Ascentis award in german

O:ASCENTISProgrammesVocationalLanguagesGermanAward in German Spec.docx Version 1-30/01/13
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Award in German
Entry Level 2, Entry Level 3, Level 1, Level 2
Award in
German
Specification
Entry Level 2 Award in German (Speaking and Listening)
Ofqual Accreditation Number: 600/8214/8
Entry Level 2 Award in German (Reading and Writing)
Entry Level 2 Award in German (Speaking and Listening, Reading and Writing)
Level 1 Award in German (Speaking and Listening)
Level 1 Award in German (Reading and Writing)
Level 1 Award in German (Speaking and Listening, Reading and Writing)
Ofqual Accreditation Number: 600/8134/X
Ofqual Accreditation Start Date: 01/03/2013
Ofqual Accreditation End Date: 31/12/2017
Ofqual Certification End Date: 31/12/2019

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Award in German
ASCENTIS’ MISSION STATEMENT
‘Building Partnerships to Advance and Accredit Lifelong Learning for All.’
About Ascentis
Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and
Colleges of Further Education. Ascentis was the first ‘Open College’ in the UK and served the needs of
its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in
order that it could continue to respond to the requirements of its customers and provide a consistently
high standard of service to all centres across the country and in recent years to its increasing cohorts of
overseas learners.
In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity.
Ascentis is distinctive and unusual in that it is both:
 An Awarding Organisation regulated by the Office of Qualifications and Examinations Regulation
(Ofqual)
and
 An Access Validating Agency (AVA) for ‘Access to HE Programmes’ licensed by the Quality
Assurance Agency for Higher Education (QAA).
Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students,
including Foundation Learning, vocational programmes and progressing to QAA recognised Access to
HE qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the
UK choosing to run its qualifications.
Ascentis Contact Details
Ascentis
Office 4
Lancaster Business Park
Mannin Way
Caton Road
Lancaster
LA1 3SW
Tel: 01524 845046
www.ascentis.co.uk
Company limited by guarantee. Registered in England and Wales No. 6799564
Registered Charity No. 1129180

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Award in German
TABLE OF CONTENTS
PAGE
Award in German ______________________________________________________________________
Introduction ____________________________________________________________________________ 4
Aims _________________________________________________________________________________ 4
Target Group __________________________________________________________________________ 4
Rules of Combination ____________________________________________________________________ 4
Other Languages Available _______________________________________________________________ 6
Time Limit for the Process of Credit Accumulation and Exemptions ________________________________ 6
Recommended Prior Knowledge, Attainment and / or Experience _________________________________ 6
Age Range of Qualification________________________________________________________________ 6
Foundation Learning ____________________________________________________________________ 6
Opportunities for the Development of Functional Skills __________________________________________ 6
Mapping/Relationship to National Occupational Standards _______________________________________ 7
Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues __________________________ 7
Sustainable Development, Health and Safety Considerations and European Developments_____________ 7
Centre Recognition______________________________________________________________________ 7
Qualification Approval____________________________________________________________________ 7
Registration____________________________________________________________________________ 7
Status in England, Wales and Northern Ireland ________________________________________________ 7
Reasonable Adjustments and Special Considerations___________________________________________ 8
Enquiries and Appeals Procedure __________________________________________________________ 8
ASSESSMENT AND VERIFICATION ARRANGEMENTS _______________________________________
Assessment ___________________________________________________________________________ 9
Internal Assessment _____________________________________________________________________ 9
Use of dictionaries ______________________________________________________________________ 9
Verification ____________________________________________________________________________ 9
Internal Verification______________________________________________________________________ 9
Knowledge, Understanding and Skills Required of Assessors and Internal Verifiers ___________________ 10
External Verification _____________________________________________________________________ 10
UNIT SPECIFICATIONS _________________________________________________________________
Speaking and Listening in German Entry 2 _________________________________________________ 11
Entry 3________________________________________________________________________________ 13
Level 1 _______________________________________________________________________________ 16
Level 2 _______________________________________________________________________________ 20
Reading in German Entry 2 ______________________________________________________________ 23
Entry 3________________________________________________________________________________ 24
Level 1 _______________________________________________________________________________ 26
Level 2 _______________________________________________________________________________ 28
Writing in German Entry 2 _______________________________________________________________ 30
Entry 3________________________________________________________________________________ 31
Level 1 _______________________________________________________________________________ 33
Level 2 _______________________________________________________________________________ 35
Appendix 1 Summary Record of Achievement_______________________________________________ 37
Appendix 2 Sample Assessment Tasks ____________________________________________________ 38
Appendix 3 Tracking Sheets ____________________________________________________________ 48
Appendix 4 Functional Skills Opportunities _________________________________________________ 60
Appendix 5 Useful Websites_____________________________________________________________ 65
Appendix 6 Centre Devised Activity Sheet__________________________________________________ 67

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Award in German
Award in GERMAN
Introduction
These qualifications are aimed at young people aged 16-19 and adult learners who wish to study German
for employment, travel or leisure needs. They aim to provide the learners with a breadth of knowledge
that will enable them to communicate with others within specific contexts.
There are several features of these qualifications that make them very appropriate for the target learners:
 There are separate qualification codes for the Speaking and Listening in German and the Reading
and Writing in German units, as well as a qualification code for the achievement of all the units
 Verification and certification can be offered throughout the year, allowing maximum flexibility for
centres
 The context is not prescribed within the specification, making it possible to focus the learning on
the particular interests and needs of the learners
 Evidence is generated through the achievement of activities, specified within the specification that
allows the coverage of all the assessment criteria
Aims
The aims of the qualifications are to enable learners to develop skills to communicate in German for
employment, travel or leisure purposes.
Target Group
These qualifications are aimed at adult learners who may be studying languages part-time or as part of a
wider programme of study within a learning organisation. They may also be used as additionality for 16-
19 learners e.g. for those studying a longer programme of study in leisure and tourism.
Rules of Combination
QCF Qualification No: 600/8214/8
Minimum credits: 4
Mandatory unit
Title Level Credit Value GLH QCF Unit ref
Speaking and Listening in German E2 4 30 M/504/6829
Minimum credits: 4
Mandatory units
Reading in German E2 2 20 A/504/6834
Writing in German E2 2 20 Y/504/6842
Minimum credits: 8
Mandatory units
Speaking and Listening in German E2 4 30 M/504/6829
Reading in German E2 2 20 A/504/6834
Writing in German E2 2 20 Y/504/6842

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Minimum credits: 4
Mandatory unit
Speaking and Listening in German E3 4 30 H/504/6830
Minimum credits: 4
Mandatory units
Reading in German E3 2 20 F/504/6835
Writing in German E3 2 20 D/504/6843
Minimum credits: 8
Mandatory units
Speaking and Listening in German E3 4 30 H/504/6830
Reading in German E3 2 20 F/504/6835
Writing in German E3 2 20 D/504/6843
Minimum credits: 4
Mandatory unit
Speaking and Listening in German L1 4 30 M/504/6832
Minimum credits: 4
Mandatory units
Reading in German L1 2 20 R/504/6838
Writing in German L1 2 20 K/504/6845
Minimum credits: 8
Mandatory units
Speaking and Listening in German L1 4 30 M/504/6832
Reading in German L1 2 20 R/504/6838
Writing in German L1 2 20 K/504/6845

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Award in German
Minimum credits: 4
Mandatory unit
Speaking and Listening in German L2 4 30 T/504/6833
Minimum credits: 4
Mandatory units
Reading in German L2 2 20 L/504/6840
Writing in German L2 2 20 T/504/6847
QCF Qualification No: 600/8134/X
Minimum credits: 8
Mandatory units
Speaking and Listening in German L2 4 30 T/504/6833
Reading in German L2 2 20 L/504/6840
Writing in German L2 2 20 T/504/6847
Other Languages Available
Other Ascentis language qualifications are available in French, Italian and Spanish.
If your centre is interested in offering other languages please contact the Ascentis office. This may be
possible subject to Ofqual approval and the availability of Verifiers within the language.
Time Limit for the Process of Credit Accumulation and Exemptions
No exemptions have been identified at present. Credit accumulation is usually within the life span of the
qualification.
Recommended Prior Knowledge, Attainment and/or Experience
No recommended prior learning is required.
Age Range of Qualification
These qualifications are suitable for young people aged 16-19 and adult learners.
Foundation Learning
The awards at Entry 2, 3 and Level 1 can form part of a Foundation Learning programme of study.
Opportunities for the Development of Functional Skills
Opportunities for the development of Functional Skills in Information and Communication Technology can
be found in Appendix 4.

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Mapping/Relationship to National Occupational Standards
These qualifications are aligned to national and international qualifications: the Languages Ladder, a
national recognition scheme for languages, and the Common European Framework of Reference for
languages:
Qualifications Credit
Framework
Languages Ladder stages Common European
Framework of Reference
Entry Breakthrough 1-3 A1
Level 1 Preliminary 4-6 A2
Level 2 Intermediate 7-9 B1
Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues
In the studying of a language there are many opportunities to explore the spiritual, social, legislative and
cultural aspects of the countries where the language is spoken. Some specific examples are given below:
Moral - Learning German gives an insight into other cultures. Learners should be able to develop
tolerance and an acceptance of differences between individuals and groups.
Spiritual -There may be opportunities to explore the main religions within Germany.
Social and Economic - During the study of German it would be expected that the learner will be given
opportunities to explore the social aspects of German and compare them with social aspects in the United
Kingdom. For example, learners may study popular leisure activities and compare them with those in the
UK. Wider social issues with regards to housing, unemployment, changing patterns of work may also be
explored.
Cultural - Arts and media originating in Germany may be studied as part of wider learning within a
language course.
Sustainable Development, Health and Safety Considerations and European Developments
All the languages offered within this group of qualifications are European languages, allowing the
exploration of how the countries where the language is spoken fit within European developments. A more
specific example is given below:
European Developments - During the course of study learners may look at the relationship of Germany
within Europe.
Centre Recognition
These qualifications can only be offered by centres recognised by Ascentis and approved to run the
qualifications. Details of the centre recognition and qualification approval process are available from the
Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk.
Qualification Approval
If your centre is already a recognised centre, you will need to complete and submit a qualification
approval form to deliver these qualifications. Details of the qualification approval process are available
from the Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk.
Registration
All learners must normally be registered within seven weeks of commencement of a course via Rhombus
(the Ascentis learner registration portal), The Rhombus Step by Step Guide is available through the
Ascentis website www.ascentis.co.uk
Status in England, Wales and Northern Ireland
These qualifications are available in England, Wales and Northern Ireland. They are only offered in
English. If a centre based overseas (including Scotland) would like to offer the qualifications, they should
make an enquiry to Ascentis.

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Reasonable Adjustments and Special Considerations
In the development of these qualifications Ascentis has made every attempt to ensure that there are no
unnecessary barriers to achievement. For learners with particular requirements reasonable adjustments
may be made in order that they can have fair assessment and demonstrate attainment. There are also
arrangements for special consideration for any learner suffering illness, injury or indisposition. Full details
of the reasonable adjustments and special considerations are available from the Key Information/Policies
area of the Ascentis website www.ascentis.co.uk or through contacting the Ascentis office.
Enquiries and Appeals Procedure
Ascentis has an appeals procedure in accordance with the regulatory arrangements set out in the
General Conditions of Recognition (Ofqual, 2012). Full details of this procedure, including how to make
an application, are available from the Key Information/Policies area of the Ascentis website
www.ascentis.co.uk or through contacting the Ascentis office.

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ASSESSMENT AND VERIFICATION ARRANGEMENTS
Assessment
All units are internally assessed through the learner completing a number of activities that cover the
relevant assessment criteria, internally assessed and verified by the centre and then externally verified by
Ascentis.
On completion of the learners’ evidence for either the individual units or the Award, the assessor is
required to complete the Summary Record of Achievement for each learner. The Summary Record of
Achievement asks assessors and the internal verifier to confirm that the rules of combination have been
followed. The Summary Record of Achievement form is provided in Appendix 1.
Centres are required to retain all evidence from all learners for external verification and for 4 weeks
afterwards should any appeal be made.
Internal Assessment
Each unit is achieved through the successful completion of activities designed to cover all of the
assessment criteria within each of the units. Activities are provided within this specification; if centres wish
to devise their own activities Appendix 6 must be completed and kept with the activity. The context of the
activities can be determined by the tutor according to the interests and needs of the learners. Appendix 2
provides illustration tasks that may be carried out that fit within the activities described for each unit.
Appendix 5 gives examples of useful websites for authentic materials.
In the Speaking & Listening and Reading units the activities may be repeated if a learner is not successful
on the first attempt, the task must remain the same although the context must be changed in order that
the learner is not simply repeating the assessment. Any previous attempts should be clearly dated and
identified and made available to the Internal Verifier and the External Verifier. For the Writing unit, work
may be redrafted in response to feedback from the assessor if it does not meet the required standard on
the first attempt. However the feedback should only point out the areas not achieved, it should not correct
the work. All re-submissions should be retained.
There are no fixed dates for the assessments; they can be completed as and when a learner is ready.
A centre must ensure that there is recorded evidence available for every learner for all Speaking activities
which will form part of the internal and external verification sample.
Evidence from the completion of the activities for each learner must be available for internal and external
verification together with a completed summary record of achievement.
Use of dictionaries
The use of a dictionary is not permitted.
Verification
Internal Verification
A centre must operate an explicit, written internal verification procedure to ensure:
 The accuracy and consistency of assessment decisions between assessors operating at the
centre
 That assessors are consistent in their interpretation and application of the learning outcomes
A centre must appoint internal verifiers who will be responsible for:
 Regularly sampling evidence of assessment decisions made by all assessors across the learning
outcomes of the qualification
 Maintaining up to date records of internal verification and sampling activity and ensuring that
these are available for external verification

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 Establishing procedures to ensure that all assessors interpret the learning outcomes and
assessment criteria in the same way
 Monitoring and supporting the work of assessors
 Facilitating appropriate staff development and training for assessors
 Providing feedback to the external verifier on the effectiveness of assessment
 Ensuring that any corrective action required by Ascentis is carried out within agreed timescales.
Knowledge, Understanding and Skills required of Assessors and Internal Verifiers
Those delivering this qualification must have competent German language skills of at least Level 3. They
should have experience of using German within the last 3 years and ideally have regular interaction with
native German speakers. They should hold or be working towards an appropriate teaching qualification
such as:
 Preparation to Teach in the Lifelong Learning Sector (PTLLS)
 Certificate in Teaching in the Lifelong Learning Sector (CTTLS)
 Diploma in Teaching in the Lifelong Learning Sector (DTTLS)
Any assessor who is unable to meet these criteria should have their assessment judgments
countersigned by an assessor who does meet the above criteria.
Assessors must have competence in German language skills as described for those delivering the
qualification and must be qualified to make assessment decisions. Relevant qualifications to be held or
working towards include:
 Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
 Diploma in Teaching in the Lifelong Learning Sectors (DTLLS)
 Award in Assessing Vocationally Related Achievement
 Certificate in Assessing Vocational Achievement
 Legacy qualifications such as A1, A2, D32, D33
Legacy qualifications remain valid providing the assessor has up to date experience of assessing and has
undertaken relevant annual Continuing Professional Development.
Internal Verifiers need to be competent assessors with knowledge of the internal verification process.
Training is available from Ascentis for any one new to this role.
External Verification
Accredited centres will normally be visited twice a year for external verification, although more frequent
visits can be requested from Ascentis, for which there is usually an additional charge. The focus of the
external verification visit will include:
 Confirmation that the centres continue to meet the centre recognition criteria
 Confirmation that assessments are conducted by appropriately qualified and occupationally
expert assessors
 Sampling assessment decisions to confirm that they are authentic and valid and consistent with
decisions made in other centres
 Confirmation that assessment decision are regularly sampled, through internal verification
 Checking that claims for certification are authentic, valid and supported by auditable records
 Confirmation that centres have carried out any corrective action, as required by Ascentis
 Providing advice and guidance and up to date information

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UNIT SPECIFICATIONS
Speaking and Listening in German
Credit Value of Unit: 4 GLH of Unit: 30 Level of Unit: Entry 2
Introduction
In this unit you show a basic understanding and use of simple words and phrases in familiar situations
and contexts. You will, for example:
 Understand how to use basic polite social language, e.g. greeting, saying good-bye
 Understand limited use of number
 Understand the basic sounds of the alphabet
 Understand basic exchanges, e.g. shop, café.
You can understand speech delivered clearly at slower than normal speed. When you are using familiar
vocabulary and set phrases your language is generally accurate so that a sympathetic native speaker
would easily understand. In less predictable contexts you may make some grammatical errors, but these
do not prevent the listener from understanding your meaning.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to recognise basic words and
phrases
1.1 Identify basic information from words and simple
set phrases in specific contexts
1.2 Recognise basic requests expressed using simple
set phrases
1.3 Follow basic, predictable exchanges
1.4 Identify numbers between 1 and 20 when used in
simple set phrases
2 Be able to produce basic words and phrases 2.1 Say the sounds of the alphabet
2.2 Use basic words and simple set phrases in
specific contexts
2.3 Make requests using basic words or simple set
phrases
2.4 Provide responses using basic words and simple
set phrases
2.5 Use basic set phrases to ask for clarification
Indicative Content
 Recognise and use vocabulary in everyday use in specific contexts
 Identify and use basic phrases in a fixed form expressing polite conventions, e.g. forms of address,
greetings, thanks, leave-taking
 Identify and use a limited amount of numerical data, e.g. numbers 1 – 20
 Recognise and produce the sounds of the alphabet
 Use and recognise the definite article in the singular and plural forms
 Recognise and make basic requests and responses
 Use and respond to basic set phrases to indicate difficulty with the language
 Pronounce the language clearly so that a sympathetic native speaker would easily understand

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Activities to be completed by the learner
These activities have been designed to cover all the assessment criteria. Tutors are free to design
alternative activities provided that they cover all the assessment criteria.
Activity 1 ( Assessment Criteria: 1.1, 1.2, 1.3 2.2, 2.3, 2.4, 2.5)
You will take part in a basic role play exchange with your tutor using simple set phrases. During the role
play you will be required to greet your tutor and request some basic information. You will also need to
provide some basic information that will be requested by your tutor. At some point during the role play you
will need to ask your tutor for clarification about something that has been said.
Some suggested topics for the role play are:
 Meeting someone and introducing yourself
 Ordering a drink
 A simple purchase in a shop
During the role play you may have a sheet with up to 5 one word prompts written in either English or
German.
Evidence to be provided:
Recording of the learner’s performance.
Activity 2 ( Assessment Criteria 2.1)
You will spell your name out loud in full in German.
In certain contexts this activity could be incorporated into activity 1.
Your tutor will read out 5 numbers between 1 and 20. You must write down the numbers you hear.
You must correctly write down 4 out of the 5 numbers in order to successfully pass the activity.
Written answers to the numbers provided.
Tutor Guidance
An exemplar script for activity 1 is provided in Appendix 2. This exemplifies the standard of achievement
that is expected for this activity, although the learner will also be assessed against their delivery. The
learner should not read from a script, however, s/he may use a prepared sheet of up to 5 one-word
prompts, written in either English or German.
Activity 2 is assessing only the ability of the learner to say the sounds of the alphabet. Although it is
desirable that the learner should recognise the question to elicit this response in German, it is not
essential for the purposes of the assessment.
For activity 3 five numbers between 1 and 20 should be selected and read out, learners should have no
more than three opportunities to hear each of the numbers. In order to successfully achieve the task
learners must correctly write down four out of the five numbers.
Recorded evidence must be made available for activities 1 and 2. A centre must ensure that there is
recorded evidence available for every learner for at least one of the Speaking activities. The recorded
evidence must be available across a range of learner’s performance.
In order to assist with the verification process each recording should be clearly labelled with:
 The qualification title  Learner name
 The unit name  Assessor name
 Number of activity  Date of recording
 Centre name  Location of recording

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UNIT SPECIFICATIONS
Introduction
In this unit you show an understanding and use of simple words and phrases in familiar situations and
contexts. You will, for example:
 Understand how to use simple polite social language, e.g. greeting, saying good-bye
 Understand simple use of number
 Understand the sounds of the alphabet
 Understand simple exchanges, e.g. purchasing tickets, asking directions.
 Express everyday emotions and preferences, using a limited range of set phrases.
You can understand speech delivered clearly at slower than normal speed, with little or no sound or
background interference. When you are using familiar vocabulary and set phrases your language is
generally accurate so that a sympathetic native speaker would easily understand. In less predictable
contexts you make some grammatical errors, but these do not prevent the listener from understanding
your meaning.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to extract information from basic
statements or descriptions
1.1 Identify simple facts expressed in simple set
phrases
1.2 Identify emotions and preferences expressed in a
limited range of simple set phrases
1.3 Identify the numbers up to 69 when used in simple
phrases
2 Be able to give basic prepared statements 2.1 Use simple set phrases to provide information
2.2 Express a limited range of emotions and
preferences using simple set phrases
2.3 Use spoken conventions appropriately
3 Be able to follow basic, predictable
conversations
3.1 Recognise questions expressed using simple set
phrases
3.2 Recognise requests expressed using simple set
phrases
3.3 Identify the main points of predictable
conversations
4 Be able to take part in basic predictable
conversations
4.1 Use simple questions and responses to exchange
information
4.2 Use a limited range of simple set phrases to make
requests and/or clarify understanding
4.3 Use spoken conventions appropriately within
basic conventions
4.4 Ask for clarification using a range of simple set
phrases
Indicative Content
 Recognise and use vocabulary in everyday use in specific contexts
 Identify and use a limited amount of numerical data, e.g. numbers 1 – 69
 Recognise and produce the sounds of the alphabet
 Use and recognise the definite article in the singular and plural forms
 Recognise and make basic requests and responses
 Use and respond to basic set phrases to indicate difficulty with the language

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 Recognise and use the definite article when expressing general likes and dislikes.
 Recognise and use the simplest ways of expressing the present tense
 Identify and use basic sentence structures for making positive and negative statements
alternative activities provided that they cover all the of the assessment criteria.
Activity 1 (Assessment Criteria 2.1, 2.2, 2.3)
You will be required to prepare and present 3 short statements on a specific subject. Topics for the
statements could include:
 Yourself
 Where you live
 Food and drink preferences
You will need to express emotions and /or preferences as part of this activity.
Recording of learner’s performance.
You will then listen to 5 short prepared statements read out by your tutor on a specific subject, like those
listed above. You will need to answer questions in English on what your tutor has said to confirm your
understanding.
Recording of learner’s performance and written answers to questions.
Activity 3 ( Assessment Criteria 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4)
You will take part in a role play with your tutor or another learner. Suggested topics for the role play are:
 Ordering food in a café
 Requesting goods in a shop
 Requesting simple directions
During the role play there should be questions, answers and instructions given. You should have an
opportunity to repeat answers and clarify understanding. The roles should then be reversed and the activity
repeated using a different context.
During the role play you may have a sheet with up to 5 one-word prompts written in either English or
German.
Your tutor will read out 5 numbers between 1 and 69. You must write down the numbers you hear.
You must correctly write down 4 out of the 5 numbers in order to successfully pass the activity.
Written answers in English to the numbers provided.
Tutor Guidance
Two exemplar scripts for activity 3 are provided in Appendix 2. These exemplify the standard of
achievement that is expected for this activity, although the learner will also be assessed against their
delivery. The learner should not read from a script; however, s/he may use a prepared sheet of up to 5
one-word prompts, written either in English or German.

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For activity 4, five numbers between 1 and 69 should be selected and read out. Learners should have no
more than three opportunities to hear each of the numbers. In order to successfully achieve the task,
learners must write down correctly four out of five numbers.
Recorded evidence must be made available for activities 1, 2 and 3. A centre must ensure that there is
recorded evidence available for every learner for at least one of the Speaking activities. The recorded
evidence must be available across a range of learner’s performance.
In order to assist with the verification process each recording should be clearly labelled with:
When carrying out assessment work with other learners, the tutor must be careful to ensure that each
learner has a fair opportunity to be assessed and is not hindered by the poor performance of other
learners. If this is the case, the tutor may need to intervene and take on the role of the other learner to
ensure fairness of assessment opportunity.

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UNIT SPECIFICATIONS
Credit Value of Unit: 4 GLH of Unit: 30 Level of Unit: 1
Introduction
In this unit you show you can understand and use a range of words and sentences in familiar situations
and contexts. You will, for example:
 Identify simple facts about people, objects and familiar places
 Understand simple questions e.g. about your family and your job
 Understand the information given within a social situation
 Simply describe you own and others’ roles and responsibilities
 Handle simple exchanges e.g. at a hotel reception desk or a shop counter
 Express everyday emotions and preferences, using a limited range of set phrases
You can understand speech delivered at a near normal speed with little or no sound or background
interference. When you are using familiar vocabulary and set phrases your language is generally
accurate so that a sympathetic native speaker would easily understand. In less predictable contexts you
may make some grammatical errors, but these do not prevent the listener from understanding your
meaning.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to extract information from simple
1.1 Identify personal or social facts from statements
or descriptions consisting of simple set phrases
1.2 Identify feelings and needs expressed using
simple phrases
1.3 Identify the main points of simple statements or
descriptions
2 Be able to give simple, prepared statements
or descriptions
2.1 Use simple set phrases to express personal or
social facts
2.2 Use simple set phrases to express feelings, needs
and preferences
2.3 Use spoken conventions appropriately within a
statement or description
3 Be able to follow simple, predictable
conversations
3.1 Recognise simply expressed questions and
responses about familiar personal or social
matters
3.2 Identify requests expressed using simple set
phrases
3.3 Identify preferences expressed using simple set
phrases
3.4 Recognise instructions and directions expressed
using simple set phrases
4 Be able to take part in simple, predictable
conversations
4.1 Use simple questions and responses to exchange
information about familiar personal or social
matters
4.2 Use simple set phrases to express feelings, needs
and preferences
4.3 Use simple set phrases to make requests and/or
clarify understanding
conversation

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Indicative Content
 Recognise and use vocabulary in everyday use relevant to the context
 Identify and use simple numerical data, e.g. numbers, prices, dates
 Recognise and use the infinitive form, where appropriate to the language
 Recognise the difference between past, present and future events and be familiar with simple tense
forms
 Recognise and use simple sentence structures for making positive and negative statements
 Recognise and use simple, commonly used positive and negative question forms
 Recognise and use simple, commonly used imperative forms for giving orders or instructions
 Recognise and use simple link words in everyday use
 Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning necessary
These activities have been designed to cover all the assessment criteria. Tutors are free to design their
alternative activities provided that they cover all the requirements of the assessment criteria.
You will prepare and present a simple statement or description to one or more learners. You must include
simple and personal or social facts. You must express your own opinion and use both positive and negative
statements. There should be a reference to an event in the past or in the future. Suggested topics that you
may include within your statement or description:
 Your job and where you work.
 Hobbies
 Schools
 Food and drink
 Your family
 Your house and where you live.
Minimum time for statement or description: 1 minute.
When giving the presentation, you may have a sheet with 5-10 one-word prompts or bullet points written in
German. There must be at least one expression of feeling, need or preference given within the statement or
description.
Recording of learner’s performance.
You will listen to a statement or description read out by your tutor. The statement or description should be
between 10-12 sentences in length. The statement or description will include personal and/or social detail
about the speaker. The statement will express feelings and needs, containing both positive and negative
statements and have at least one reference to an event in the past or in the future. It may be repeated up to
three times. You will be asked specific questions in English to ensure that you have understood specific
information.
Written answers to questions on the statement or description.

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Activity 3 (3.1. 3.2, 3.3, 3.4 4.1, 4.2, 4.3, 4.4)
Learners should take part in a conversation in which:
 The learner makes a request
 The tutor gives a range of choices and asks for a preference
 The learner repeats the choices and confirms understanding
 The tutor needs to dissuade the learner from a request.
Learners perform the following task:
You will take part in a role-play activity with your tutor. You will take on the role of a customer, your tutor plays
the part of the travel agent.
The travel agent must firstly find out what product the customer prefers. e.g.
 Preferred type of holiday
 Preferred type of hotel room
 Preferred mode of transport
Then ask the customer what in particular s/he requires.
Then the travel agent can do one of the following:
 Book train/plane tickets to the destination
 Book a specific type of hotel room
 Book a holiday.
The customer should have the opportunity to repeat the instructions to confirm his/her understanding.
The travel agent will need to attempt to dissuade the customer from their initial date/transport plans for some
reason.
Once decided, the customer should be asked to confirm the booking by carrying out an action (e.g. signing
name).
Recording of learner’s performance
Tutor Guidance
The learner should not read from a prepared script for activity 1; spontaneity should be encouraged.
However the learner may prepare in advance and when carrying out the activity may have between 5 to
10 prompts or bullet points, ideally written in German. An exemplar transcript of a statement from a
learner together with their prompt sheet is given in Appendix 2. These exemplify the standard expected
for achievement of this activity, although the learner will also be assessed against their delivery.
An exemplar transcript for activity 2 together with sample questions to check understanding is given in
Appendix 2. This exemplifies the length and complexity of the statement or description, although tutors
are free to devise a script that picks up on the interests and needs of their own learners. The statement or
description should be delivered using standard speech with a natural, but slightly slower than normal
speed of delivery. The statement or description can be repeated up to three times. The delivery may be
paused during natural breaks in the speech to give the learner time to write their answers.
In the preparation for activity 3, the learner may prepare or have provided 5-10 prompts around which to
structure the role-play. These may be in English or German. The role-play should contain as a minimum 6
utterances, two of which will be the greeting and leave taking. The instructions or directions should have
at least 3 steps or stages. An exemplar role-play is provided in Appendix 2.
recorded evidence is available for every learner for all of the Speaking activities. The recorded evidence
must be available across a range of learner’s performance.

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In order to assist with the verification process, each recording should be clearly labelled with:

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UNIT SPECIFICATIONS
Introduction
In this unit you show you can communicate in a range of situations and contexts. You will, for example:
 Discuss facts about other people, places and object
 Understand questions, e.g. family, job, travel, shopping, hobbies
 Describe your own and others’ role and responsibilities
 Handle detailed exchanges, e.g. hotel reception, railway station, on the telephone
 Express everyday emotions and preferences using a range of set phrases
You can understand speech delivered at a normal speed with some sound or background interference.
When you are using familiar vocabulary and set phrases your language is accurate so that a native
speaker would easily understand. In less predictable contexts you may make some grammatical errors,
but these do not prevent the listener from understanding your meaning.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to extract information from everyday
1.1 Recognise detailed personal, social or work-
related information from statements or
descriptions
1.2 Extract the main points from detailed statements
or descriptions
1.3 Follow detailed instructions and directions
2 Be able to give detailed prepared statements
or descriptions
2.1 Use detailed phrases to express personal, social
or work-related information
2.2 Use a range of phrases to express feelings, needs
and preferences
2.3 Use spoken conventions appropriately
3 Be able to follow a range of everyday
conversations
3.1 Recognise detailed questions and responses
relating to personal, social or work-related matters
3.2 Identify detailed requests expressed in a range of
phrases
3.3 Identify a range of feelings, needs and
preferences
3.4 Extract the main points of everyday conversations
4 Be able to take part in a range of everyday
conversations
4.1 Produce detailed questions and responses to
exchange information about personal, social and
work-related matters
4.2 Use detailed phrases to discuss feelings, needs
and preferences
4.3 Produce detailed phrases to make requests
and/or clarify understanding
conversation

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Indicative Content
 Recognise and use vocabulary in everyday use relevant to the context
 Identify and use simple numerical data, e.g. numbers, prices, dates
 Recognise and use the infinitive form, where appropriate to the language
 Recognise and use a variety of ways of expressing past, present and future tense
 Recognise and use a range of adjectives using appropriate agreements
 Recognise and use positive and negative statements in a variety of sentence structures
 Recognise and use the imperative form for a range of verbs to give orders and instructions
 Recognise and use a range of link words in everyday use
 Pronounce the language clearly, speaking at normal speed so that a sympathetic native speaker would
easily understand
 Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning when necessary
Activity 1( Assessment Criteria 2.1, 2.2, 2.3, 3.1 3.2, 3.3, 3.4)
You will prepare and present a detailed presentation, using a variety of tenses, which must include
personal, social and work related information. Suggested topics for your presentation include:
 A holiday
 Your job and where you work
 Your plans for the future
 The country of Germany
 A place you would like to visit
When giving your presentation you may use a sheet with 5 to 10 short prompts on it to assist you. Your
presentation should last for about 2 minutes 30 seconds.
Following your presentation you will be asked detailed questions by your tutor concerning the content of
your presentation and wider issues. In answering these questions you should be prepared to discuss your
feelings and preferences. You should also question your tutor about his/her feelings about the topics being
discussed. When necessary ask for clarification to confirm your understanding. This conversation should
last for about 1 minute and 30seconds.
Recording of the learner’s performance
Activity 2 ( Assessment Criteria 1.2, 1.2, 1.3)
You will listen to a detailed passage in German, either recorded or read out by your tutor, lasting
approximately three minutes that will be repeated up to three times. You will be asked specific questions in
English to ensure that you have understood the main points outlined as well as detailed instructions and
directions.
The delivery may be paused during natural breaks in the speech to give you time to write your answers.
You will be allowed thirty minutes for this activity.
Written answers to the questions on the passage
Activity 3 ( Assessment Criteria 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4)
You will take part in a conversation with your tutor, lasting at least 3 minutes. It should contain a range of
tenses, and you should ask for and give opinions using both positive and negative statements. The topic
covered should be different to that covered in activity 1.

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Suggested topics for your conversation could include:
A holiday
Your town
Your free time
Your friends and family
Your job/college
The country of Germany or another German-speaking country
Recording of the learner’s performance
Tutor Guidance
The learner should not read from a prepared script for activity 1; spontaneity should be encouraged.
However the learner may prepare in advance and when carrying out the activity may have between 5 to
10 prompts or bullet points, written in German. An exemplar transcript of a statement from a learner
together with their prompt sheet is given in Appendix 2. These exemplify the standard expected for
achievement of this activity, although the learner will also be assessed against their delivery.
An exemplar transcript for activity 2 together with sample questions to check understanding is given in
Appendix 2. This exemplifies the length and complexity of the statement or description, although tutors
are free to devise a script that picks up on the interests and needs of their own learners. The statement or
description should be delivered using standard speech with a natural, but slightly slower than normal
speed of delivery. The statement or description can be repeated up to three times. The delivery may be
paused during natural breaks in the speech to give the learner time to write their answers.
In the preparation for activity 3, the learner is allowed a prompt sheet, prepared in advanced containing
30 words relating to the topic to be discussed. These should be in German and may contain conjugated
verbs.
recorded evidence is available for every learner for all of the Speaking activities. The recorded evidence
must be available across a range of learner’s performance.
In order to assist with the verification process, each recording should be clearly labelled with:

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UNIT SPECIFICATIONS
Reading in German
Introduction
In this unit you show that you can understand basic written text. You will, for example:
 Recognise vocabulary and phrases which discuss familiar objects, e.g. food
The types of text you will look at include basic signs, notices or menus and simple forms relating to social
activities in a limited number of contexts.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to recognise basic words and
phrases
1.1 Extract basic information from words and simple
set phrases in specific contexts
1.2 Identify basic requests expressed using simple set
phrases
1.3 Recognise the use of numbers, spelt out in full,
between 1 and 20
Indicative Content
 Recognise vocabulary in everyday use in specific contexts
 Identify basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,
thanks, leave-taking
 Recognise a limited amount of numerical data, e.g. numbers 1 – 20
 Recognise the basic use of the definite article in the singular and plural forms
 Understand basic requests and responses
This activity has been designed to cover all the assessment criteria. Tutors are free to design alternative
activities provided that they cover all the assessment criteria.
Learners should complete a reading test consisting of a series of short sentences in German with questions
in English or German as appropriate. At least one question should test understanding of a request and
there should be two numbers written in full in the test.
Information from the test correctly identified e.g. answers to questions
Tutor Guidance
The learner can use notes and other reference sources for this activity.
A sample test is given in Appendix 2

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UNIT SPECIFICATIONS
Reading in German
Introduction
In this unit you show that you can understand straightforward written text. You will, for example:
 Recognise vocabulary and phrases which discuss familiar objects, e.g. family, clothes
 Read aloud simple passages of written language
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to extract information from basic
signs, notices and menus
1.1 Identify information from text consisting of simple
set phrases
1.2 Recognise simply expressed questions or
requests expressed using predictable set phrases
1.3 Identify emotions or preferences expressed in a
limited range of predictable set phrases
1.4 Extract the main points of a simple text
Indicative Content
 Recognise vocabulary in everyday use in specific contexts
 Identify basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,
 Recognise some numerical data, e.g. numbers 1 – 69
 Recognise the basic use of the definite article in the singular and plural forms
 Understand basic requests and responses
 Identify the simplest ways of expressing the present tense
 Recognise basic sentence structures for making positive and negative statements
 Identify basic requests and responses
Activity 1 ( Assessment Criteria 1.1, 1.4)
You will read and find out relevant information from a piece of simple text e.g. basic signs, notices and
menus. The text should include simple directions and points of information.
Expected length of the text 50 – 70 words.
Information from the text correctly identified e.g. answers to questions.
Activity 2 (Assessment Criteria 1.2, 1.3)
Read and answer questions on a piece of text in which questions or requests are expressed as well as
emotions or preferences. The text might take the form of:
 A written conversation
 A passage about a hobby or pastime
Expected length of the text 80 – 90 words.

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Information from the text correctly identified e.g. answers to questions
Tutor Guidance
The learner can use notes and other reference sources for both of the activities within the unit.
For activities 1 and 2 questions asked to show understanding of the text will usually be asked and
responded to in English. However, they may be asked and responded to in German, as long as this extra
demand put on the learner is not going to prevent their achievement of the activity. Sample texts for each
of the activities are given in Appendix 2, and give an indication of the length and complexity of text
required at this level.

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UNIT SPECIFICATIONS
Reading in German
Introduction
In this unit you show that you can understand written text on familiar subjects. You can, for example:
 Recognise vocabulary and phrases which discuss familiar objects, e.g. equipment
 Understand simple, common public notices
 Identify the gist of simple articles, tourist or promotional material
 Understand simple instructions, e.g. arrival and departure times, destinations
The types of text you will look at include signs or notices, descriptive or promotional materials,
correspondence, text relating to social activities.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to extract information from signs,
notices and simple correspondence
1.1 Identify personal or social facts from texts
consisting of simple set phrases
1.2 Recognise simply expressed questions or
requests
1.3 Identify instructions or directions expressed using
simple set phrases
1.4 Identify feelings and preferences expressed using
simple set phrases
1.5 Extract the main points of simple text
Indicative Content
 Recognise vocabulary in everyday use relevant to the context in which you are using the language
 Identify set phrases in a fixed form expressing polite conventions e.g. forms of address, greetings,
 Recognise simple numerical data, e.g. numbers, prices, dates
 Recognise the infinitive form, where appropriate to the language
 Recognise the simplest ways of expressing past, present and future tenses, where appropriate to the
language
 Recognise simple sentence structures for making positive and negative statements
 Identify simple, commonly used positive and negative question forms
 Identify simple, commonly used imperative forms for giving orders or instructions
 Identify simple link words in everyday use
 Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning as necessary
These activities have been designed to cover all the assessment criteria within the unit. Tutors are free to
design alternative activities provided that they cover all the assessment criteria, appendix 6 must be
completed.
You will read and find out relevant information from a piece of text e.g. information about a local attraction or
campsite. The information should include directions and instructions. The type of information that you need
to locate within the text includes:
 Dates and times e.g. times of year that the attraction is open, opening times
 Prices
 Directions
 Instructions e.g. need to book in advance, where to find out more information
Expected length of text: 100-150 words

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Information from text correctly identified e.g. answers to questions
Activity 2 (Assessment Criteria 1.1, 1.4)
Read and answer questions on a piece of text that expresses feelings and preferences and contains at least
one other tense e.g. a cinema visit, a proposed trip to a favourite place, a description of a good or bad
weekend..
Expected length of text: 150-200 words
Evidence to be provided
Questions answered on the text that demonstrates an understanding of the text. If necessary this could be
oral questioning in which case the evidence would need to be recorded evidence, or a tutor record sheet.
Read and show an understanding of simply expressed questions or requests on a form or questionnaire e.g.
hotel booking form, form for car hire. The form should include questions asking for personal details, as well
as some requests/questions requiring more detailed information.
Form or questionnaire correctly completed.
The form or questionnaire may be completed in English or in German.
Tutor Guidance
The learner can use notes and other reference sources for all three of the activities within the unit.
Questions asked to show understanding of the text will usually be asked and responded to in English.
However they may be asked and responded to in German, as long as the extra demand put on the
learner is not going to prevent their achievement of the activity. Similarly, the questions and requests
within the form or questionnaire in activity 3 can be answered in English or in German.
Example text for each of the activities for this unit are given in Appendix 2, and give an indication of the
length and complexity of the text. Wherever possible tutors should look for naturally occurring text in
German, but the sample texts gives an indication of the length and complexity of text required at this
level. Alternatively, the sample texts provided may be translated into German.

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UNIT SPECIFICATIONS
Reading in German
Introduction
In this unit you show that you can extract information from a range of routine texts dealing with social,
personal and work-related matters. You will, for example:
 Understand information about people, places and factual details
 Understand detailed text, e.g. articles, brochures
 Extract detailed information, e.g. menus, brochures
 Understand detailed instruction, e.g. written directions
The types of text you will look at include signs or notices, descriptive or promotional materials,
correspondence, text relating to social activities.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to extract detailed information from
text
1.1 Extract personal, social or work-related
information from a detailed text
1.2 Recognise detailed questions or requests
1.3 Follow detailed instructions and directions
1.4 identify a range of phrases expressing feelings
and preferences
1.5 Extract the main points of detailed texts
Indicative Content
 Recognise vocabulary in everyday use relevant to the context in which you are using the language
 Identify set phrases in a fixed form expressing polite conventions e.g. forms of address, greetings,
 Recognise detailed numerical data, e.g. numbers, prices, dates
 Recognise the infinitive form, where appropriate to the language
 Recognise a variety of ways of expressing past, present and future tenses, where appropriate to the
language
 Recognise simple positive and negative statements in a variety of sentence structures
 Recognise a range of adjectives and appropriate agreements
 Identify simple, commonly used positive and negative question forms
 Identify the imperative form for a range of verbs to give orders or instructions
 Identify a range of link words in everyday use
 Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning as necessary
Activity 1( Assessment Criteria 1.1, 1.2, 1.3, 1.4, 1.5)
You will need to find out detailed and relevant information from at least three different texts. The type of
texts you might look at include:
 A tourist information brochure
 A job description
 A business letter
 A short magazine or newspaper article
 An advertisement

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The type of information that you need to locate within the text includes:
 Dates and times e.g. times of year that the attraction is open, opening times
 Prices
 Directions
 Instructions e.g. need to book in advance, where to find out more information
Each of the texts should be approximately 150 words.
Evidence to be produced:
Information from text correctly identified e.g. answers to questions.
Activity 2 ( Assessment Criteria 1.1, 1.2, 1.4, 1.5)
Read and answer questions on a text which includes questions and answers relating to feelings and
preferences. The length of the text should be approximately 300 words.
Evidence to be produced:
Written answers to the questions on the text
Tutor Guidance
The learner can use notes and other reference sources for all three of the activities within the unit.
Questions asked to show understanding of the text will usually be asked and responded to in English.
However they may be asked and responded to in German, as long as this extra demand put on the
learner is not going to prevent their achievement of the activity.
Tutors should look for naturally occurring text in German for the purposes of the assessment for activity 1,
A sample text for activity 2 is given in Appendix 2, and gives an indication of the length and complexity of
the text.

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UNIT SPECIFICATIONS
Writing in German
Introduction
In this unit you show that you can produce basic written text.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to produce basic words and phrases 1.1 Use basic words and simple set phrases in
specific context
1.2 Make requests using simple set phrases
1.3 Produce numbers, spelt out in full, between 1 and
20
1.4 Use grammatical conventions as appropriate to
the context
Indicative Content
 Use vocabulary in everyday use in specific contexts
 Use basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,
 Use a limited amount of numerical data, e.g. numbers 1 – 20
 Make basic use of the definite article in the singular and plural forms
 Make basic requests and responses
This activity has been designed to cover all the assessment criteria. Tutors are free to design alternative
activities provided that they cover all the assessment criteria.
Activity 1 ( Assessment Criteria 1.1, 1.2, 1.3, 1.4)
Complete at least five short sentences in response to short written instructions.
The activity should contain at least one question and a written number.
Your tutor has arranged an email exchange with some students in Germany. You need to make the first
contact. You must include the following details;
 Greet the person.
 Give your name and say where you live.
 Ask your partner their name.
 Say how many people there are in your German class.
 Say how many people there are in your family.
 Say good bye.
The email including drafts of work and tutor feedback
Tutor Guidance
The use a dictionary is not permitted.

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UNIT SPECIFICATIONS
Writing in German
Introduction
In this unit you show that you can produce straightforward written text.
The types of text you produce may include messages, notices and simple forms relating to social
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to produce basic written information 1.1 Use simple set phrases to provide information
1.2 Use a limited range of simple set phrases to ask
for information and make requests
1.3 Make requests using simple set phrases
1.4 Use a limited range of simple set phrases to
express emotions and preferences
1.5 Use written conventions as appropriate to the
context
Indicative Content
 Use vocabulary in everyday use in specific contexts
 Use basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,
 Use some numerical data, e.g. numbers 1 – 69
 Make basic use of the definite article in the singular and plural forms
 Use the simplest ways of expressing the present tense
 Use basic sentence structures for making positive and negative statements
 Make basic requests and responses
alternative activities provided that they cover all the of assessment criteria.
Write a short paragraph of a minimum of 50 words on a topic that is familiar to you. Within the paragraph
you should express feelings and preferences. Topics you could write about include:
 Favourite foods and drinks
 A hobby or interest
 A familiar place.
The written paragraph including drafts of work and tutor feedback.
In this activity imagine you are going to interview your tutor about a specific topic. Write down three
questions that you could ask in the interview. Topics you could ask questions about include:
 Favourite foods and drinks
 A familiar place.
The written questions including drafts of work and tutor feedback.

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Tutor Guidance
In activities 1 and 2, if the learner does not achieve the activity on the first attempt they may redraft the
work following feedback given by the tutor on the mark scheme. However the tutor must not correct the
work of the learner. All feedback given by the tutor must be included with the learner’s evidence.

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UNIT SPECIFICATIONS
Writing in German
Introduction
In this unit you show that you can produce a range of texts in familiar tasks. You can, for example:
 Fill in simple questionnaires or forms
 Write simple messages, email and faxes e.g. to a friend, to book hotel accommodation
 Write a few paragraphs of descriptive text e.g. about your interests, hobbies
You can use a small number of memorised sentences, words and set phrases to create and adapt simple
texts. When using familiar sentence structures and individual vocabulary items e.g. in forms and lists,
your writing is generally accurate. When creating simple text, you may make some errors, but these do
not impair understanding.
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to complete forms and create simple
correspondence
1.1 Use simple set phrases to express familiar
personal or social facts
1.2 Use simple set phrases to ask for information or
make requests
1.3 Use simple set phrases to provide instructions or
directions
1.4 Use simple set phrases to express feelings and
preferences
context
Indicative Content
 Use vocabulary in everyday use relevant to the context in which you are using the language
 Use set phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings, thanks,
leave-taking
 Use simple numerical data, e.g. numbers, places, dates
 Understand the infinitive form, where appropriate to the language.
 Use the simplest ways of expressing past, present and future tenses, where appropriate to the
language
 Use adjectives to enhance descriptions
 Use simple sentence structures for making positive and negative statement
 Use simple, commonly used positive and negative question forms
 Use simple, commonly used imperative forms for giving orders or instructions
 Use simple link words in everyday use
Activity 1 (Assessment Criteria 1.1, 1.3, 1.4, 1.5)
In this activity you will write a descriptive piece of writing about a topic familiar to you. Within this writing you
should express your feelings and preferences. You should write a minimum of 80-100 words. Suggested
contexts that you could use are:
 About a familiar place
 A favourite film
 A choice of holiday

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In this activity you will write a note or email asking for information or making a request. Include an instruction
or direction within your text. You should write between 50-100 words.
Suggested contexts you could use are:
 Availability and prices for hotel accommodation, car hire etc
 Note to neighbour asking him/her to look after your house while you are on holiday
 Email to somebody who is coming to stay at your house
In this activity you will complete a form or questionnaire. This may be the same form as for activity 3 of the
Reading unit.
Suggested forms or questionnaires include:
 Hotel booking form
 Form for car hire
 Questionnaire asking for personal and social information e.g. name, children, hobbies etc
Text for activity 1 and 2 and the form or questionnaire for activity 3 including drafts of work and tutor
feedback.
Tutor Guidance
The learner can use notes and other reference sources for all the activities within the unit.
If the learner does not achieve the activity on the first attempt they may redraft the work following
feedback given by the tutor on the mark scheme. However the tutor must not correct the work of the
learner. All feedback given by the tutor must be included with the learner’s evidence.

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UNIT SPECIFICATIONS
Writing in German
Introduction
In this unit you show that you can produce a range of extended written tasks. You can, for example:
 Fill in simple questionnaires or form
 Write a detailed letter, email or fax, e.g. letter of complaint, fax to book hotel room
 Write an extended descriptive text, e.g. about a holiday or hobby
You can use your detailed knowledge of grammar and vocabulary to create and adapt a text. Your writing
should be precise and accurate
Learning Outcomes
The learner will
Assessment Criteria
The learner can
1 Be able to produce extended written
information
1.1 Use detailed phrases to discuss personal, social
or work-related facts
1.2 Use detailed phrases to ask for information and
make requests
1.3 Use detailed phrases to provide instructions and
directions
1.4 Use detailed phrases to express a range or
feelings
context
Indicative Content
 Use vocabulary in everyday use relevant to the context in which you are using the language
 Use set phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings, thanks,
leave-taking
 Use detailed numerical data, e.g. prices, dates, size, quantity
 Use the infinitive form, where appropriate to the language.
 Use a variety of ways to express past, present and future tenses, where appropriate to the language
 Use a range adjectives using appropriate agreements
 Use the imperative form for a range of verbs to give orders and instructions
 Use a range of link words in everyday use.
 Use reference sources to clarify and confirm meaning as necessary
 Write the language clearly so that a native speaker could clearly understand
In this activity you should write a descriptive piece of writing of a minimum of 150 words on a topic of
interest to you. Within your writing you should express your feelings and preferences. Within your writing
you should make reference to three tenses. Suggested topics include:
 A film you have seen
 A holiday
 A job you have enjoyed or would like to do
 A tourist information leaflet about a specific area of Germany or a German speaking country.

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The written paragraph including drafts of work and tutor feedback.
For this activity you will be required to write a letter to someone using appropriate forms of address. In your
letter you should include instructions and directions. You should also ask for information and make certain
requests. Suggested topics for the letter include:
 A hotel reservation
 Arranging a business meeting
 Booking a holiday
The letter including drafts of work and tutor feedback.
Tutor Guidance
If the learner does not achieve the activity on the first attempt they may redraft the work following
feedback given by the tutor on the mark scheme. However the tutor must not correct the work of the
learner. All feedback given by the tutor must be included with the learner’s evidence.

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Award in German
APPENDIX 1
Summary Record of Achievement
Learner Name _______________________________________________________________
Award in Speaking and Listening in German Level________________________
Award in Reading and Writing in German Level________________________
Award in Speaking and Listening, Reading and Writing in German Level________________________
Please tick as appropriate
I confirm that the minimum number of credits at the appropriate level have been achieved in order for a claim for certification to be made. I confirm that the credit has
been achieved from the correct combination of mandatory units as specified within the Rules of Combination.
Assessor Signature ____________________________________________________________
Internal Verifier Signature (if sampled) ______________________________________________
Unit Title Level
Credit
Value
Date
completed
Assessor
Signature
Internal Verifier Signature (if
sampled)

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APPENDIX 2
Sample Assessment Tasks
ENTRY LEVEL 2
Speaking and Listening
Activity 1 – Basic role play exchange
The example given is in English but the activity should be carried out in German.
Example transcript:
Learner Good morning!
Tutor Good morning!
Learner How are you?
Tutor I am fine thank you, and you?
Learner I am happy thank you. What is your name?
Tutor My name is John Jones. What is your name?
Learner My name is Mary Pattinson.
Tutor Pattinson, how do you spell that?
Learner P- A- T-T- I –N- S- O- N
Learner Where do you live?
Tutor I live in Lancaster, where do you live?
Learner I live in Preston.
Tutor Thank you . Good-bye!
Learner Good-bye!
The spelling activity can be attempted separately or can be incorporated into the basic
conversation.
 Sample prompt sheet
 Hello
 Ok?
 Name
 From?
Reading
Activity 1 – Reading Test
For this example, sentences 1-5 should be in German. The questions should be in English and
answered in English.
Read the following short sentences in German and answer the questions that follow in English.
1. Hello my name is Judith. What are you called?
2. I live in Hamburg and I have three children.
3. They are five, seven, and fifteen years old.
4. I have been learning English for one year only.
5. Where do you live?
Questions
1. What question does Judith ask you?
2. Where does she live?
3. How old are her children?
4. How long has she been learning English?
5. What question does she ask you?

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APPENDIX 2
ENTRY LEVEL 3
Activity 1 – Present prepared statements
The example is given in English but the activity should be carried out in German
Example learner statements:
 My name is Mudassar Ahmed, I am 23 years old and I come from Manchester
 Manchester is a city in the Northwest of England
 In Manchester there are lots of cinemas, restaurants and theatres
 I love Manchester and I like the cinema but I don’t like the theatres.
Activity 2 – Listen to prepared statements
The example is given in English but the activity should be carried out in German.
Example tutor transcript
 My favourites foods are: chips, hamburgers, hotdogs, chocolate and ice cream
 I like coffee, but I don’t like tea or orange juice
 When I go to the restaurant I normally order steak and some red wine
Example questions on the tutor transcript (in English to be answered in English)
1 Name two of your tutor’s favourite foods.
2 Which drink does your tutor like?
3 What does you tutor normally order in the restaurant?
Activity 3 - Role play exchange
The examples are given in English but the activity should be carried out in German. Learner
prompts should be given in English.
Example exchange 1: Asking for directions
Learner Excuse me please, where is the station?
Tutor Do you want North Station or Central Station?
Learner Central Station please.
Tutor Well for central station take go left here, left and then continue straight on.
Learner I am sorry could you repeat that please.
Tutor Of course, you go left and then continue straight on.
Learner Thank you, I understand now, I go left, and then continue straight on. Ok?
Tutor Exactly!
Learner Thank you very much.
Tutor No problem. Good-bye!
Learner Good-bye!
Example exchange 2: Ordering food in a café
Tutor Hello madam/sir. What can I get you?
Learner One white coffee, an orange juice and a sandwich, please
Tutor We have ham or cheese sandwiches. Which do you prefer?
Learner I would like a ham sandwich, please
Tutor Very good. Would you like anything else?
Learner I’m sorry. Could you repeat that, please?
Tutor Anything else?
Learner No, that’s all, thank you
Tutor Here you are. One white coffee, one orange juice and a ham sandwich.
Is that all?
Learner Yes thank you. Can I have the bill, please?
Tutor But of course, madam/sir. Here it is.
Learner Thank you very much.

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APPENDIX 2
ENTRY LEVEL 3
Reading
Activity 1 – Extract information from a text
Example text:
The example is given in English but should be translated into German.
Café Johanna
Open Monday – Saturday 10:00 – 23:00
Closed on Sundays
House speciality
Cheese, onion and ham omelette €6
Hamburger €5 Coke, Fanta, Sprite €1.50
Steak and chips €11.50 Coffee €1.50
Chicken in a tomato sauce €9.75 Tea
Fruit juice
(orange, pineapple,
grapefruit)
€1.25
€2
Dessert of the week
Apple tart €3.50
Service is not included
Reservations recommended on Saturdays
Example questions on the text (these should be in English and answered in English)
1 What day of the week is the cafe closed?
2 What three kinds of fruit juice can you buy in the cafe?
3 Is service included in the price of the meals?
4 What time does the cafe close on Wednesday night?
5 If you were planning on eating in the cafe on Saturday what would it be advisable to do?
Activity 2 – Answer questions on a text
Example text - The text should be translated into German. The instructions, the questions and
answers should be in English.
While on holiday with your family you meet some friends. Sophie leaves the following message
for you at the reception of your camp site. Read the text and answer the questions that follow.
Do you like swimming? Lukas loves swimming but Paul hates it - he prefers rugby. There is a
great open-air pool in the town centre just behind the Meininger Hotel, opposite the town hall. It
cost about five Euros a person, but there is a great café and we can have a drink while we watch
the children. We are going on Thursday afternoon. Would you like to meet us there around three
o’clock?
Sophie
Questions
1. What question does Sophie ask at the beginning of her message?
2. What do Lukas and Paul think of swimming?
3. Where exactly is the open air pool?
4. How much does it cost to go into the pool?
5. When exactly are they going to the pool?

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APPENDIX 2
LEVEL 1
Activity 1-Prepare and present a simple statement or description
Sample learner transcript:
My name is Clare. I am from Manchester but I live in the outskirts of Lancaster. I am married to Alex and I
have three children, they are eight, eleven and thirteen years old.
I’m a teaching assistant and I work in a school in Morecambe, a town on the coast near Lancaster. My
mum still lives in Manchester. I don’t like Manchester because it’s very big but it has lots of good shops. I
prefer Lancaster because it’s small and friendly. Last week I went shopping in Manchester and I bought
some clothes.
Example bullet points (in German)
 Name
 Home
 Family
 Work
 Preference
Activity 2 - Extract Information from simple statements or descriptions
Example tutor transcript: this should be given in German
My name is Sophie , I am 38. I live in Charlottenburg, a district outside Berlin. I live in a modern apartment
with three bedrooms on the second floor. I like it because it has a large balcony and is near the Museum
Berggruen. I have two children, a boy and a girl, called Jonas and Lea. I work part-time in an office close to
my flat. I like my work, my colleagues are very friendly. Every summer we go as a family to the Black
Forest for the holidays. Last year we rented a house in the country. My husband and I like Bavarian food
and the children love the adventure playgrounds. I don’t like Berlin in the summer because it’s too busy.
Next year we are going to go to England in Autumn because I would like to visit London and to see all the
monuments.
Questions – in English to be answered in English.
1 Who is the main speaker?
a) a German lady talking about her family
b) a man called Jonas who works in an office
c) a woman called Lea from Bavaria
2 Where does the speaker live?
3 How many children does the speaker have?
4 Does the speaker work?
5 What happens every summer?
6 Why does the speaker like the apartment?
7 What does the speaker feel is wrong with Berlin in the summer?
8 Where is the speaker going to go on holiday next year?

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APPENDIX 2
Activity 3 - Role Plays
Example Role Play
Prompts should be given in English but the activity should be conducted in German.
Tutor Greeting, can I help?
Learner Replies to greeting, I would like to go to (country)
Tutor What kind of holiday do you want? Mountain/beach/city break?
Learner I like (type of holiday)
Tutor What sort of accommodation do you prefer?
Learner Specifies (e.g. hotel, camping, B&B)
Tutor And how do you wish to travel?
Learner Provides a date (need not be too specific)
Tutor Advises it might better to go another time when it is hotter/quieter
Learner Agrees or disagrees
Tutor Here are the details of your holiday. Would you like to book today?
Learner Could you repeat the details please?
Tutor Yes certainly (repeats basic details)
Learner That is great can I book it today please?
Tutor That is fine please just write your name and address down for me please.
Learner (Writes down details)
Reading
Activity 1 – Read and find information from text
The example is given in English but the stimulus material should be given in German.
Castle Dungeon
Opening Times: Open seven days a week – excluding Christmas Day.
April to September: 10.30am – 5.00pm (last admissions).
Easter, Whitsun, Summer Holidays: 10.00am- 5.30pm (last admissions).
October, February & March: 10.30-4.30 (last admissions)
Tickets: Tickets can be obtained by queuing at the front of the dungeons as well as
online. Tickets are £8.00 per adult, £3.50 per child and £4.50 concessions.
How to Get There: Train: 10 minutes’ walk from York Station
Buses: 5 minutes’ walk from Bus Station Rougier Street
Parking: St George’s Field, Castle Car Park
Coaches: Kent Street, Union Terrace
Information
We welcome large groups or school parties. Contact us for further details and prices on
01904111222 or email us on:
Castledungeon@freestar.com
The dungeon is not recommended for those of a nervous disposition or very young
children. Unaccompanied children will not be admitted.

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APPENDIX 2
Questions - to be given in English and answered in English
1 What is the cost of an adult ticket for Castle Dungeon?
2 How many days a week is the Dungeon open?
3 What day in the year is the Dungeon not open?
4 What is the time of the last admission during the summer holidays?
5 If you arrive by car where could you park?
6 Give two ways that you could obtain a ticket for the Dungeon
7 Which people is the Dungeon not recommended for?
8 You want to take a large group to visit the Dungeon, how would you find out more information to
arrange this?
Activity 2 – Read and understand a piece of text expressing feelings and preferences
The weekend
We had a great day today and, for once, the whole family was happy! In the morning, we all went shopping
but we all bought things we wanted. John went to the market and bought lots of food, my son, Michael, went
to a sports shop and bought some trainers, my daughter went to a bookshop. In the afternoon we all went for
a walk; Sarah usually hates that but this time we took her friend so she was happy. John cooked his
favourite steak in the evening, the children love it, but I prefer chicken or vegetables. Then I went to the
cinema with the children but we all saw different films.
In my opinion multi-screen cinemas are a great invention. Sarah saw a cartoon with her friend, Michael met
lots of friends and saw an adventure film with lots of action… the sort of thing that I usually can’t stand, but I
went to see a live film of ballet from London. It was so good that I almost forgot that I wasn’t in the theatre.
John loves to stay in at the weekend and he was able to watch three hours of football without interruption.
Tomorrow we will talk about our evenings at breakfast time.
Questions - to be given in English and answered in English
1. What is the writer’s opinion about her day?
2. What did they do in the morning?
3. Where did John go and what did he buy?
4. What does Sarah usually think about the afternoon activity?
5. What did John prepare in the evening?
6. What did the writer think about this?
7. Why was the cinema visit so successful?
8. What did Michael see? What does the writer think of these films?
9. What did John do in the evening?
10. What will the family do tomorrow?

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APPENDIX 2
Activity 3 – Completing a Form
Request for Accommodation
BRIEF FOR LEARNER
You are visiting a town of historic interest in and wish to spend a few nights there with your
colleagues/family. You call in at the Tourist Information Office to enquire about accommodation and are
given the following to complete.
You may complete the form in English or in German, if completed in German it can also be used as evidence
for activity 3 in the Writing unit.
Family Name (surname) First Name
Address Nationality
Age Occupation
Number of people in party Number of children and ages
Type of accommodation Type of rooms requested
Meals Number of rooms
Arrival Date Number of nights
Date Signature

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