? 你对……有什么看法?
你明白我的意思嗎? 你明白我的意思吗?
The timing of the assessment means that the teacher-examiner should contribute only brief
opinions in response to these types of questions, in order to give students the maximum
length of assessment time.
This mark grid is used to assess the student’s two-minute presentation only. It is not applied
to the discussion that follows the presentation. This mark grid assesses students’ ability to
understand and respond in speech to Chinese written language that is drawn from a variety of
sources and to summarise information from written sources in speech. The written sources will
be those that students read in Chinese as part of their independent research and they must
refer to at least two named written sources during their presentation.
For guidance on what might be included in the presentation and how it may be structured, see
Indicative content for Task 2 Part 1, independent research presentation in the
document Pearson Edexcel Level 3 Advanced GCE in Chinese (spoken Mandarin/
spoken Cantonese) Sample Assessment Materials (SAMs)
Marks Description
0 No rewardable material
1–3 ● Summary makes limited reference to named written sources, makes generalised
comments rather than being focused on authors’ main points/ideas.
● Gives a personal response with limited justification, loses focus on the written
sources, straying into general opinion.
Responses that refer to just one single written source can be awarded a maximum of
3 marks only.
4–6 ● Summary refers to named written sources but lacks clarity or is uneven in its
coverage of authors’ main points/ideas.
● Gives a mostly relevant personal response with occasional justification, some loss
of focus on the written sources.
7–9 ● Presents a mostly clear summary of named written sources, generally clear
outline of authors’ main points/ideas.
● Gives a relevant personal response to the written sources supported with some
justification.
10–12 ● Presents a clear summary of named written sources, giving a clear outline of
authors’ main points/ideas.
● Gives a convincing personal response to the written sources supported with clear
justification.
Additional guidance
This mark grid assesses students’ ability to communicate information about and demonstrate
appreciation of different aspects of culture and society related to the countries/communities
where the language is spoken. They are also assessed on their ability to respond critically and
analytically to different aspects of the culture and society by selecting relevant material,
presenting and justifying points of view, developing arguments, drawing conclusions based on
understanding and evaluating issues.
Marks Description
0 No rewardable material
Additional guidance
Straightforward ideas, conclusions, arguments are deemed to be those that give the
standard, predictable responses.
This mark grid assesses students’ ability to use a range of grammatical structures and
vocabulary in order to produce articulate communication with a range of expression. It also
assesses accuracy of pronunciation, grammar and syntax.
Marks Description
0 No rewardable language.
1–3 ● Limited variation in the use of grammatical structures and vocabulary, limited or
repetitive use of complex and idiomatic language, occasional variation of
expression; communication is sometimes restricted/stilted.
● Limited sequences of accurate language; often errors occur that hinder clarity of
communication and occasionally prevent meaning being conveyed.
● Pronunciation and intonation are inconsistent, leading to occasional impairment in
communication.
4–6 ● Some variation in the use of grammatical structures and vocabulary, with use of
some repetitive complex and idiomatic language, resulting in some variation of
expression; some sequences of articulate communication.
● Accurate sequences of language, resulting in some coherent speech; sometimes
errors occur that hinder clarity of communication.
● Pronunciation and intonation are intelligible though sometimes inaccurate.
Additional guidance
Variation in use of grammatical structures and vocabulary: the traits in the mark grid
differentiate between the variation of grammatical structures and vocabulary used by
students. Examiners will judge which mark band to place students in and which mark to
award, based on the effect that the variety of grammatical structures and vocabulary has on
the quality of the communication; the wider the variety, the more articulate the
communication will become (see definition of ‘articulate’ below).
● any grammar and structures included in the grammar list that are specific to A Level.
Errors: students are not expected to produce perfect, error-free speech in order to access the
top band. The mark grid describes the frequency of errors and the impact that errors have on
clarity.
满足 as in 老师对你的作业很满意 /老师对你的作业很满足
● using English word order (for example 我学习在图书馆)
● serious mispronunciation such as tones which block communication for example,
NB These are provided as examples only and do not constitute a finite list.
This mark grid assesses students’ ability to interact with the teacher-examiner by giving
relevant responses based on what they have heard, by initiating communication and eliciting
points of view.
Marks Description
0 No rewardable material.
1–2 ● Interacts with occasional spontaneity to some questions and statements, but
requires frequent prompting; occasionally able to sustain the conversation, using
communication strategies if necessary; frequent hesitation.
● Occasionally initiates communication but development often relies on the
examiner’s lead; may elicit points of view/check for understanding, though this
may appear contrived.
Additional guidance
Interacts spontaneously: responds to questions and statements that arise as a natural part
of the conversation; gives a relevant, impromptu response based on what they have heard.
Communication strategies: strategies that aid communication and allow the conversation to
be sustained, for example rephrasing, circumlocution, adjusting the message, asking for
clarification/repetition, repair strategies such as self-correction; these strategies enable
students to deliver the message when exact vocabulary or expressions are not known.
你同意我的看法嗎? 你同意我的看法吗?
是不是可以認為……? 是不是可以认为……?
我們可以說……嗎? 我们可以说……吗?
你是怎麼看……問題的? 你是怎么看……问题的?
你對……有什麼看法? 你对……有什么看法?
你明白我的意思嗎? 你明白我的意思吗?
The timing of the assessment means that the teacher-examiner should contribute only brief
opinions in response to these types of questions, in order to give students the maximum
length of assessment time.
General information
● A pack of assessment materials will be sent to centres in advance of the prescribed
five-week assessment period, which is during April and May. This must be kept in secure
conditions by the Examinations Officer until it is given to the teacher-examiner responsible
for the conduct of the speaking assessment. Students must not gain access to these
materials before the assessment commences.
● The teacher/examiner may open the pack three working days before the prescribed five
week assessment period, in order to be familiar with the material and to prepare questions
in advance. The assessment materials in this pack must not be removed from the centre
premises.
● The teacher-examiner responsible for the conduct of the speaking assessments is required
to preserve the confidentiality of the examining materials: these materials must be handed
back to the Examinations Officer on completion of the tests and must be kept secure.
● Complete, unedited recordings of all assessments must be submitted to
Pearson-appointed external examiners for marking on USB or CD-ROM.
● All assessments will be marked against assessment criteria that can be found in the
specification and the Pearson Edexcel Level 3 Advanced GCE in Chinese
(spoken Mandarin/spoken Cantonese) Sample Assessment Materials (SAMs) document.
● Centres must have procedures in place to verify the identity of all students at the time of
the assessment. They need to confirm this in the RP3 Form in Appendix 1: Independent
research form (RP3). Centres are required to submit to Pearson one completed RP3 Form
for each student in the cohort.
● The purpose of the form is to provide sufficient information for the teacher-examiner to
conduct a discussion; students will not be assessed on the contents of the RP3 Form.
● The summary of the 6 to 10 key research findings is to be completed by the student in
English in advance, on the RP3 Form.
● Students will be required to declare the literary work(s) and/or film studied for Paper 2 on
the RP3 Form so the teacher-examiner can ensure that there is no repetition of this material
in Task 2. Students and teachers must sign a declaration on the RP3 Form to confirm all
work is the student’s own.
Students are allowed to refer to their RP3 Form in Task 2, but they are not allowed to write
additional notes on it. It will be checked by the teacher-examiner in the examination room.
It is usual for teachers to conduct the speaking assessment with their students during a
timetabled assessment window in April/May. However, candidates may attend a regional
Pearson office to be assessed by a Pearson-appointed examiner. Candidates will be required to
travel to the location on a date allocated by Pearson. Timetable and fee information will be
available on the Pearson qualifications website qualifications.pearson.com
Marking guidance has been written to accompany the SAMs and is included with the SAMs
booklet. Please note that this guidance is for the use of the Pearson-appointed external
examiners who will mark the assessments. It is printed for reference only to aid understanding
of how the criteria will be applied.
% in GCE
Students must: A Level
AO4 Show knowledge and understanding of, and respond critically and 20
analytically to, different aspects of the culture and society of
countries/communities where the language is spoken
Total 100%
Entries
Details of how to enter students for the examinations for this qualification can be found in our
UK Information Manual. A copy is made available to all examinations officers and is available
on our website.
Students should be advised that if they take two GCE qualifications with the same discount
code, the colleges, universities and employers to which they wish to progress are likely to take
the view that this achievement is equivalent to only one GCE. The same view may be taken if
students take two GCE qualifications that have different discount codes but have significant
overlap of content. Before embarking on their programmes, students or their advisers who
have any doubts about their subject combinations should check with the institution to which
they wish to progress.
Language of assessment
Assessment of this qualification will be in Chinese. For the speaking assessment, students
have a choice between speaking in Mandarin or Cantonese. All student work must be in
Chinese, except the translation in Paper 1 (Section C), which requires a response in English.
The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.
Access arrangements should always be processed at the start of the course. Students will then
know what is available and have the access arrangement(s) in place for assessment.
Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome that
disadvantage.
A reasonable adjustment for a particular person may be unique to that individual and,
therefore, might not be in the list of available access arrangements.
Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to reflect
temporary injury, illness or other indisposition at the time of the examination/assessment,
which has had, or is reasonably likely to have had, a material effect on a student’s ability to
take an assessment or demonstrate their level of attainment in an assessment.
Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk
Student malpractice
Student malpractice refers to any act by a student that compromises or seeks to compromise
the process of assessment or which undermines the integrity of the qualifications or the
validity of results/certificates.
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of our
qualifications. As with student malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.
All cases of suspected staff malpractice and maladministration must be reported immediately,
before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2a (available
at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as
much information as possible can be emailed to pqsmalpractice@pearson.com or posted to
Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Note that the final
decision regarding appropriate sanctions lies with Pearson.
More detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and Assessments
Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.
The raw marks for Paper 1 and 3 in this qualification will be scaled by Pearson to represent the
relative weighting of 40% for Paper 1 and 30% for Paper 3.
This A Level qualification will be graded and certificated on a six-grade scale from A* to E
using the total subject mark. Individual papers are not graded.
Students who would benefit most from studying this qualification are likely to have a Level 2
qualification such as a GCSE in Chinese.
Progression
This qualification offers a suitable progression route from GCSE and AS Level, focusing on the
development of all four language skills, listening, speaking, reading and writing. Grammar and
the mastering of linguistic features are key elements of this qualification as is the inclusion of
authentic written and spoken sources, responding through writing to literature and film, and
independent research.
Students are expected to be able to develop knowledge and understanding of the social issues
and trends and political and artistic culture of the target language country and communities.
They should be able to express and justify their own opinions, develop arguments, and
persuade, in speech and writing, building on the fluency and spontaneity developed at
Key Stages 3 and 4.
The skill of translation will be developed from those skills practised at Key Stages 3 and 4. The
range of topics promotes a clear progression in grammar, vocabulary, and cultural knowledge
and understanding from Key Stages 3 and 4, and will increase linguistic and cognitive demand.
The grammar list illustrates the level required for this qualification.
This qualification offers a suitable progression route to further study at university level. In
addition, the study of one language at GCE can facilitate and help promote the learning of
other languages. The qualification may also add to an individual’s employability profile,
particularly for UK organisations trading overseas as well as with international companies
based in the UK and globally. Students can progress to a wide range of careers in areas such
as journalism and media, education, science, medicine, the civil service, sales, marketing,
retail, and charities.
Students will be able to apply their knowledge, skills and understanding to authentic,
real-life contexts. They will develop transferable skills that support study of other GCE
subjects, higher education study, and the transition to employment, together with an
understanding and appreciation of Chinese-speaking countries and their cultures.
Examination series:
Candidates must submit this form to the teacher-examiner no later than three weeks in
advance of the date of the assessment. Candidates are permitted to take a copy of this form
into the assessment but they are not allowed to write additional notes on it.
1 6
2 7
3 8
4 9
5 10
List of sources: The following sources were used during the course of conducting the
independent research (students must include at least two written sources, which students
must refer to during their presentation in Task 2)
Candidate declaration: I declare that the material I have used for my independent
research project is not based on either of the works studied for Paper 2. I declare that the
work submitted for this assessment is my own. I have clearly referenced any sources used in
the work. I understand that false declaration is a form of malpractice. I agree to my work
being used to support professional development, online support and training of teachers and
examiners.
Teacher declaration: I declare that this work is solely that of the candidate and that it has
been carried out in line with Pearson and JCQ documentation for the conduct of the
examinations. I agree to this work being used to support teachers and examiners.
Literary texts
Traditional characters
Simplified characters
Films
Traditional characters
Simplified characters
In the examination, students will be required to use, actively and accurately, grammar and
structures appropriate to the tasks set, drawn from the following lists. The mention of an
item in these lists implies knowledge of both its forms and its functions at an appropriate
level of accuracy and complexity.
Nouns
Collective nouns
父母,師生,男 父母,师生,男女老
女,老少,人口,紙 少,人口,纸张,车辆
張,車輛
Common noun suffix
-家(專家,藝術 -家(专家,艺术
家,探險家);- 家,探险家);-师
師(設計師,建築 (设计师,建筑师)
師)
Noun phrases with 大的,紅的,塑膠 大的,红的,塑料的
的
的
Adjectives
Reduplication of
adjectives
清清楚楚 ,馬馬虎 清清楚楚 ,马马虎虎
虎
Adjective and
collocation
大工資 VS 高工資; 大工资 VS 高工资;
嚴格 VS 嚴重 严格 VS 严重
Sequencing of
attributives
一條很漂亮的白色長裙
Numerals
Fractions
五分之三 五分之三
Percentages
百分之五十 百分之五十
Decimals
(三點一四) (三点一四)
Indeterminate
excess
一百多年 一百多年
Approximation
大約,左右 大约,左右
Multiples
倍 倍
Juxtaposition
兩三年,四五歲 两三年,四五岁
Adverbs
Referential adverbs
就,才,都,也, 就,才,都,也,
卻,還,再,又, 却,还,再,又,
只,卻,而 只,却,而
Adverbs showing
degree
太,非常,真,十 太,非常,真,十
分,特別,更 分,特别,更
Time
本來,後來,即將
Degree
比較,相當,極 比较,相当,极其,
其,無比 无比
Frequency
一連,不斷,再 一连,不断,再三,
三,偶爾 偶尔
Emphasise
簡直,幾乎,尤 简直,几乎,尤其,
其,明明 明明
On contrary
恰恰相反,倒
Quantifiers
Frequency of actions
and events
次,遍,回 次,遍,回
Plurality of nouns
一些,幾,不少, 一些,几,不少,许
許多 多
Part
一部分,大部分,大多
Pronouns
Self-reflective form
自己 自己
Others
其他,別的 其他,别的
Formal/ written
pronouns
本地, 此事, 該活 本地, 此事, 该活动
動
Enumerative
pronouns
等等,什麼的 等等,什么的
Verbs
Verb + object
disyllabic structure
(離合詞)吃飯,唱 (离合词)吃饭,唱歌,
歌,看書,走路,游 看书,走路,游泳
泳
Verb reduplication
showing brief
休息休息/休息一 休息休息/休息一下
duration 下
Verb collocation
*閱讀書 VS 看書 *阅读书 VS 看书
Verbs with duration
三年沒學中文 VS 學 三年没学中文 VS 学了
了三年中文 三年中文
Prepositions/coverbs
Time
在,從,到,於, 在,从,到,于,
自,至,當 自,至,当
For beneficiary
給,為,為了,替 给,为,为了,替
Instrument
用,坐,靠,依 用,坐,靠,依靠,
靠,根據,據,按 根据,据,按
Facing
對,跟 对,跟
Comparison
比
Distance
離 离
Regarding
關於 关于
Conjunctions
和,與,跟 和,与,跟
及,以及,而,並 及,以及,而,并
何況,除非,儘 何况,除非,尽管,
管,以便,以免, 以便,以免,随着,
隨著,萬一,可 万一,可见,要么
見,要麼
Clausal conjunctions
因為……所以…… 因为……所以……
雖然……但是…… 虽然……但是……
不但……而且…… 不但……而且……
又……又…… 又……又……
如果……就…… 如果……就……
先……再/然後…… 先……再/然后……
一……就…… 一……就……
Conjunctions (continued)
Clausal conjunctions
只要……就 只要……就
只有……才…… 只有……才……
既然……就…… 既然……就……
如果/假如/要 如果/假如/要是……
是……就…… 就……
不管……還是…… 不管……还是……
為了…… 为了……
Temporal
conjunctions
的時候;以後,以 的时候;以后,以前
前
當時,同時 当时,同时
Negation
Double negative
不得不,不能不 不得不,不能不
Negation for
imperatives
別 别
Otherwise
不然,否則 不然,否则
Question words
Extended usage of
questions words
什麼都好,哪兒都 什么都好,哪儿都不
不去;什麼都 去;什么都(没)有
(沒)有
Correlations and
parallels
誰想去誰去;想去 谁想去谁去;想去哪
哪兒就去哪兒 儿就去哪儿
Alternative question
還是:你想吃蘋果 还是:你想吃苹果还
還是草莓? 是草莓?
Aspect markers
Continuation marker
在
Progression marker
着
Completion marker
了
Usage of 了 – as imminent action/ new situation
Past experience
marker
過 过
Structural markers
Other constructions
Various comparative
constructions
她說中文比我流 她说中文比我流利。
利。
她說中文比我流利 她说中文比我流利一
一點兒。 点儿。
她說中文比我流利 她说中文比我流利得
得多。 多。
她說中文比我更流 她说中文比我更流
利。 利。
她說中文和/跟我 她说中文和/跟我一
一樣流利。 样流利。
她說中文沒有我這 她说中文没有我这么
麼流利。 流利。
Existence
有:桌子上有一本 有:桌子上有一本书
書
Exclusion
除了……以外……
Emphasise
連……都/也……
Emphasise
是……的。
Emphasise
不論/無論…… 都/ 不论/无论…… 都/
也/還…… 也/还……
Various complements with 得
把 construction
Passive construction
被/叫/讓 被/叫/让
Verbs used in
passive and active
電視送來了。 电视送来了。
sense
Discourse markers
首先,其次,最 首先,其次,最后,
後,總而言之/總 总而言之/总之
之
其實,因此,由此 其实,因此,由此可
可見,此外,直 见,此外,直到,从
到,從而,與此相 而,与此相反,反
反,反而,結果, 而,结果,果然,从
果然,從而 而
This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCE Qualification Level Conditions and Requirements and GCSE/GCE Subject
Level Conditions and Requirements for Modern Foreign Languages, published in April 2016.
[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills, see Appendix 5.
“education
The reform of the qualifications system in England is a profoundly important change to the
system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.
When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.
We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia and a number of countries across Europe.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.
We understand that ultimately it is excellent teaching that is the key factor to a learner’s
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
”
Dr Peter Hill
The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and
that enable individuals to successfully and consistently perform an activity or task and can be
built upon and extended through learning.’[1]
To support the design of our qualifications, the Pearson Research Team selected and
evaluated seven global 21st-century skills frameworks. Following on from this process, we
identified the National Research Council’s (NRC) framework as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.
The adapted National Research Council’s framework of skills involves the following[2].
Cognitive skills
● Non-routine problem solving – expert thinking, metacognition, creativity.
● Systems thinking – decision making and reasoning.
● Critical thinking – definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
● ICT literacy – access, manage, integrate, evaluate, construct and communicate[3].
Interpersonal skills
● Communication – active listening, speaking communication, written communication,
assertive communication and non-verbal communication.
● Relationship-building skills – teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
● Collaborative problem solving – establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.
Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.
Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.
[1]
OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
[2]
Koenig J A, National Research Council – Assessing 21st Century Skills: Summary of a Workshop (National
Academies Press, 2011)
[3]
PISA – The PISA Framework for Assessment of ICT Literacy (2011)
The Extended Project encourages students to develop skills in the following areas: research,
critical thinking, extended writing and project management. Students identify and agree a
topic area of their choice for in-depth study (which may or may not be related to a GCE
subject they are already studying), guided by their teacher.
The qualification is coursework based and students are assessed, in English, on the skills of
managing, planning and evaluating their project. Students will research their topic, develop
skills to review and evaluate the information, and then present the final outcome of their
project.
The Extended Project has 120 guided learning hours (GLH) consisting of a 40-GLH taught
element that includes teaching the technical skills (for example research skills) and an
80-GLH guided element that includes mentoring students through the project work. The
qualification is 100% internally assessed and externally moderated.
Through the Extended Project, students will develop skills that support their study of
Chinese, including:
● conducting, organising and using research
● independent reading in the subject area
● planning, project management and time management
● defining a hypothesis to be tested in investigations or developing a design brief
● collecting, handling and interpreting data and evidence
● evaluating arguments and processes, including arguments in favour of alternative
interpretations of data and evaluation of experimental methodology
● critical thinking.
The dissertation uses secondary research sources to provide a reasoned defence or a point of
view, with consideration of counter-arguments.
An alternative might be an investigative project or field study involving the collection of data
from primary research, for example:
● a study of the impact of emigration on rural communities in China
● the changing face of Chinese media in the digital era
A field study might consider an issue that lends itself to primary research, for example an
investigation into the impact of protectionism on the Chinese film industry.
Discount codes Every qualification eligible for performance Please see the GOV.UK
tables is assigned a discount code website*
indicating the subject area to which it
belongs.
Paper codes These codes are provided for reference Paper 1: 9CN0/01
purposes. Students do not need to be
Paper 2: 9CN0/02
entered for individual papers, except for
Paper 3, for which entries must be made Paper 3: 9CN0/03M/03C
for either Mandarin or Cantonese.
*www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-
scores
Sb 171018 Alfresco\GCE\9781446933985_GCE2017_AL_CHINESE.DOC.1–70/0
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