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Speci cationEdexcel GCSE in Japanese (2JA01)Edexcel GCSE (Short Course)in Japanese: Spoken Language (3JA0S)Edexcel GCSE (Short Course)in Japanese: Written Language (3JA0W)
For rst certi cation 2014
Issue 2
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Pearson Education Ltd is one o the UK’s largest awarding organisations,o ering academic and vocational qualifcations and testing to schools, colleges,employers and other places o learning, both in the UK and internationally.Qualifcations o ered include GCSE, AS and A Level, NVQ and our BTEC suiteo vocational qualifcations, ranging rom Entry Level to BTEC Higher NationalDiplomas. Pearson Education Ltd administers Edexcel GCSE examinations.
Through initiatives such as onscreen marking and administration, Pearson isleading the way in using technology to modernise educational assessment, andto support teachers and learners.
This specifcation is Issue 2. Key changes are sidelined. We will in orm centres oany changes to this issue. The latest issue can be ound on the Edexcel website:www.edexcel.com
Re erences to third-party material made in this specifcation are made in goodaith. We do not endorse, approve or accept responsibility or the content o
materials, which may be subject to change, or any opinions expressed therein.(Material may include textbooks, journals, magazines and other publicationsand websites.)
Authorised by Martin Stretton
Prepared by Matthew GregoryPublications Code UG030021All the material in this publication is copyright© Pearson Education Limited 2012
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Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012 1
Introduction
The Edexcel GCSE and Edexcel GCSE (Short Courses) in Japanese are designed for use in schoolsand colleges. They are part of a suite of GCSE quali cations offered by Edexcel.
About this specifcation ■ Choice of focus in the speaking unit.
■ 100% externally marked.
■ Outcome based, single tier of assessment.
■ Emphasis on active use and manipulation of language.
■ Builds on best practice from previous Edexcel GCSE quali cations.
■ Appropriate as additional or specialist learning (ASL) within the Diploma (Levels 1 and 2).
■ Short Courses in two skills: listening and speaking or reading and writing.
■ Provides logical progression route to GCE AS and Advanced studies.
Key subject aimsTo enable students to develop:
■ an understanding of Japanese in a variety of contexts
■ a knowledge of Japanese vocabulary and structures
■ transferable language learning skills
■ the ability to communicate effectively in Japanese
■ awareness and understanding of countries and communities where Japanese is spoken.
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Contents
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Specifcation at a glance 4
A Qualifcation content 8
Knowledge, skills and understanding 8Common topic areas 9
Choice o themes 10
Unit 1 Listening and Understanding in Japanese 11
Overview 11
Content overview 11
Assessment overview 11
Unit 2 Speaking in Japanese 13Overview 13
Content overview 13
Assessment overview 14
Assessment criteria 15
Unit 3 Reading and Understanding in Japanese 17
Overview 17
Content overview 17Assessment overview 17
Unit 4 Writing in Japanese 18
Overview 18
Content overview 18
Assessment overview 18
Assessment criteria or writing task 1 19
Assessment criteria or writing task 2 21
B Assessment 24
Assessment summary 24
Assessment Objectives and weightings 25
Relationship o Assessment Objectives to units 26
Entering your students or assessment 27
Student entry 27
Forbidden combinations and classifcation code 27
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Contents
3Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Access arrangements and special requirements 27
Equality Act 2010 28
Assessing your students 28Your student assessment opportunities 28
Awarding and reporting 28
Unit results 29
Qualifcation results 29
Re-taking o qualifcations 30
Language o assessment 30
Stretch and challenge 31Malpractice and plagiarism 31
Student recruitment 31
Progression 31
Grade descriptions 32
C Resources, support and training 34Edexcel resources 34
Edexcel publications 34Endorsed resources 34
Edexcel support services 34
Training 35
D Appendices 36
Appendix 1 Key skills 37
Signposting 37
Development suggestions 37Appendix 2 Wider curriculum 38
Signposting 38
Development suggestions 39
Appendix 3 Codes 40
Appendix 4 Grammar list 41
Appendix 5 Minimum core vocabulary list 46
Appendix 6 Kanji list 88
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4 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Specifcation at a glanceThe Edexcel GCSE in Japanese consists of four units based on the following skills: speaking,listening, reading and writing.
The Edexcel GCSE (Short Course) in Japanese: Spoken Language is formed of two of these units(speaking and listening) and the Edexcel GCSE (Short Course) in Japanese: Written Language isformed of the other two units (reading and writing). It is possible to amalgamate the results fromthe two Short Courses to form a GCSE quali cation.
All quali cations offer choice, exibility and focus.
The Edexcel GCSE Short Courses and the Edexcel GCSE is available for rst certi cation in 2014.
Students may be entered for a short course at the end of Year 10 or Year 11, however it is nolonger possible for students to ‘top up’ from a short course to the full GCSE.
Unit 1: Listening and Understanding in Japanese *Unit code: 5JA01
• Externally assessed
• Availability: June
46% of the totalGCSEShortCourse
23% of the totalGCSE
Overview of content
• This unit draws on vocabulary and structures from across the four speci ed common topicareas (in the Common topic areas section on page 9).
• Students will be tested on their ability to understand spoken Japanese. Testing is through avariety of tasks which require a response, written or non-verbal, to demonstrate understanding.
Overview of assessment
• This unit is externally assessed.
• The examination consists of a number of passages or interactions in Japanese with a variety of question types. The spoken material will include both formal (for example a telephone message)
and informal speech (for example social interaction). There is a single tier of entry for this paperwhich caters for a wide range of student pro les and rewards work from grades G to A*.
• Timing: 45 minutes (plus 5 minutes’ reading time).
• Total number of marks is 50.
*See Appendix 3 for description of this code and all other codes relevant to this quali cation.
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Specifcation at a glance
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Unit 2: Speaking in Japanese *Unit code: 5JA02
• Externally assessed
• Availability: June
54% of the totalGCSEShortCourse
27% of the totalGCSE
Overview of content
• The focus of the speaking unit will be chosen by the centre in consultation with thestudent and will relate to the following themes: media, travel and culture or sport, leisureand work.
Overview of assessment
• This unit is externally assessed.
• Students will be expected to demonstrate an ability to use the language for different purposesand in different settings although, these can relate to the same theme. The examinationfeatures two tasks.
1. A focused, picture-based discussion or presentation (with follow-up questions related to achosen theme).
2. A general conversation related to a chosen theme.
• Students must undertake these tasks in a speci ed/timetabled assessment window betweenMarch and May and all performances must be recorded.
• Timing: 8-10 minutes in total with half of the time (approximately) spent on each task.
• Total number of marks is 50.
*See Appendix 3 for description of this code and all other codes relevant to this quali cation.
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Specifcation at a glance
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Unit 3: Reading and Understanding in Japanese *Unit code: 5JA03
• Externally assessed
• Availability: June
46% of the totalGCSEShortCourse
23% of the totalGCSE
Overview of content
• This unit draws on vocabulary and structures from across the four speci ed common topicareas (in the Common topic areas section on page 9).
• Students will be tested on their ability to understand written Japanese. Testing is through a
variety of tasks which require a response (either written or non-verbal), to demonstrate theirunderstanding.
Overview of assessment
• This unit is externally assessed.
• The examination consists of a number of short texts, notices or short news reports in Japanesewhich include a range of settings and styles both formal and informal (for example textmessages, advertisements, emails). There is a single tier of entry for this paper which caters fora wide range of student pro les and rewards work from grades G to A*.
• Timing: 55 minutes.
• Total number of marks is 50.
*See Appendix 3 for description of this code and all other codes relevant to this quali cation.
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Specifcation at a glance
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Unit 4: Writing in Japanese *Unit code: 5JA04
• Externally assessed
• Availability: June
54% of the totalGCSEShortCourse
27% of the totalGCSE
Overview of content
• Students will produce two pieces of Japanese writing in response to a choice of questions thatrelate to the prescribed themes of this speci cation: media, travel and culture or sport,leisure and work.
Overview of assessment
• The writing unit is externally assessed through an examination paper consisting of two tasksfrom a choice of eight. The tasks and related assessment criteria have been designed toaccommodate a wide range of student pro les and reward work from grades G to A*.
• The papers reward students for effective communication and knowledge and application of language (as well as accuracy in the second longer task). Tasks will be set in English to ensurethat assessment is not over reliant on reading ability. Although elements of the second task areaccessible to students seeking grades G to C, the task provides opportunities for stretch andchallenge through a more extended writing requirement.
• Timing: 1 hour.
• Total number of marks is 50.
*See Appendix 3 for description of this code and all other codes relevant to this quali cation.
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8 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
Knowledge, skills and understanding
Knowledge and understanding
This Edexcel GCSE in Japanese requires students to develop their knowledge of vocabulary andstructures in a range of settings which:
• are of relevance and interest to the student
• correspond to students’ level of maturity
• re ect, and are appropriate to, the culture of countries andcommunities where the language is spoken
• relate, where appropriate, to other areas of the curriculum.
Skills
The Edexcel GCSE in Japanese quali cation requires students to:
• listen and respond to different types of spoken language
• communicate in speech for a variety of purposes
• read and respond to different types of written language
• communicate in writing for a variety of purposes
• use and understand a range of vocabulary and structures
• understand and apply the grammar of the language, as detailed in thespeci cation.
The Edexcel GCSE (Short Course) in Japanese: Spoken Language quali cation requires students to:
• listen and respond to different types of spoken language
• communicate in speech for a variety of purposes • use and understand a range of vocabulary and structures
• understand and apply the grammar of the language, as detailed in thespeci cation.
The Edexcel GCSE (Short Course) in Japanese: Written Language quali cation requires students to:
• read and respond to different types of written language
• communicate in writing for a variety of purposes
• use and understand a range of vocabulary and structures
• understand and apply the grammar of the language, as detailed in thespeci cation.
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Qualifcation content A
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Edexcel has prescribed the following four common topic areas and linked sub-topics. These,together with the minimum core vocabulary list ( Appendix 5 ) have been produced to aid teachersin planning and preparing students for success in Unit 1: Listening and Understanding in Japaneseand Unit 3: Reading and Understanding in Japanese .
Common topic areas
The papers for listening and reading skills refer to the generic content areas speci ed below andfeature scenarios set in a country where Japanese is spoken. All students, regardless of theirchosen pathway and theme(s), will be expected to become familiar with them.
Out and about
• Visitor information
• Basic weather
• Local amenities
• Accommodation
• Public transport
• Directions
Customer service and transactions
• Cafés and restaurants
• Shops
• Dealing with problems
Personal information
• General interests
• Leisure activities
• Family and friends
• Lifestyle (healthy eating and exercise)
Future plans, education and work
• Basic language of the internet
• Simple job advertisements
• Simple job applications and CV
• School and college
• Work and work experience
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A Qualifcation content
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Choice o themes
For speaking and writing units, content will relate to the following broad themes. However, as thequali cation provides exibility, choice and, in the speaking unit, scope for personalised learning,students are free to focus on one of the following.
Theme Possible related content
The following content is indicative only.
1. Media, travel andculture
Music/ lm/reading
Fashion/celebrities/religion
Blogs/internet
Holidays
Accommodation
Eating, food, drink
2. Sport, leisureand work
Hobbies/interests
Sporting events
Lifestyle choicesWork experience/part-time jobs
Product or service information
Students can follow a vocationally focused pathway through the choice of theme in the speakingunit. Students should be familiar with all of the above themes for the writing unit.
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Unit 1
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
Unit 1 Listening and Understanding in Japanese
Overview
Content overview
To prepare students for this unit, teachers should present and exploit arange of vocabulary relevant to all the common topic areas as listed onpage 9 and, where appropriate, building on the Key Stage 3 Programmeof Study. Students should become accustomed to hearing Japanese
language in a range of styles or different registers and in a variety of contexts, as appropriate to their age and level of understanding. Materialused will feature both male and female voices and represent differentage groups. Featured scenarios and situations are generally set in aJapanese-speaking country or community and students will be expectedto develop appropriate cultural awareness and understanding.
Assessment overview
• The general content of the assessment tasks should be familiar andaccessible to students.
• Students must demonstrate their understanding of pre-recordedspoken language. The recordings feature male and female nativeJapanese speakers who will speak at a rate that is appropriate to theexpected level of students’ understanding.
• In addition to the time indicated below, students have 5 minutes inwhich to read through the paper before the examination starts. Thisprovides an opportunity for students to familiarise themselves withthe length and the layout of the examination paper before hearing therecordings.
• Timing: 45 minutes (plus 5 minutes’ reading time).
•Each passage of Japanese is recorded twice, with pauses following thesecond hearing to allow each student suf cient time to write or notetheir response to each question, or part of a question, and to read thenext question before the related extract is played.
• The recordings are sent out in CD ROM format or as sound les thatcan be accessed via a secure download.
• The examination paper features questions that are asked in Englishrequiring non-verbal responses. A number of question types are usedfor this, including multiple-choice and matching exercises. A mixture of visual and short verbal cues in English may be provided.
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Unit 1
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
• Students are also required to give their own short/written English-language responses (two or three words may suf ce) to certain
questions.
• To encourage students to complete the entire paper, the paper followsa ‘peaks and troughs’ model which means that questions appear in amixed order rather than in order of increasing dif culty.
• The paper carries a total of 50 marks.
• The question titles and rubrics will be in English throughout the paper.
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Unit 2
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
Unit 2 Speaking in Japanese
Overview
Content overview
• Students are required to develop oral communication skills in differentsettings and for different purposes related to one (or both) of thefollowing themes:
{ media, travel and culture
{ sport, leisure and work.
• The above themes are broad and offer students scope to engagein activities that coincide with their true interests, experience andaspirations. Assessment scenarios should provide opportunities forthem to demonstrate knowledge and understanding of Japaneselanguage and grammar as well as to present, discuss, interact,respond to questions, express feelings and give opinions in Japanese.Students, in negotiation with their teacher, can choose to relate theirspeaking assessments to either of the above themes. Alternatively,they may undertake one task linked to media, travel and culture and
relate the other task to sport, leisure and work .
• Teachers are encouraged to engage students in a variety of speakingactivities as they develop their language skills. These may range fromparticipating in a simple 1:1 conversation to a more complex groupdiscussion or podcast production. Some possible subtopics appear onpage 10 and many more are possible.
• Students are expected to develop an appropriate awareness andunderstanding of the culture and society of Japanese-speakingcountries and communities as part of their Japanese language study.
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Unit 2
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
Assessment overview
• Students must undertake two separate speaking tasks, each linkedto one or more of the prescribed themes. These must include both of the following task types:
{ picture-based discussion (or presentation) with follow-upquestions
{ general conversation linked to a theme.
• Each task should last for approximately 4-5 minutes and must occurin a timetabled assessment window usually between March and May.Exact dates will be published on the GCSE examinations timetable.
• Students must engage in a discussion related to a picture (orother visual) that they have chosen or give a presentation (1 to2 minutes maximum) and then respond to a series of linked follow-up questions and answers. These tasks give students choice of content and, therefore, enable them to take some ownership of theirassessment. It is intended that students use the picture as a promptto discussion and that it relates to something they have some interestor involvement in (for example an activity, club or a place). It is notenvisaged that students will be presented with an unseen picturea few minutes prior to assessment or that they are asked in-depthquestions on every aspect of its visual content. Similarly, studentsgiving a presentation must be able to choose its content and prepare.Students can prepare for picture/or presentation-based assessmenton an individual basis in advance of the assessment and must bepermitted access to an appropriate bilingual dictionary during thistime.
• Students may refer to an A5 sheet of paper with bulleted notes(30 words maximum).
As the assessment for both task types is outcome based, teachersshould ensure that they ask questions which are suf ciently challengingto maximise student performance. Teachers should be familiar with thegeneral content of their students’ discussions and/or presentations inadvance so that they can prepare accordingly. However, it is importantthat teachers do not inform students in advance about the speci cquestions that they intend to use in the live assessments and do not rehearse speci c individual assessments.
The general conversation enables students to demonstrate that theycan present information and give opinions as well as interact effectivelywith another Japanese speaker. This task is linked to a chosen theme.Students must be given an opportunity to respond to unpredictablelanguage and teachers should generally ensure that they provideadequate opportunities for students to perform at their optimal level. Itis, therefore, important that teachers do not prepare a speci c list of questions with their students in advance.
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Unit 2
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
The tasks will attract a maximum of 50 marks (25 marks for each task)in accordance with the following assessment criteria. Marks are awarded
for content and response , range of language and accuracy . Students areable to score the highest marks without perfect or native speaker levelJapanese.
Assessment criteria
The following grids are common to all task types undertaken in this unit.
Content and response Mark
• Very con dent and uent.
• Frequently takes initiative and develops elaborate responses.
• No dif culty in explaining wide range of ideas and points of view. • Very little or no hesitation.
13-15
• Speaks con dently.
• Takes initiative and develops more elaborate responses.
• Expresses and explains ideas and points of view without undue dif culty.
• Little hesitation and little or no prompting necessary.
10-12
• Able to participate in familiar, straightforward discussions and conversations, butexperiences problems with more complex question forms.
• Conveys opinions, but rarely expands.
• Some hesitation, but able to deal with some unpredictable elements.
7-9
• Able to convey some simple information and opinions without ambiguity, but responsesvery limited.
• Very hesitant and reliant on teacher-examiner prompting.
4-6
• Conveys very little relevant information in minimal responses (mainly one-word replies)
• Very limited comprehension of basic questions.
• Wholly reliant on teacher-examiner prompting.
1-3
• No rewardable content. 0
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Unit 2
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
Range of language Mark Accuracy Mark
• Uses wide range of appropriatevocabulary and structures, includingsome complex lexical items.
• Consistently competent use of different tenses.
5 • Very accurate, with only isolatedand usually insigni cant errors.
• Consistently good pronunciation andintonation.
5
• Good variety of appropriatevocabulary and structures.
• Unambiguous use of different verbtenses.
• Generally at ease withsubordination.
4 • Some errors, especially in morecomplex structures, but generallyaccurate.
• Pronunciation and intonationgenerally good.
4
• Adequate but predictable range of vocabulary and structures.
• May include different tenses ortime frames, perhaps with someambiguity.
• Some examples of subordination.
3 • A fair number of errors made,including some basic, butcommunication overall unaffected.
• Pronunciation and intonationgenerally accurate.
3
• Limited and/or repetitive range of vocabulary or structures.
• Predominantly uses shor t sentences.
2 • Many basic errors, but main pointscommunicated.
• Simple ‘pre-learnt’ stereotypescorrect.
• Pronunciation generallyunderstandable.
2
• Very limited range of basicstructures.
• Frequently resorts to non-targetlanguage.
• Rarely offers complete sentences.
1 • Consistently inaccurate languageand pronunciation frequentlyimpede basic communication.
• Only isolated examples of accuratelanguage.
1
• No rewardable language. 0 • No rewardable language. 0
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Unit 3
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
Unit 3 Reading and Understanding in Japanese
Overview
Content overview
To prepare students adequately for this unit, teachers should presentand exploit a range of vocabulary relevant to all the common topic areas(page 9) and, where appropriate, build on the Key Stage 3 Programmeof Study. Students should be presented with Japanese language in a
range of styles or registers and in a variety of different contexts asappropriate to their age and level of understanding. In the questionpaper, students will encounter text in different fonts and formats, forexample, short printed messages, advertisements and email messages.Material presented will usually relate to a Japanese-speaking country orcommunity and students will be expected to develop appropriate culturalawareness and understanding.
Assessment overview
• Students will be asked to demonstrate their understanding of anumber of short texts. The texts will be in a range of contexts and
styles, both formal and informal. • A number of question types are used, including multiple-choice and
matching exercises, and a mixture of visual and short verbal cues inEnglish is provided.
• In addition, the paper awards marks for students’ short writtenEnglish-language responses (two or three words may suf ce) tocertain questions. To encourage students to complete the entire paper,the paper follows a ‘peaks and troughs’ model which means thatquestions appear in a mixed order rather than in order of increasingdif culty.
• Some questions may involve non-verbal Japanese language responses(for example selection of an appropriate Japanese language responsefrom a list) and these will appear towards the end of the paper.
• Timing: 55 minutes.
• The paper carries a total of 50 marks.
• The question titles and rubrics will be in English throughout the paper.
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Unit 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
Unit 4 Writing in Japanese
Overview
Content overview
• To prepare students for this unit, teachers should present and exploit arange of vocabulary relevant to one (or both) of the themes below:
{ media, travel and culture.
{
sport, leisure and work. • Students need to demonstrate that they can apply their knowledge
and understanding of Japanese language and grammar to writeeffectively in Japanese for different purposes and in different contexts.Consequently, the examination paper requires students to undertakeboth a short task (for example, a simple email message) and amore extended Japanese writing task in which students can inform,describe, provide detail, express feelings or give opinions.
Assessment overview
• The writing unit is externally assessed through an examination paperconsisting of two tasks. These have been designed to accommodate awide range of student pro les and rewards work from gradesG to A*.
• The papers reward students for effective communication andknowledge and application of language as well as accuracy in thesecond longer task. Tasks will be set in English to ensure that theassessment is not over-reliant on reading ability. Although elementsof the second task are accessible to students seeking grades G to C,this task also provides opportunities for stretch and challenge throughextended writing. Students must be given access to an appropriatebilingual dictionary in Tasks 1 and 2.
• Task 1: Students are required to produce a short writing task inJapanese (75-180 characters) in response to a choice of four questionsthat relate to both of the prescribed themes. The task is assessed forcommunication and knowledge and application of language only.
• Task 2: Students will be expected to produce some extended writingin Japanese (at least 300 characters). They must choose one of fourpossible tasks that relate to both of the prescribed themes. Tasks offeropportunities for students to narrate, express opinions and to justifypoints of view. The task is assessed for communication, knowledgeand application and accuracy of language.
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Unit 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
• Students will have one hour to complete this paper.
• The tasks attract a maximum of 50 marks in accordance with the
following assessment criteria.
Assessment criteria or writing task 1
Communication and content Mark
• Very detailed and fully relevant response to the stimulus.
• No ambiguity.
• Clear ability to narrate, describe, express opinion and expand.
• Excellent linking of the piece into a whole.• Coherent and pleasant to read.
9-10
• Detailed response to the stimulus but there may be minor omissions.
• Clear and coherent, with only occasional lapses.
• Reasonable attempt to link the piece into a whole.
• Evidence of description, opinion and expansion.
• Pedestrian or alternatively somewhat over ambitious.
7-8
• Most of the task is completed and relevant information is conveyed, although there
may be some omissions and/or irrelevancies.• Comprehensible overall, with some lapses.
• Evidence of ability to go beyond minimal response.
• Begins to expand ideas and express opinions.
• Some attempt to link piece into a whole.
5-6
• Main points conveyed, but may be major omissions and/or irrelevance.
• Some ambiguity.
• Short response, with no descriptions and minimal opinions.
• Sentences mostly written in isolation.
• Not easy to read.
3-4
• Little relevant information is conveyed.
• Much ambiguity and omission.
• Substantial degree of irrelevance and incoherence.
• Very limited, rarely comprehensible to native speaker.
1-2
• No content worthy of credit. 0
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Unit 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
Knowledge and application of language Mark
• Wide range of appropriate vocabulary and structures, including some complexitems.
• Consistently competent use of more complex structures and different tenses.
• Clear ability to manipulate language and to produce longer, uent sentences withease.
9-10
• Good variety of appropriate vocabulary and structures.
• Some attempt to use ambitious structures with a fair measure of success.
• Unambiguous use of different verb tenses.
• Generally at ease with subordination.
7-8
• Adequate but predictable range of vocabulary and structures.
• Correct syntax in simple, short sentences.
• Some longer sentences where syntax is not always correct.
• May include different tenses or time frames, perhaps with some ambiguity.
• Some examples of subordination.
5-6
• Limited and/or repetitive range of vocabulary or structures.
• Predominantly uses short sentences.
• Some attempts at tenses, but many mistakes.
• Language is basic and sometimes inappropriate to the task.
3-4
• Very limited range of basic structures.
• Frequently resorts to non-target language.
• Rarely offers complete sentences.
1-2
• No language worthy of credit. 0
A mark of zero for communication and content will mean a mark of zero for knowledgeand application of language and for accuracy.
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Unit 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
Assessment criteria or writing task 2
Communication and content Mark • Very detailed and fully relevant response to the stimulus.
• No ambiguity.
• Clear ability to narrate, describe, express opinion and expand.
• Excellent linking of the piece into a whole.
• Coherent and pleasant to read.
13-15
• Detailed response to the stimulus but there may be minor omissions.
• Clear and coherent, with only occasional lapses.
• Reasonable attempt to link the piece into a whole.
• Evidence of description, opinion and expansion.
• Pedestrian or alternatively somewhat over ambitious.
10-12
• Most of the task is completed and relevant information is conveyed, although theremay be some omissions and/or irrelevancies.
• Comprehensible overall, with some lapses.
• Evidence of ability to go beyond minimal response.
• Begins to expand ideas and express opinions.
• Some attempt to link piece into a whole.
7-9
• Main points conveyed, but may be major omissions and/or irrelevance.
• Some ambiguity.
• Short response, with no descriptions and minimal opinions.
• Sentences mostly written in isolation.
• Not easy to read.
4-6
• Little relevant information is conveyed.
• Much ambiguity and omission.
• Substantial degree of irrelevance and incoherence.
• Very limited, rarely comprehensible to native speaker.
1-3
• No content worthy of credit. 0
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Unit 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
A Qualifcation content
Knowledge and application of language Mark
• Wide range of appropriate vocabulary and structures, including some complexitems.
• Consistently competent use of more complex structures and different tenses.
• Clear ability to manipulate language and to produce longer, uent sentences withease.
9-10
• Good variety of appropriate vocabulary and structures.
• Some attempt to use ambitious structures with a fair measure of success.
• Unambiguous use of different verb tenses.
• Generally at ease with subordination.
7-8
• Adequate but predictable range of vocabulary and structures.
• Correct syntax in simple, short sentences.
• Some longer sentences where syntax is not always correct.
• May include different tenses or time frames, perhaps with some ambiguity.
• Some examples of subordination.
5-6
• Limited and/or repetitive range of vocabulary or structures.
• Predominantly uses short sentences.
• Some attempts at tenses, but many mistakes.
• Language is basic and sometimes inappropriate to the task.
3-4
• Very limited range of basic structures.
• Frequently resorts to non-target language.
• Rarely offers complete sentences.
1-2
• No language worthy of credit. 0
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Unit 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Qualifcation content A
Accuracy Mark
• Very accurate, though not necessarily faultless. • Consistently good spelling and manipulation of language.
• Secure when using more complex language with only a few minor errors.
5
• Generally accurate language.
• Most spelling and verb forms correct.
• When more complex structures are attempted, accuracy can be more variable.
4
• A fair number of errors made, including some basic, but communication overallunaffected.
• Straightforward and familiar language fairly accurately spelt and manipulated. • Verbs more correct than incorrect.
• The work is clearly more accurate than inaccurate.
3
• Many basic errors, but main points communicated.
• Simple ‘pre-learnt’ stereotypes correct.
• Frequent misspellings.
• Frequent incorrect verb forms.
2
• Consistently inaccurate language and misspellings frequently impede basic
communication.• Only isolated examples of accurate language and verb formation.
1
• No language worthy of credit. 0
A mark of zero for communication and content will mean a mark of zero for knowledgeand application of language and for accuracy.
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24 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
B Assessment
Assessment summaryUnits 1, 2, 3 and 4 are external units, set and marked by Edexcel.
Summary o table o assessment
Unit 1 Listening and Understanding in Japanese Unit code: 5JA01
This unit is externally set and assessed and can be entered in June only.
The examination consists of a number of passages or interactions in Japanese with a variety of question types. The spoken material will include both formal (for example a telephone message)and informal speech (for example social interaction). There is a single tier of entry for this paperwhich caters for a wide range of student pro les and rewards work from grades G to A*.
Content relates to prescribed common topic areas.
Timing: 45 minutes (plus 5 minutes’ reading time).
Total number of marks is 50.
Unit 2 Speaking in Japanese Unit code: 5JA02
This unit is externally marked and involves students carrying out two different tasks related to achosen theme (or themes). Tests are conducted by the teacher in a speci ed assessment window.The assessment criteria primarily reward students for communication (content and response ) although additional marks are awarded for range of language and accuracy .
Timing: 8-10 minutes in total (equally divided across both tasks).
Total number of marks is 50.
Unit 3 Reading and Understanding in Japanese Unit code: 5JA03
This unit is externally set and assessed and can be entered in June only.
The examination consists of a number of short texts, notices or short news reports in Japanesewhich include a range of settings and styles both formal and informal (for example text messages,advertisements, emails). There is a single tier of entry for this paper which caters for a wide rangeof student pro les and rewards work from grades G to A*.
Content relates to prescribed common topic areas.
Timing: 55 minutes.
Total number of marks is 50 marks.
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Assessment B
25Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Unit 4 Writing in Japanese Unit code: 5JA04
The writing unit is externally assessed through an examination paper consisting of two tasks froma choice of eight. The tasks and related assessment criteria have been designed to accommodatea wide range of student pro les and reward work at grades from G to A*.
The papers reward students for effective communication and knowledge and application of language (as well as accuracy in the second longer task). Tasks will be set in English to ensurethat assessment is not overreliant on reading ability. Although elements of the second task areaccessible to students seeking grades G to C, the task provides opportunities for stretch andchallenge through a more extended writing requirement.
Timing: 1 hour.
The number of marks is 50.
Assessment Objectives and weightings
% in GCSEShort
Course(Spoken
Language)
% in GCSEShort
Course(Written
Language)
% in GCSE
AO1: Understand spoken language. 46% 0% 23%
AO2: Communicate in speech. 54% 0% 27%
AO3: Understand written language. 0% 46% 23%
AO4: Communicate in writing. 0% 54% 27%
TOTAL 100% 100% 100%
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B Assessment
26 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Relationship o Assessment Objectives to units
Edexcel GCSE in Japanese
Unit number Assessment Objective
AO1 AO2 AO3 AO4 Total for AO1,AO2, AO3 andAO4
Unit 1 23% 0% 0% 0% 23%
Unit 2 0% 27% 0% 0% 27%
Unit 3 0% 0% 23% 0% 23%
Unit 4 0% 0% 0% 27% 27%
Total for GCSE 23% 27% 23% 27% 100%
Edexcel GCSE (Short Course) in Japanese: Spoken Language
Unit number Assessment Objective
AO1 AO2 AO3 AO4 Total for AO1,AO2, AO3 andAO4
Unit 1 46% 0% 0% 0% 46%
Unit 2 0% 54% 0% 0% 54%
Unit 3 0% 0% 0% 0% 0%
Unit 4 0% 0% 0% 0% 0%
Total for GCSEShort Course 46% 54% 0% 0% 100%
Edexcel GCSE (Short Course) in Japanese: Written Language
Unit number Assessment Objective
AO1 AO2 AO3 AO4 Total for AO1,AO2, AO3 andAO4
Unit 1 0% 0% 0% 0% 0%
Unit 2 0% 0% 0% 0% 0%
Unit 3 0% 0% 46% 0% 46%
Unit 4 0% 0% 0% 54% 54%
Total for GCSE
Short Course0% 0% 46% 54% 100%
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Assessment B
27Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Entering your students or assessment
Student entryFrom summer 2014 onwards students will be required to sit all theirexaminations at the end of the course.
Details of how to enter students for this quali cation can be found inEdexcel’s UK Information Manual , a copy is sent to all examinationsof cers. The information can also be found on Edexcel’s website:www.edexcel.com
Forbidden combinations and classifcation codeCentres should be aware that students who enter for more than oneGCSE quali cation with the same classi cation code will have only onegrade (the highest) counted for the purpose of the school and collegeperformance tables.
Students should be advised that, if they take two speci cations with thesame classi cation code, schools and colleges are very likely to take theview that they have achieved only one of the two GCSEs. The same viewmay be taken if students take two GCSE speci cations that have differentclassi cation codes but have signi cant overlap of content. Students who
have any doubts about their subject combinations should check withthe institution to which they wish to progress before embarking on theirprogrammes.
Access arrangements and special requirementsEdexcel’s policy on access arrangements and special considerationsfor GCE, GCSE, and Entry Level is designed to ensure equal accessto quali cations for all students (in compliance with the Equality Act2010) without compromising the assessment of skills, knowledge,understanding or competence.
Please see the Edexcel website (www.edexcel.com) for:
• the JCQ policy Access Arrangements, Reasonable Adjustments andSpecial Consideration
• the forms to submit for requests for access arrangements and specialconsiderations
• dates for submission of the forms.
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B Assessment
28 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Requests for access arrangements and special considerations must beaddressed to:
Special RequirementsEdexcelOne90 High Holborn London WC1V 7BH
Equality Act 2010Please see the Edexcel website (www.edexcel.com) for informationrelating to the Equality Act 2010.
Assessing your students
The rst assessment opportunity for all units of this quali cation will takeplace in the June 2014 series and in each following June series for thelifetime of the quali cation.
Your student assessment opportunities
Unit June 2014 June 2015
Unit 1: Listening and Understanding in Japanese Unit 2: Speaking in Japanese
Unit 3: Reading and Understanding in Japanese
Unit 4: Writing in Japanese
Awarding and reportingThe grading, awarding and certi cation of this quali cation will complywith the requirements of the current GCSE/GCE Code of Practice, whichis published by the Of ce of Quali cations and Examinations Regulations
(Ofqual). The GCSE quali cation will be graded and certi cated on aneight-grade scale from A* to G. Individual unit results will be reported.
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Assessment B
29Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Students whose level of achievement is below the minimum judged byEdexcel to be of suf cient standard to be recorded on a certi cate will
receive an unclassi ed U result.
Unit resultsThe minimum uniform marks required for each grade for each unit:
Units 1 and 3Unit grade *A A B C D E F G
Maximum uniformmark = 70
63 56 49 42 35 28 21 14
Students who do not achieve the standard required for a grade G willreceive a uniform mark in the range 0–13.
Units 2 and 4Unit grade *A A B C D E F G
Maximum uniformmark = 80 72 64 56 48 40 32 24 16
Students who do not achieve the standard required for a grade G willreceive a uniform mark in the range 0–15.
Qualifcation results
The minimum uniform marks required for each grade:
GCSE in Japanese, cash-in code: 2JA01Quali cation grade *A A B C D E F G
Maximum uniform
mark = 300
270 240 210 180 150 120 90 60
Students who do not achieve the standard required for a grade G willreceive a uniform mark in the range 0–59.
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B Assessment
30 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
GCSE (Short Course) in Japanese: Spoken Language, cash-in code: 3JA0SGCSE (Short Course) in Japanese: Written Language, cash-in code: 3JA0WQuali cation grade *A A B C D E F G
Maximum uniformmark = 150 135 120 105 90 75 60 45 30
Students who do not achieve the standard required for a grade G willreceive a uniform mark in the range 0–29.
Re-taking o qualifcationsStudents wishing to re-take this GCSE and GCSE short course arerequired to re-take all the units in the quali cation.
Language o assessmentAssessment of this speci cation will be available in Japanese althoughsome questions will be set in English and require responses in English.Assessment materials will be published in English and in Japanese(where appropriate).
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Assessment B
31Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Stretch and challenge
Students can be stretched and challenged in all units through the use of different assessment strategies, for example:
• a requirement to use and recognise complex language structures andgrammar
• a requirement to recognise and conveying feelings and opinions
• use of open-ended questioning and stimuli
• a requirement to communicate effectively and accurately in the targetlanguage (Units 2 and 4)
• a requirement to produce extended target language.
Malpractice and plagiarismFor up-to-date advice on malpractice and plagiarism, please refer to theJoint Council for Quali cations Suspected Malpractice in Examinations:Policies and Procedures document on the JCQ website www.jcq.org.uk
Student recruitmentEdexcel’s access policy concerning recruitment to our quali cations isthat:
• they must be available to anyone who is capable of reaching therequired standard
• they must be free from barriers that restrict access and progression
• equal opportunities exist for all students.
ProgressionThis quali cation offers a suitable progression route to GCE AS and GCEAdvanced Level in Japanese language study as well as other Level 3quali cations. In addition, the study of one language at GCSE level can
facilitate and help promote the learning of other languages.
The quali cation may also add to an individual’s employability pro le.
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B Assessment
32 Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Grade descriptions
A
Candidates show understanding of a variety of spoken language thatcontains some complex language and relates to a range of contexts.They can identify main points, details and points of view and draw simpleconclusions.
They initiate and develop conversations and discussions, presentinformation and narrate events. They express and explain ideas andpoints of view, and produce extended sequences of speech using a varietyof vocabulary, structures and verb tenses. They speak con dently, withreasonably accurate pronunciation and intonation. The message is clearbut there may be some errors, especially when they use more complexstructures.
They show understanding of a variety of written texts relating to a rangeof contexts. They understand some unfamiliar language and extractmeaning from more complex language and extended texts. They canidentify main points, extract details, recognise points of view, attitudes andemotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginarysubjects. They express and explain ideas and points of view. They usea variety of vocabulary, structures and verb tenses. Their spelling andgrammar are generally accurate. The message is clear but there may besome errors, especially when they write more complex sentences.
C
Candidates show understanding of different types of spoken language thatcontain a variety of structures. The spoken material relates to a range of contexts, including some that may be unfamiliar, and may relate to pastand future events. They can identify main points, details and opinions.
They take part in conversations and simple discussions and presentinformation. They express points of view and show an ability to deal withsome unpredictable elements. Their spoken language contains a variety of structures and may relate to past and future events. Their pronunciationand intonation are more accurate than inaccurate. They convey a clearmessage but there may be some errors.
They show understanding of different types of written texts that contain avariety of structures. The written material relates to a range of contexts,including some that may be unfamiliar and may relate to past and futureevents. They can identify main points, extract details and recogniseopinions.
They write for different contexts that may be real or imaginary. Theycommunicate information and express points of view. They use a varietyof structures and may include different tenses or time frames. The style isbasic. They convey a clear message but there may be some errors.
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Assessment B
33Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
F
Candidates show some understanding of simple language spoken clearlythat relates to familiar contexts. They can identify main points and extractsome details.
They take part in simple conversations, present simple information andcan express their opinion. They use a limited range of language. Theirpronunciation is understandable. There are grammatical inaccuracies butthe main points are usually conveyed.
They show some understanding of short, simple written texts that relate tofamiliar contexts. They show limited understanding of unfamiliar language.They can identify main points and some details.
They write short texts that relate to familiar contexts. They can express
simple opinions. They use simple sentences. The main points are usuallyconveyed but there are mistakes in spelling and grammar.
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C Resources, support and training
Edexcel resourcesThe resources from Edexcel provide you and your students with
comprehensive support for our GCSE Japanese quali cation. Thesematerials have been developed by subject experts to ensure that you andyour department have appropriate resources to deliver the speci cation.
Edexcel publicationsYou can order further copies of the speci cation, sample assessmentmaterials (SAMs) and teacher’s guide documents from:
Edexcel Publications AdamswayMans eld Nottinghamshire NG18 4FN
Telephone: 01623 467467 Fax: 01623 450481 Email: [email protected] Website: www.edexcel.com
Endorsed resourcesEdexcel also endorses some additional materials written to support thisquali cation. Any resources bearing the Edexcel logo have been through
a quality assurance process to ensure complete and accurate support forthe speci cation. For up-to-date information about endorsed resources,please visit www.edexcel.com/endorsed
Please note that while resources are checked at the time of publication,materials may be withdrawn from circulation and website locations maychange.
Edexcel support servicesEdexcel has a wide range of support services to help you implement thisquali cation successfully.
ResultsPlus – ResultsPlus is an application launched by Edexcel to helpsubject teachers, senior management teams, and students by providingdetailed analysis of examination performance. Reports that compareperformance between subjects, classes, your centre and similar centrescan be generated in ‘one-click’. Skills maps that show performanceaccording to the speci cation topic being tested are available for somesubjects. For further information about which subjects will be analysedthrough ResultsPlus, and for information on how to access and use theservice, please visit www.edexcel.com/resultsplus
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Resources, support and training C
35Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Ask the Expert – To make it easier for you to raise a query with usonline, we have merged our Ask Edexcel and Ask the Expert services.
There is now one easy-to-use web query form that will allow you to askany question about the delivery or teaching of Edexcel quali cations.You’ll get a personal response, from one of our administrative or teachingexperts, sent to the email address you provide. You can access thisservice at www.edexcel.com/ask.
We’re always looking to improve the quantity and quality of informationin our FAQ database, so you’ll be able to nd answers to many questionsyou might have by searching before you submit the question to us.
Support for StudentsLearning ourishes when students take an active interest in theireducation; when they have all the information they need to make theright decisions about their futures. With the help of feedback fromstudents and their teachers, we’ve developed a website for students thatwill help them:
• Understand subject speci cations
• Access past papers and mark schemes
• Find out how to get exams remarked
• Learn about other students’ experiences at university, on their travels
and entering the workplaceWe’re committed to regularly updating and improving our online servicesfor students. The most valuable service we can provide is helping schoolsand colleges unlock the potential of their learners.www.edexcel.com/students
TrainingA programme of professional development and training courses, coveringvarious aspects of the speci cation and examination, will be arranged byEdexcel each year on a regional basis. Full details can be obtained from:
Training from EdexcelEdexcelOne90 High Holborn London WC1V 7BH
Telephone: 0844 576 0027 Email: [email protected] Website: www.edexcel.com
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D Appendices
Appendix 1 Key skills 37
Appendix 2 Wider curriculum 38
Appendix 3 Codes 40
Appendix 4 Grammar list 41
Appendix 5 Minimum core vocabulary list 46
Appendix 6 Kanji 88
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Appendix 1
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Appendices D
Appendix 1 Key skills
SignpostingKey skills (Level 2) Unit 1 Unit 2 Unit 3 Unit 4
Communication
C2.1a
C2.1b
C2.2
C2.3
Information and communication technology
ICT2.1
ICT2.2
ICT2.3
Improving own learning and performance
LP2.1
LP2.2
LP2.3
Working with others
WO2.1
WO2.2
WO2.3
Teachers should note that assessment of the key skill of communicationmust be in English, Irish or Welsh and that, although foreign languagestudy clearly presents opportunities to develop skills in communication,assessment in the foreign language is not appropriate. For thisquali cation, all key skills communication evidence must be in English.
Development suggestionsPlease refer to the Edexcel website (www.edexcel.com) for key skillsdevelopment suggestions.
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Appendix 2
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
D Appendices
Appendix 2 Wider curriculum
Signposting
Issue Unit 1 Unit 2 Unit 3 Unit 4
Spiritual
Moral
Ethical
Social
Cultural
Citizenship Environmental
European initiatives
Health and safety
Legislative
Economic
Sustainable development
In addition to acquiring knowledge about language structures and developing of practical languageskills, effective language learning involves a promotion of cultural understanding. This speci cationrequires students to consider a range of common topic areas, to focus on one or more broadthemes and develop an appreciation of the culture and society of Japanese-speaking countries andcommunities. Consequently, teachers can link their students’ language study to the issues listedabove.
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Appendix 2
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Appendices D
Development suggestions
Issue Units Opportunities for development or internal assessmentSpiritual Unit 4 A student may produce a report on a particular religious festival
and re ect on its meaning and signi cance.
Moral Unit 2 A student could refer to a moral tension that young people facewhen discussing an aspect of youth culture.
Ethical Unit 2 A student might wish to deliver a presentation advocating ‘fairtrade’ business.
Social Unit 4 A student considering work issues might produce a piece of writing on voluntary work and related social issues.
Cultural Unit 3 Reading a shor t passage on visitor information, a student mightbecome more aware of the different cultural activities and
facilities available.
Citizenship Units 1 and 3 When undertaking listening and reading activities, related to theprescribed common topic areas, students may become aware of issues that can be linked to citizenship.
Environmental Unit 1 A student might hear a recording in Japanese referring to theenvironmental bene ts of public transport.
European initiatives Unit 4 A student undertaking written work on a local amenity orvisitor attraction may discover that it has been partly supportedthrough the European Regional Development Fund.
Health and safety Unit 2 A student giving an oral presentation on a healthy lifestyle mayrefer to the negative impact of smoking, alcohol or drug abuse.
Legislative Units 2 and 4 Students may, through projects related to the world of work,become aware of workplace-related legislation.
Economic Units 2 A student undertaking work related to the leisure industry maybecome aware of the contribution of this sector to differentnational economies.
Sustainabledevelopment
Units 2 and 4 A student considering travel-related issues may considerprojects that promote sustainable tourism.
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Appendix 3
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
D Appendices
Appendix 3 Codes
Type of code Use of code Code number
Nationalclassi cation codes
Every quali cation is assigned to a nationalclassi cation code indicating the subject area towhich it belongs. Centres should be aware thatstudents who enter for more than one GCSEquali cation with the same classi cation code willhave only one grade (the highest) counted for thepurpose of the school and college per formancetables.
6010
NationalQuali cationsFramework (NQF)codes
Each quali cation title is allocated a NationalQuali cations Framework (NQF) code.
The National Quali cations Framework (NQF) codeis known as a Quali cation Number (QN). This is thecode that features in the DfE Section 96 and on theLARA as being eligible for 16–18 and 19+ funding,and is to be used for all quali cation fundingpurposes. The QN is the number that will appear onthe student’s nal certi cation documentation.
The QNs for the quali cationsin this publication are:
GCSE in Japanese500/4461/8
GCSE (Short Course) inJapanese: Spoken Language500/4415/1
GCSE (Short Course) inJapanese: Written Language500/4499/0
Unit codes Each unit is assigned a unit code. This unit code isused as an entry code to indicate that a studentwishes to take the assessment for that unit. Centreswill need to use the entry codes only when enteringstudents for their examination.
Unit 1 – 5JA01
Unit 2 – 5JA02
Unit 3 – 5JA03
Unit 4 – 5JA04
Cash-in codes The cash-in code is used as an entr y code toaggregate the student’s unit scores to obtain theoverall grade for the quali cation. Centres will needto use the entry codes only when claiming students’ quali cations.
GCSE in Japanese – 2JA01
GCSE (Short Course) inJapanese: Spoken Language– 3JA0S
GCSE (Short Course) inJapanese: Written Language– 3JA0W
Entry codes The entry codes are used to:
• enter a student for the assessment of a unit
• aggregate the student’s unit to obtain the overallgrade for the quali cation.
Please refer to the EdexcelUK Information Manual ,available on the Edexcelwebsite.
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Appendix 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
Appendices D
Appendix 4 Grammar list
Students will be expected to have acquired knowledge and understanding of the following aspectsof the grammar of the target language during their course.
Copula
Polite form
Linking form( 55 )
Plain form
Questions
Use of to form a question
Questions words
counter ( )
Or questions ( )
Question word plus plus negative ( )
Question word plus for ‘everything’ etc ( )
Question word plus for ‘something’ etc ( )
Question word plus for ‘anywhere’ etc ( )
Numbers and counting
Numbers 1 – 100,000,000
series
Counters:
(cups of drinks)
Verbs
Polite form Plain form
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Appendix 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
D Appendices
Endings derived from form
( )
( )
for purpose,
+
Endings with form
+
+
+
+ link (eg )
+ ( )
+ for present progressive ( )
for present state ( )
Endings with form
(eg )
Endings derived from form
(eg )
(eg )
( )
Endings with dictionary form
(eg )
(eg )
(eg )
(eg )
(eg )
Speci c verbs
Verbs of existence and
With location, eg
With replacing the verb
With quantity
Verbs of giving and receiving and
Linking sentences
eg
for reasons
…… …
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Appendix 4
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Appendices D
Giving an opinion
Use of
Dates and time
Telling the date (including )
Giving the date
Days of the week
for length of time
words
I adjectives
With a noun eg
As a sentence ending: Polite form
Plain form
Linking form (eg )
As an adverb (eg ) (including )
Na Adjectives
With a noun
As a sentence ending: Polite form
Plain form
Linking form (eg )As an adverb (eg ) (including )
Adverbs
Of frequency
Of quantity
Of (non) completion
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Appendix 4
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
D Appendices
Particles
(1) For questions
(2) For or
Approximately 200g
Approximately
(1) For possessive
(2) For pronoun
(3) For apposition
(1) For subject
(2) For negative
(3) For contrast
(1) Also
(2) Both... and…
(1) For location
(2) For a tool
(3) After a number
(4) For a reason
With verbs of motion
(1) With direct object
(2) With certain verbs
For non-exclusive and
(1) For and
(2) For with
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Appendices D
(1) After a time
(2) With verbs of motion
(3) With verbs of existence
(4) For an indirect object
(5) For frequency
(1) Subject marker
(2) Conjunction
Only
Only
(1) With time
(2) With place
(1) With time
(2) With place
Suggested example
Sentence ending
Sentence ending
Sentence ending
NB: Some of the particles above may be used as double particles, but a detailed treatment of
double particles is not expected.
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Appendix 5 Minimum core vocabulary list
The following vocabulary list is intended to assist teachers in planning their work. It is a minimumcore generic vocabulary that all students will need to acquire (regardless of chosen theme). It isan essential vocabulary list that students should refer to and build on when preparing for listeningand reading examinations.
All assessment tasks in Unit 1: Listening and Understanding in Japanese and Unit 3: Reading andUnderstanding in Japanese targeted at grades G-C will be based on this vocabulary list. Occasionalglossing of individual words may occur in the examinations although this will be avoided wheneverpossible.
In the speaking and writing units, it is important to note that the vocabulary requirements, evenwithin each of the chosen pathways (media, travel and culture or sport, leisure and work), couldvary between students.
If the whole word can be written with GCSE Kanji, it is written as such. However, if the wordincludes one or more of Kanji above GCSE level, it is written in Hiragana
High requency language (multiple contexts)
Verbs
to meet, see
to go up
to open (intransitive)
to open (transitive)
to play, have a good time
to gather
to collect
to wash
to walk
(to be) relieved
to say
to go
to hurry
to need
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Appendices D
to put in
to receive, sit examsto sing
to hit, type
to succeed, go well
to sell
to drive
to choose
to get up, to take place, happen
to put, place
to send
to be late
to get angry
to teach, tell
to push
to fall, fail (exams)
to drop
to remember, memorise
to remember, recall
to think
to nish, end
to buy
to return, give back
to return, go home
to change
to cost (money), take (time)
to write
to lend
to win
to borrow, rent
to change
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to think, consider
to try hard to hear, listen, ask
to be able to hear
to be decided
to decide
to cut
to wear
to be careful, mind
to compare
to come
(to) plan, project, organise
(to) experience
to turn off
(to) ght, argue
(to) study, research
to answer
to be at a loss, be in trouble
to fall over
to break (transitive)
to break (intransitive)
to look for
to go down
to touch
(to go for) a walk
(to) fail
(to ask) a question
to die
to close (intransitive)
to close (transitive)
(to) prepare, get ready
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Appendices D
(to) introduce
(to) inviteto inform, tell
to check, research
to know
to believe
(to) worry
to smoke, breath in
to throw away
to live
to do
to sit down
(to) live
(to) explain
(to) look after, take care of
(to) wash clothes
(to) clean
to take out, present, hand in
to help, save
to stand
to enjoy oneself
to ask, to request
to eat
to be different, wrong
(to be) careful, (to) warn
to follow
to use
to get tired
to arrive
to make, produce
to light, turn on
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to convey (a message)
to last, continueto continue
to take (person)
to bring (person)
to set out, depart
to be able to, can
to help, assist
to go out
(to) phone
to pass through
to y, jump
to stay
to stop (intransitive)
to stop (transitive)
to take, catch, take (photo, lm)
to repair, x, mend, cure
to be repaired, be cured, get well
to cry
to pass away
to throw
to learn
to become
to escape
to look like, resemble
to take off (clothing)
to go to bed, sleep
to climb
to drink
to enter
to begin
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Appendices D
to begin
to runto work
to speak, talk
to stick, paste
(to) oppose
to pull
(to be) surprised
to pick up
to increase
to decrease
(to) study
to lose
to make a mistake
to wait for
to be visible
to polish, brush
to show
to nd
to see
to have
to take (thing)
to bring (thing)
to return
(to) promise
to be useful
to rest, take holiday
to quit, stop, leave
to do
to call, invite
to read
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(to) reserve, (to) book
to drop in, stop by to be pleased
(to) practise
(to) contact, inform
to understand
to forget
to laugh, smile
I-Adjectiveslight, bright
warm
new
hot (to touch)
hot
dangerous
sweet
good
busy
painful
beautiful
noisy
happy, glad, pleased
delicious
many, numerous
big, large
funny, strange
late, slow
same
heavy
interesting, funny
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Appendices D
hard
sad, sorrowful hot, spicy
light
pretty, sweet, cute
dirty, untidy
strict, harsh, tough
dark
scary (afraid)
sad, lonely
cold
few, not many
great (slang)
cool
wonderful
narrow
tall, high, expensive
correct
happy, enjoyable
small
near, close
boring
cold (to touch)
strong
far
long
sleepy
embarrassed
fast
early
low
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wide, spacious
fat, thick old
want, wish for
thin, slender, narrow
disgusting/unpleasant
round
short
dif cult
rare, unusual
kind, gentle
easy
cheap
soft
weak
young
bad
Na-Adjectives
safe
terrible, dislike(d)
various
simple, easy
dislike
beautiful, clean
healthy, energetic
healthy
quiet, calm
rude
free
skilful, good
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Appendices D
kind
like, favouritenice
important
alright, safe
favourite
important, valuable
hard
good, able, capable
special
not good at, incompetent
bustling
handsome
free (time)
inconvenient
clumsy
strange
convenient
serious, diligent
famous
Colours
blue
red
colour
yellow
black
white
brown
grey
pink green
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Adverbs
diligently, with all one’s energy
together
full
enough
immediately
all the time, much more
de nitely, by all means
more or less
mostly, usually
for example
probably, perhaps
gradually
exactly, just
a little
especially
for the rst time
alone
almost
really
rst of all
straight ahead, straight on
once again
of course
more
slowly, leisurely
often, well
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Appendices D
Connecting words
however, but
(well) then, in that case
(and) then
(and) then, after that
besides, moreover
therefore
(well) then, in that case
however, but
Time expressions
New Year
‘Bon’ festival
for… (period of time)
number of months
autumn
morning
the day after tomorrow
tomorrow
later
all day
throughout the year
always
now
the day before yesterday
the year before last
end
yesterday
today
last year
Christmas
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this morning
Golden Week afternoon (pm)
morning (am)
this year
these days
this month
this week
this time, next time
this evening
recently, these days
a little while ago
time
for some time
weekend
New Year
last month
last week
next
the next day
summer
summer holiday
beginning
spring
spring holiday
evening
noon
winter
winter holiday
every morning
every week
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Appendices D
every month
every year every day
every night
past
soon
evening
night
next month
next week
next year
Other high requency words
rich person
after names
after names (formal)
after names
each, …by…
plural suf x (people & animals)
after names
and so on
about…
you, darling
you (plural)
no
meaning
number, gure
Katakana
shape
she, girlfriend
he, boyfriend
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they
Kanji oneself
all
type
free
for example
convenience
popular
yes
number
Hiragana
page
other
I
real
former
everyone, all
thing
I
we
Countries
Ireland
United States
United Kingdom
Italy
England
Wales
Canada
Scotland
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Spain
Germany France
Russia
Korea
China
Japan
Continents
Asia
Africa
Australia
Europe
South America
North America
Nationalities/languages
(nationality)
(language)
Areas
prefecture
city
town
village
Osaka
Okinawa
Kyushu
Kyoto
Shikoku
Tokyo
Tokyo Tower
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Mt Fuji
HokkaidoHonshu
London
Location
side
between
up, above
behind
north
under, below
outside
next to, near
vicinity
centre
next to
inside
west
east
left
in front of, before
middle
right
south
side
Social conventions
Well…, Excuse me…, I say…
May I help you? (shop, restaurant etc)
How are you?
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Appendices D
Please
Good morningCongratulations
Good night
It is I, not you, that…
Sorry.
Good afternoon. Good morning. Hello.
Good evening.
… Well…, I’m not sure.
Goodbye.
Excuse me. I’m sorry. Thank you.
Well then, see you again.
Here you are…
Thank you.
Thank you. (formal)
How do you do? Nice to meet you.
Welcome.
Language used in dialogues and messages(Some words may eature in other sections.)
sent to (letter)
sent by (letter)
No, it’s wrong.
That’s good.
That’s ne.
Good luck.
mobile phone
What a shame.
Excuse me, but…
Let’s do that.
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Is that so? I see.
That’s right. I agree.Fine.
That’s too bad
That’s not good
to answer the phone
telephone number
to make a phone call
to cut, cut off (phone)
Please call me
telephone
Here you are, please…
Yes, that’s right
text message
Hello (on the telephone)
That’s good. I’m pleased for you.
With pleasure.
OK
Language related to common topic areas
Out and about
castle
temple
old person
ower viewing (esp. cherry blossom)
bath
bathroom
festival
shop
to stop (raining, snowing, wind)
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Appendices D
to fall (rain, snow)
line, track degree
nights
track, platform
shop
bound for …
rain
to take place (event)
on foot
to guide, show around
information bureau
chair
country(side)
living room
entrance
reception, receptionist
to move
cow
horse
sea, ocean
driver
air conditioning
lm, movie
cinema
station
postcard
return ticket
motorbike
to withdraw money
recommendation
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toilets
sound adult
to take a bath
souvenir
to get off
hot spring
coast, beach
foreign country
foreigner
staircase
guide
guidebook
key
to lock
volcano
re
wind
to blow
petrol
petrol station
single ticket
corner
wall
river
environment
(to go) sightseeing
tourist
tree
temperature
opportunity
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Appendices D
season
guitar ticket
ticket of ce
(to) cancel
(to go) camping
holiday
church
Christianity
bank
neighbourhood
air
airport
country
cloud
cloudy, overcast
to become cloudy
to park
car, vehicle
economy
view, scenery
park
crossroads
factory
international
rubbish waste
to be crowded
service station
sign
cherry tree
train, bus timetable
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earthquake
naturebicycle
motor car
island
photograph
to take a shower
custom
religion
(to) depart
capital city
Shinkansen, bullet train
traf c lights
population
bedroom
shrine
Shinto
suitcase
heater
sumo
pickpocket
politics
world
sky
embassy
kitchen
typhoon
sun
taxi
taxi stand, rank
building
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Appendices D
shelf
rice eld (to) check out
(to) check in
basement
underground train
map
car park
tour
moon
desk
rainy season
table
way out, exit
television
weather
electricity, light
weather forecast
train
tradition
exhibition
door
toilets
(to) arrive
animal
zoo
far (away)
place
city
library
on the way
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traveller’s cheque
bird to queue up
luggage
admission (fee)
garden
to change trains etc
transport, vehicle
to get (ride) on
museum
to carry
bridge
place
bus
bus stop
passport
reworks
sunny, clear, ne weather
to become clear, ne
brochure, lea et
sun, day
beach
aeroplane
visa
art gallery, art museum
person
buffet
hospital
swimming pool
form
Buddhism
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Appendices D
bedding, futon
shipculture
bed
room
boat
platform
star
poster, notice
button
hotel
to turn
town
window
to be on time
to see off
lake
road, way
port
hot and humid
village
metre
forest
gate
rest, holiday
mountain
youth hostel
snow
Western-style room
plan, schedule
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rush hour
(to) recycleinn
travel agency
(to) travel
refrigerator
historic
hire car
locker
Japanese-style room
to leave something behind
the thing left behind
to cross
Customer service and transactions
money
rice
rice wine, alcoholic drink
dish, plate
sushi
noodles
tea
change
chopsticks
(packed) lunch
hot water
yen
dollar
pence
pound
euros
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Appendices D
Please give me …
ice cream(shop etc is) open
breakfast
foot, leg
head
ower arrangement
strawberry
potato
waiter, waitress
arm
udon
coat, jacket
escalator
lift
pencil
snack, sweet, cake
customer, visitor, guest
stomach, belly
to be full (stomach)
to feel hungry
memory
card
(to go) shopping
face
umbrella
cold, u
to catch a cold
bag
hair
camera
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body
curry and ricecafé, coffee shop
stamp
condition
feeling
kimono
ambulance
beef
milk
medicine
fruit
mouth
shoe
sock
neck
credit card
police
cake
(to be) injured
black (English) tea
police box
voice
coat
coffee
coke
ice
pepper
cup
/ cooked rice, meal
/ convenience store
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Appendices D
size
wallet, pursesh
raw sh dish
magazine
sugar
tea ceremony
salad
sandwich
jeans
salt
accident
underwear
vending machine
(shop etc is) closed
shirt
jam
juice
soy sauce
(to have) a meal
calligraphy
newspaper
suit
supermarket
soup
skirt
steak
spoon
trousers
slippers
sweater, jumper
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soap
back (to) leave hospital
towel
cigarette
food
egg
onion
cheese
(to) order
chocolate
to wrap
hand
dessert
department store
gloves
shop assistant
battery
tempura
toast
clock, watch
barber
to deliver
tomato
chicken
dress
thief
knife
to lose
to be lost, disappear, be used up
meat
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Appendices D
(to be) hospitalised
doll carrot
tie
price
fever
throat
to become thirsty
drink
tooth
postcard
to wear (trousers, shoes, socks, etc)
box
pasta
butter
nose
banana
to pay
bread
handkerchief
evening meal
hamburger
half
beer
pizza
hair salon
illness
lunch
envelope
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fork
pork grape
chips
present
pen
hat
to wear a hat
ballpoint pen
book
winter scarf
tangerine
water
swimsuit, trunks
miso soup
ear
glasses
menu
eye
problem
vegetable
yukata
nger
ring
Western food
‘raamen’ noodles
cuisine, dish
…cuisine (eg )
apple
till, cash desk
receipt
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Appendices D
restaurant
wine Japanese food
Personal in ormation
clothes
etc. … story (house, building etc)
to be interested in
CD CD (compact disc)
DVD DVD
baby
taste
clever
older brother
older sister
at
house, home
cousin
dog
younger sister
song
born
(to do) exercise
sports ground picture, painting, drawing
to paint, draw
(to) celebrate
orchestra
uncle
uncle, middle-aged man
grandfather, old man
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younger brother
manboy
to dance
aunt
aunt, middle-aged lady
grandmother, old lady
to swim
music
woman
girl
meeting place
conversation
housework
family
karaoke
karate
calendar
connection, relation
guitar
brother(s) (and sisters)
classical, classic (music)
club
(to play) a game
(theatre) play
(to) marry
wedding
child
golf
concert
to bloom
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Appendices D
football
match, game(to give) self-introduction
address
judo
husband
hobby
novel
woman
relative
swimming
skiing
skating
sport
lifestyle
tall
short
seat
athlete, player
grandfather
grandmother
table tennis
to build, erect
birthday
man
team
father
wife
letter
tennis
tennis court
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D Appendices
tool, equipment
readingyear, age
friend
night club
pot, pan
name
smell
smells good
diary
cat
party
basketball
ower
mother
(television, radio) programme
piano
to play (the piano, guitar, etc)
video
free time
fashion
frying pan
literature
vegetarian
pet
to keep a pet
ball
pop music
grandchild
cartoon, comic
surname
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Appendices D
son
daughter baseball
celebrity
radio
(to) divorce
parents
to cook
rock (music)
to be divided, part
Future plans, education and work
E email
period (school timetable)
marks, points
school year counter
club
part-time job
doctor
internet
website
English
meeting, conference
foreign language
company
company employee
chemistry
science
student
school term
school
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D Appendices
paper
school subject nurse
keyboard
technique
rule, regulation
coffee (tea, lunch) break
salary
education
textbook
classroom
banker
school class
to click
result, outcome
(to) exchange
senior high school
senior high school student
advertisement
head teacher
answer
word, language
to photocopy
computer
essay, composition
writer
salary man
timetable
examination
work, job
(to) work
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Appendices D
dictionary
( )(to check) the dictionary question
of ce
society
company president
lesson
cram school
homework
housewife
primary school student
primary school
future
canteen
work experience
actress
document
maths
screen
stress
pupil
uniform
biology
player (sports)
teacher
one’s senior
major
(to) graduate
PE
gym
university
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D Appendices
university student
junior high school student junior high school
geography
to be employed
test
training
(to) enter school
news
notebook
actor
password
(to) talk, speech, story
businessman
art
lunch break
fax
(to) revise
physics
printer
to print
professional
lawyer
(to) reply
bonus
website
postbox, letter box
mouse (computer)
business card
post of ce
dream
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Appendices D
(to) prepare for lessons
student studying abroad dormitory
history
report
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Appendix 6
Edexcel GCSE in Japanese Specifcation – Issue 2 © Pearson Education Limited 2012
D Appendices
Appendix 6 Kanji
GCSE Kanji list
1 stroke
2 strokes
3 strokes
4 strokes
5 strokes
6 strokes
7 strokes
8 strokes
9 strokes
10 strokes
11 strokes
12 strokes
13 strokes
14 strokes
16 strokes
18 strokes
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