Aqa 4635 W SP

GCSE
Specication
Bengali
Full Course for exams June 2011 onwards
and certication June 2011 onwards
Short Course for exams June 2011 onwards
and certication June 2011 onwards
This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing
of any changes to this specification. We will also publish changes on our website. The version of the specification on our
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Copyright 2008 AQA and its licensors. All rights reserved.
COPYRIGHT
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permitted to copy material from this specification booklet for their own internal use.
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registered charity (number 1073334).
Registered address AQA, Devas Street, Manchester M15 6EX.
GCSE Bengali for teaching from September 2009 onwards (version 1.5)
Contents
1 Introduction
1.1
Why choose AQA?
1.2
Why choose Bengali?
1.3
How do I start using this specification?
1.4
How can I find out more?
Specification at a Glance
Subject Content
3.1
Contexts and purposes
3.2
Unit 1: Bengali listening 46351F; 46351H
3.3
Unit 2: Bengali reading 46352F; 46352H
3.4
Unit 3: Bengali speaking 46353
3.5
Unit 4: Bengali writing 46354
10
3.6 Grammar
13
3.7
15
Communication strategies
3.8 Vocabulary
18
Scheme of Assessment
48
4.1
Aims and learning outcomes
48
4.2
Assessment Objectives
48
4.3
National criteria
49
4.4
Prior learning
49
4.5
Access to assessment: diversity and inclusion
49
5 Administration
50
5.1
50
Availability of assessment units and certification
5.2 Entries
50
5.3
Private candidates
50
5.4
Access arrangements and special consideration
51
5.5
Language of examinations
51
5.6
Qualification titles
51
5.7
Awarding grades and reporting results
51
5.8
Re-sits and shelf-life of unit results
53
Appendices 54
A
Grade Descriptions
54
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development Economic and Cultural Issues, and
Health and Safety Considerations
55
Overlaps with other Qualifications
56
Key Skills
57
1Introduction
1.1 Why choose AQA?
1
AQA is the UKs favourite exam board and more

students receive their academic qualifications from
AQA than from any other board. But why is AQA so
popular?
AQA understands the different requirements of each
subject by working in partnership with teachers. Our
GCSEs:

enable students to realise their full potential

contain engaging content
are manageable for schools and colleges
are accessible to students of all levels of ability
lead to accurate results, delivered on time
are affordable and value for money.
AQA provides a comprehensive range of support

services for teachers:
access to subject departments
training for teachers including practical teaching
strategies and approaches that really work
presented by senior examiners
personalised support for Controlled Assessment
24-hour support through our website and online
Ask AQA
past question papers and mark schemes
comprehensive printed and electronic resources
for teachers and students
AQA is an educational charity focused on the needs
of the learner. All our income goes towards operating
and improving the quality of our specifications,
examinations and support services. We dont aim to
profit from education we want you to.
If you are an existing customer then we thank you for
your support. If you are thinking of moving to AQA
then we look forward to welcoming you.
1.2 Why choose Bengali?

To develop language skills in a variety of contexts.
Flexible, unitised structure allows students to
maximise achievement.
Choice of contexts and purposes in Writing and
Speaking units.
Assessments in Listening and Reading carry

forward the structure of the existing specification,
offering continuity for teachers, while removal of
tiering in Writing and Speaking offers students of
every level the chance to do the best they can.
Builds on the KS3 study and prepares students
for further study, eg. Short Course leading to Full
Course; Full Course to AS; then AS to A2 etc.
1.3 How do I start using this specification?

Already using the existing AQA Bengali
specification?
Not using the AQA specification

currently?
Register to receive further information, such as

mark schemes, past question papers, details of
teacher support meetings, etc, at
http://www.aqa.org.uk/rn/askaqa.php
Information will be available electronically or in
print, for your convenience.
Tell us that you intend to enter candidates. Then
we can make sure that you receive all the material
you need for the examinations. This is particularly
important where examination material is issued
before the final entry deadline. You can let us
know by completing the appropriate Intention to
Enter and Estimated Entry forms. We will send
copies to your Exams Officer and they are also
available on our website
(http://www.aqa.org.uk/admin/p_entries.php).
Almost all centres in England and Wales use

AQA or have used AQA in the past and are
approved AQA centres. A small minority are not.
If your centre is new to AQA, please contact our
centre approval team at
centreapproval@aqa.org.uk
1.4 How can I find out more?

Ask AQA
Teacher Support
You have 24-hour access to useful information and

answers to the most commonly-asked questions at
http://www.aqa.org.uk/rn/askaqa.php
Details of the full range of current Teacher Support

meetings are available on our website at
http://www.aqa.org.uk/support/teachers.php
If the answer to your question is not available, you

can submit a query for our team. Our target response
time is one day.
There is also a link to our fast and convenient online

booking system for Teacher Support meetings at
http://events.aqa.org.uk/ebooking
If you need to contact the Teacher Support team,
you can call us on 01483 477860 or email us at
teachersupport@aqa.org.uk
2 Specification at a Glance
Unit 1: Listening
46351F; 46351H
Bengali
Short Course
in Spoken
Language
4636
Examination 50%
Either
Foundation Tier: 30 minutes
(+ 5 minutes reading time)
or
Higher Tier: 40 minutes
plus
1012 minutes
Two tasks
Unit 2: Reading
46352F; 46352H
Bengali
Short Course
in Written
Language
4637
Examination 50%
Either
or
Unit 1: Listening
46351F; 46351H
Examination 25%
Either
or
Unit 3: Speaking
46353
Examination 50%
plus
Unit 4: Writing
46354
Examination 50%
1 hour
Three pieces of writing
Unit 3: Speaking
46353
Examination 25%
1012 minutes
Two tasks
Bengali
Full Course
4638
Unit 2: Reading
46352F; 46352H
Examination 25%
Either
or
Unit 4: Writing
46354
Examination 25%
1 hour
Three pieces of writing
Listening and Reading are tiered; candidates can enter for either Foundation or Higher Tier in any available
series. Speaking and Writing are untiered.
4
3 Subject Content
3.1 Contexts and purposes
The Contexts and Purposes below apply to all four
units, although for Speaking and Writing students
may select from a choice of contexts and purposes.
The purposes are presented according to the
contexts and topics in which they may occur. It will
be possible for students to carry out these purposes
using the linguistic structures and vocabulary listed
in the specification together with the communication
strategies.
The purposes are not defined by ability level and
all purposes should be seen as available for all
candidates, at differing levels of fulfilment. Some
purposes assume situations where requirements and
responses are generally predictable and use familiar
language. Other purposes involve general issues
and opinions which can be treated in more or less
complex ways with different groups of learners and
allow for differentiated levels of response from mixed
ability groups. For all purposes, students will be
expected, as they progress linguistically, to:
cope with a greater degree of unpredictability;
deal with a widening range of potential problems;
understand and use more accurately a widening
range of vocabulary and structures, including
some unfamiliar language;
understand issues and opinions;
discuss issues and give opinions;
give full descriptions and accounts.
The purposes are described with respect to individual
contexts (eg Lifestyle) and within particular topics
(eg Relationships and Choices). Purposes should be
considered transferable, as appropriate, to any other
context or topic.
Understand and provide information and
opinions about these contexts relating to the
students own Lifestyle and that of other people,
including people in countries/communities
where Bengali is spoken.
Lifestyle
Health
Healthy and unhealthy lifestyles and their
consequences
Relationships and Choices
Relationships with family and friends
Future plans regarding: marriage/partnership
Social issues and equality

students own Leisure and that of other people,
including people in countries/communities
where Bengali is spoken.
Leisure
Free Time and the Media
Free time activities
Shopping, money, fashion and trends
Advantages and disadvantages of new technology
Holidays
Plans, preferences, experiences
What to see and getting around

students own Home and Environment and that
of other people, including people in countries/
communities where Bengali is spoken.
Home and Environment
Home and Local Area
Special occasions celebrated in the home
Home, town, neighbourhood and region, where it
is and what it is like
Environment
Current problems facing the planet
Being environmentally friendly within the home
and local area
students own Work and Education and that
of other people, including people in countries/
communities where Bengali is spoken.
Work and Education
School/College and Future Plans
What school/college is like
Pressures and problems
Current and Future Jobs
Looking for and getting a job
Advantages and disadvantages of different jobs
3.2 Unit 1: Bengali listening 46351F; 46351H

Students can be entered for either Foundation or
Higher, but not both.
25% of the marks
Foundation Tier
30 minutes
35 marks
The test will be pre-recorded using native speakers.

Only material which is appropriate to the spoken
language will be used in the tests. Each item will be
heard twice. Students comprehension will be tested
by a range of question types, normally requiring
non-verbal responses or responses in English.
Students will be allowed to make notes during the
test. Students will be given 5 minutes reading time
at the beginning of the test, before the recording is
played, to give them time to read the questions.
The test will consist of items of varying length which will
not place an undue burden on memory. Comprehension
of announcements, short conversations, instructions,
short news items and telephone messages will be
required, together with some material which will be
longer and may include reference to past, present and
future events and some unfamiliar language. Students
will be expected to identify main points and extract
details and points of view.
The use of dictionaries will not be permitted.
The tests will consist of a number of discrete items
and will be marked according to a detailed mark
scheme.
The students performance will be assessed according
to the effectiveness with which he/she is able to carry
out the tasks based on what he/she has heard.
The appropriate mark(s) will be awarded if the
student has satisfactorily communicated his or her
understanding, even though the response may
contain some errors.
Higher Tier
40 minutes
40 marks
The test will be pre-recorded using native speakers.

Only material which is appropriate to the spoken
language will be used in the tests. Each item will be
heard twice. Students comprehension will be tested
by a range of question types, normally requiring
non-verbal responses or responses in English.
Students will be allowed to make notes during the
test. Students will be given 5 minutes reading time
at the beginning of the test, before the recording is
played, to give them time to read the questions.
The test will contain items common to those in
Foundation and also material which will include some
complex, unfamiliar language in a range of registers,
together with non-factual and narrative material.
Students will be expected to understand discussion
of a wide range of issues. They will also need to
understand gist and detail, identify and extract main
points, use context and other clues to interpret
meaning, draw conclusions and summarise what
they have heard.
scheme.
The students performance will be assessed
according to the effectiveness with which he/she is
able to carry out the tasks based on what he/she
has heard.
candidate has satisfactorily communicated his or
her understanding, even though the response may
3.3 Unit 2: Bengali reading 46352F; 46352H

Students can be entered for either Foundation or
Higher, but not both.
25% of the marks
Foundation Tier
30 minutes
35 marks
Only material which is appropriate to the written

language will be used in the test. Students
comprehension will be tested by a range of question
types, normally requiring non-verbal responses or
responses in English.
The test will consist of short items testing
comprehension of instructions, public notices and
advertisements together with some longer extracts
from brochures, guides, letters, newspapers,
magazines, books, faxes, email and web sites which
may include reference to past, present and future
events and will include some unfamiliar language.
Anumber of questions will be set on the material to
test students ability to identify key points and extract
specific details.
The tests will consist of a number of discrete items and
will be marked according to a detailed mark scheme.
The students performance will be assessed according
to the effectiveness with which he/she is able to carry
out the tasks based on what he/she has read.
Higher Tier
50 minutes
45 marks
Only material which is appropriate to the written

language will be used in the test. Students
comprehension will be tested by a range of question
types, normally requiring non-verbal responses or
responses in English.
The test will contain items common to those in
Foundation and also material which will include some
complex, unfamiliar language in a range of registers,
together with non-factual and imaginative material
including narrative. Students will be expected to
use their knowledge of grammar and structure in
demonstrating understanding of specific points and
of gist/the main message. They will also be expected
to recognise points of view, attitudes and emotions
and to draw conclusions.
scheme.
The students performance will be assessed
according to the effectiveness with which he/she is
able to carry out the tasks based on what he/she
has read.
3.4 Unit 3: Bengali speaking 46353

25% of the marks
1012 minutes
40 marks
Students will attend one session of between

10and12 minutes. This test will be conducted by the
teacher, recorded and marked by an AQA examiner.
The test will consist of two sections

Presentation and discussion based on a
stimulus provided by the student and prepared
prior to the date of the test. Students will be
expected to speak for between 30 and 90 seconds
and to answer questions on their presentation for
a further 30 to 90 seconds (up to approximately
3 minutes in total). The topic of the presentation
may be drawn from the contexts published in this
specification. Alternatively, students may prefer to
choose a context of their own.

20 marks
General conversation on 2 contexts of the
candidates choice. These topics must avoid the
topic chosen by the candidate for the presentation
and discussion. The topics of the conversation
may be drawn from the contexts published in this
specification. Alternatively, students may prefer
to choose contexts of their own. Students aiming
at Grade C or above will be expected to express

personal opinions, present information and show
an ability to deal with unpredictable elements and
to use a variety of structures.
20 marks
Students may take into the examination room for this

part of the test a cue card, containing a maximum
of five short headings for each of the two contexts
chosen by the student. There must be no conjugated
verbs or full sentences on the card.
As students will have done their have preparation
beforehand, they do not need any preparation time
before the test.
Students must not have access to a dictionary during
the test.
No specified period will be timetabled for Speaking
Tests and centres are free to conduct them at any
time. All tests must be despatched to the AQA
examiner on or before 15 May.
Detailed instructions for the teacher-examiner will be
issued prior to the examination.
Assessment Criteria
Communication
Range
ofLanguage
Accuracy
Interaction
and
Fluency
Total
Presentation
&Discussion
20
Conversation
20
Total
16
40
Marks
Communication (Presentation & Discussion and Conversation)
78
A good range of information and points of view are conveyed. Responses are developed/
explained with confidence. Can narrate events.
46
A fair amount of information and points of view conveyed.

Responses are regularly developed beyond the minimum.
13
Some simple information and opinions conveyed.

Some responses rarely developed beyond the minimum.
No relevant information conveyed
Marks
Range of Language (Presentation & Discussion and Conversation)
A wide range of vocabulary, complex structures and a variety of verb tenses.
A range of vocabulary; some complex structures.
Limited vocabulary; sentences short and simple.
Very limited vocabulary just isolated words and occasional phrases.
No recognisable words.
Marks
4
Accuracy (Presentation & Discussion and Conversation)

All messages are clear and errors usually appear only in more complex structures.
Accent and intonation consistently good.
Messages are clear in spite of some errors. Accent and intonation generally good
but some inconsistency.
Most messages are communicated though errors are quite frequent. Accent and
intonation sometimes delay communication.
Some messages are communicated but errors are very frequent. Accent and
intonation make comprehension difficult.
No messages are communicated.
Marks
Interaction and Fluency
Responds readily and shows initiative. Conversation sustained at a reasonable

speed, language expressed fluently.
Ready responses; some evidence of an ability to sustain a conversation; may

sometimes take the initiative.
Some reaction. Sometimes hesitant, little natural flow of language.
Little reaction. Very hesitant and disjointed.
No language produced is worthy of credit.
The marks awarded for Range of Language,

Accuracy, Interaction and Fluency must not
be more than one mark higher than the mark
awarded for Communication.
A mark of zero for Communication will

automatically result in a zero score for the task as
a whole.
3.5 Unit 4: Bengali writing 46354

25% of the marks
1 hour
50 marks
Students will be required to write in Bengali

a short list or to complete a form, which
demonstrates their ability to write words or
phrases (Question 1)
a text, which offers the opportunity to use a
variety of structures, expressing their personal
opinions (Question 2)
a text which offers the opportunity to write
descriptively or imaginatively, expressing and
explaining ideas and points of view, eg. an article,
a letter, publicity material (Question 3)
Students are offered a choice of contexts and

purposes for Question 2 and for Question 3.
Question2 (a) is drawn from the context Lifestyle; 2 (b)
is drawn from Work and Education. Students answer
either 2 (a) or 2 (b). Question 3 (a) is drawn from
the context Leisure; 3 (b) is drawn from Home and
Environment. Students answer either 3 (a) or 3 (b).
Students must have access to a dictionary in the
Writing test.
Stimuli will be in Bengali and suggested content
points will be in English. Question 2 and Question 3
are likely to require approximately 100 words each.
However, provided the task is completed, the number
of words is not important.
Assessment Criteria
Content
Range of
Language
Accuracy
Total
Question 1
Question 2
14
24
Question 3
14
24
Total
30
10
10
50
Question 1 Content
Marks
10
Content
No understandable words.
12 words conveyed without

ambiguity.
34 words conveyed without

ambiguity.
For Question 2 and Question 3 the following criteria will be used.

Content
Marks
Criteria
1314
Very Good
Fully relevant and detailed response to the task. Sound ability to convey information clearly,
express and explain ideas and points of view. Well organised structure.
1012
Good
Mostly relevant response to the task and shows ability to convey a lot of information clearly,
express and explain ideas and points of view.
79
Sufficient
Response to the task is generally relevant with quite a lot of information clearly
communicated. Points of view are expressed and ideas are developed.
46
Limited
Limited response to the task with some relevant information conveyed. Simple opinions are
expressed and there is some development of basic ideas.
13
Poor
Very limited response to the task with little relevant information conveyed. No real structure.
The answer shows no relevance to the task set.

A zero score will automatically result in a zero score for the answer as a whole.
Range of Language
Marks
Criteria
Wide variety of appropriate vocabulary and structures. More complex sentences are handled
with confidence and verb tenses are used successfully.
Good variety of appropriate vocabulary and structures used. More complex sentences are
attempted and are often successful.
Some variety of vocabulary and structures used, including attempts at longer sentences using
appropriate linking words which are sometimes successful.
Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.
Inappropriate vocabulary with little understanding of language structure.
No language produced which is worthy of credit.
11
Accuracy
Marks
Criteria
Largely accurate, although there may still be some errors especially in attempts at more
complex sentences. Verbs and tense formations are secure.
Generally accurate with errors occurring in attempts at more complex sentences. Verb and
tense formations are usually correct.
More accurate than inaccurate. Verb forms and tense formations are sometimes unsuccessful.
The intended meaning is clear.
Many errors which often impede communication. Verb forms are rarely accurate.
Limited understanding of the most basic linguistic structures. Frequent errors regularly impede
communication.
No language produced which is worthy of credit.
The mark awarded for Range of Language must

not be more than one band higher than the mark
awarded for Content. (See table below).
The mark awarded for Accuracy must not be
more than one band higher than the mark
awarded for Content. (See table below)
If a mark is awarded for Content, this will
inevitably lead to the award of a mark for Range of
Language and for Accuracy.
If a mark of zero is awarded for Content, this will
automatically result in a zero score for Range of
Language and for Accuracy.
12
Content Mark
Marks for each

of Range of Language
andAccuracy
13
12
46
13
79
14
1012
15
1314
15
3.6Grammar
GCSE students will be expected to have acquired
knowledge and understanding of the Bengali
grammar during their course. In the examination
they will be required to apply their knowledge
and understanding in tasks appropriate to the
tier for which they are entered, drawing from the
following lists which are divided into Foundation and
HigherTier.
Foundation Tier
Nouns:
Cases: nominative, accusative (-ke), genitive (-r/er),
locative-instrumental (-e/te),
plural forms for personal nouns (-ra/era; -der)
Articles:
Definite article: ordinary and diminutive; singular and
plural (-ta/ti; -gulo/guli)
Indefinite article (-ekta/ekti)
Use of jon
Adjectives:
Ordinary adjectives
Demonstrative adjectives: ordinary and diminutive;
singular and plural; here, there and elsewhere (eta,
seti, ogulo, etc.)
Repetition of adjectives to express plurality
Use of ceye/sobceye; theke/sobtheke to express
comparisonss
Interrogative adjectives (ki, kon, koto, kota etc.)
Indefinite adjectives (kono, kichu etc.)
Verbs:
Zero verb and negative of zero verb (noi, noy etc.)
Use of ach- in present and past, for location,
possession, well-being (bhalo achen), states (bose
ache etc.)
Use of thaka as a future for achTenses: future, simple present, present continuous,
simple past, perfect, past perfect, past habitual, past
continuous; familiar and polite forms
Use of -na and ni
Imperatives: present and future; use of affirmative and
negative na
Infinitive and verbal noun
Use of para, paoya, caoya, cesta kora and other
common verbs requiring an infinitive before them
Participles: past (rekhe etc.) and conditional (dekhle etc.)
Common extended (non-causative) verbs (ghumono,
pathano etc.)
Compound verbs (phire asa, rag kora, berate yaoya etc.)
Common impersonal constructions expressing
like/dislike (laga), need (laga, dorkar), convenience/
inconvenience (subidha/osubidha), anger, illness etc.
Obligation constructions: must/have to (korte hobe
etc.); ought/should (ucit)
Verbal noun + yaoya construction (dekha yay etc.)
Postpositions:
Following genitive case (kache, upor etc.)
Following nominative case (poryonto, theke, diye etc.)
Use of somoy to express appointments (tinter
somoyetc.),
Adverbs:
Conjunctions:
Formation of adverbs from adjectives using kore,

bhabe etc.
Special adverbs (tara-tari etc.)
Interrogative adverbs (keno, kemon, kothay etc.)
Adverbs of time and place (ekhon, ekhane,
okhaneetc.)
Ar, ebong , kintu, yodi (but not express hypothetical

conditions), tobe, tahole, etc.
Quantifiers/Intensifiers: (khub, beshi, ektu,

oneketc.)
Pronouns:
Demonstrative pronouns: ordinary and diminutive;
singular and plural; here, there and elsewhere (eta,
oti, segulo etc.)
Personal pronouns: singular and plural, familiar and
polite; nominative, accusative and genitive case
Interrogative pronoun (ki, ke, kar, kara etc.)
Use of kichu
Reflexive pronoun (nije, nijer etc.)
Particles:
Idiomatic uses of -i, -o (= also) and to
Number, quantity, time:
Numbers up to 20, plus 25, 30, 40, 50, 60, 70, 75,
80, 90 and 100
Use of numbers with and without articles
Use of kota baje, with sooya, sare and poune
Higher Tier
All grammar and structures listed for Foundation
Tierplus:
Articles:
Use of -khana/-khani
13
Adjectives:
Postpositions:
Adjectival postpositions (tomar samner tebilta etc.)

Adjective + definite article (chotota etc.)
Certain feminine adjective forms (priya, sundori etc.)
Double postpositions (bhitor diye, kach theke etc.)
Pronouns:
Use of very familiar pronoun tui
Indefinite pronouns (keu, karo)
Relative pronouns and co-relatives such as yeseta,
yata, yinitini etc.
Verbs:
Repetition of infinitive to express a present participle

(korte korte)
Extended (causative) verbs in all tenses and forms
Contracted extended verb participle, especially when
combined with deoya (jvele deoya, pouche asa etc.)
Combining verbs with deoya , neoya, thaka, phela etc.
Use of hooya to express the passive
Use of na before a participle or infinitive, or before the
verb in yodi-clauses
Use of past habitual tense to express hypothetical
conditions
Use of katha with a verbal noun to express
supposed to
Use of verbal noun with somoy to express while
(yaoyar somoy etc.)
Genitive and locative of verbal noun (korar/korbar,
korate/koray etc.)
14
Conjunctions:
Pairs of conjunctions such as yokhontokhon,
yotototo, yekhanesekhane etc.
Use of yoditobe/tahole to express hypothetical
conditions
Use of yodiotobu to express although
Number, quantity, dates and time:
Remaining numbers
Ordinal numbers up to tenth
Time in minutes using beje and bajte
Dates (English and Bengali months, year)
Note on spelling:
Candidates should be made aware of variations in
Bengali spelling, particularly in the use of okar. In
general, words employing difficult conjuncts will not
be used at Foundation Tier; at Higher Tier, recognition
(though not necessarily active use) of most conjuncts
will be expected.
3.7 Communication strategies

While it is useful for learners to concentrate on a core
of key languages for any given topic, it is impossible
to predict all the linguistic elements they might meet
when reading and listening to authentic Bengali, or
which they themselves might need to use. For this
reason, they will need to develop communication
strategies that can be used to cope successfully with
unknown words.
There are two main types of strategy: those that
relate to understanding (reading and listening)
and those that relate to production (speaking and
writing).
Strategies for Understanding

a) Ignoring words which are not needed for a
successful completion of the task set. Many
texts contain words which are not essential
for an understanding of the main points of the
text. Furthermore, what is important in the text
is often presented more than once, in different
ways: the learner may not understand a point
in one form of words and understand it fully in
another.
Learners can be trained to read and listen in
positive ways, seeking out in the text only the
information they need to answer questions and
tocomplete communication tasks and ignoring
the rest.
b) Using the visual and verbal context. The
skilled reader can find many clues about the
purpose and content of a text from a study of
the layout, the title, the length, the type-face
and any related pictures. This is why texts are
presented in the examination in their original
format.
When reading and listening, students can learn to
infer the meaning of new words from the verbal
context. So, for example, someone who did
not know the word RvwZwevb could, after some
appropriate practice, be expected to understand
from the following context that it is some sort of
academic subject:
evOvwj wkvweìv hme evsjv cvVkvjv cPjb KiwQjb, ZvZ fvlv
wkv, fMvj, RvwZwevb, MwYZ meB covi eev KiwQjb|
or that mvcvb is a means of transport in a sentence like:
Abw`K wWwO bKv, cvbwm bKv, mvcvb BZvw` gvj enbi Rb
eeZ nq|
or we can deduce from ^cb Avgvi cvYi ez that ^cb is
a name.
c) Making use of grammatical markers
and categories. Learners will be helped to
master all these strategies if, when reading
and listening, they learn to use such clues as
noun cases or verb endings, tenses and word

order and other such features which will help
them to recognise word classes (nouns, verbs,
adjectives etc) and the sentence structure. This
can be a considerable help in making intelligent
guesses about unknown words or parts of the
sentence.
For instance, the verb form at the end of a
sentence suggests what the subject is even if the
subject has been omitted:
Ai gZv ZuvK AbymiY KiZ jvMjvg|
evKvi gZv K_v ejQv Kb?
d) Making use of the social and cultural
context. Another aid to correct inferencing
is for the pupils to bear in mind that there
are regularities in the real world which make
it possible to anticipate what people may
say or write about it. The ability to predict
occurrences in the real world makes it possible
sometimes to predict the words, and the
meaning of the words, that represent these
occurrences. This is one reason why it is
important for a Bengali course to develop
knowledge and understanding of countries and
communities where Bengali is spoken. Work
along these lines would help learners to identify
the socialcontext of speech, for instance
whetherpeopleuse uvym or ahpyn to address
oneanother.
e) Using common patterns with Bengali.
Knowledge of the following patterns of word
formation in Bengali will be assumed.
(1) non-finite verb forms:
wMq, Mj, hZ from hvIqv
w`q, w`j, w`Z from Ìqv
Lq, Lj, LZ from LvIqv
Gm, Gj, AvmZ from Avmv
Pvwjq, Pvjvj, PvjvZ from Pvjv etc
(2) causative verbs from simple verbs:
Rvbvbv from Rvbv
evSvbv from evSv
`Lvbv from `Lv
jvMvbv from jvMv
Kivbv from Kiv
emvbv from emv
(3) negative or intensifying prefixes:
A: wkwZ > AwkwZ; wbqg > Awbqg
Ab: Dchy > Abychy; Avì > Abvì
wb: `viY > wb`viY; eviY > wbeviY
wbi&&: `vl > wb`vl; fRvj > wbfRvj
we: `k > we`k; jy > wejy
15
Strategies Specifically for Reading

andUnderstanding
There are many English words which have been
accepted in Bengali and are frequently used in written
Bengali. Learners will be expected to understand and
say these words with the correct pronunciation. For
example, hospital is written in Bengali like this nvmcvZvj
and is pronounced differently. There are many other
English words which fall into a similar category. A few
of them are listed below:
wezU biscuit
Uwej table
Awdm, Avwcm office
evZj bottle
iviuv restaurant
For Bengali learners who are growing up in a British

environment, there are quite a few more English
words which are in common use and are often quite
difficult to read because the sequence of letters is
unusual for Bengali words. These words ought to be
prepared and practised in class.
Examples are: KwgDwbwU mUvi

KwcDUvi

Uz_ c

GqvicvU

wUDe kb
wRwmGmB
Strategies Specifically for Listening

andUnderstanding
It is expected that strategies such as those outlined
above will generally be more easily applied in reading
than in listening, as reading offers more opportunities
to slow down, to look at unknown items at some
leisure and to study the context.
In order to hear accurately candidates should have
the specific differences of the spoken language
brought to their attention, such as the difference
in sound between unaspirated and aspirated
consonants K > L; M > N; P > Q; R > S; U > V; W > X; Z > _;
`> a; c > d; e > f.
However some of the general strategies for
understanding listed above can, with practice, be
used successfully in listening, namely:
Ignoring words which are not needed for a
successful completion of the task set;
Using the (visual and) verbal context;
Making use of the social and cultural context;
Using patterns common in Bengali.
Strategies for Production

Research and experience show that people who
communicate effectively in a foreign language tend
to make good use of systematic efficient verbal and
16
non-verbal strategies in order to get meaning across

in spite of their imperfect command of the language.
Students who use communication strategies which
help them successfully to express themselves will be
given credit.
Individual students may fail to learn, or forget
language items required by some test items, or they
may wish to attempt to go beyond the demands of
the specification in completing the task set.
In these circumstances, the following strategies can
prove useful. They fall into two main categories:
non-verbal and verbal. The non-verbal strategies
described below are clearly of limited value in
the speaking tests of this examination; they may,
however, prove useful to the learner.
Non-Verbal Strategies
a) Pointing and demonstration, accompanied by
some appropriate language eg.
GUv; wK GUv?; wRwbmUv; H h, H jvK; I, Ijv; Gjv; Rvwb
bv, H w`K; Iw`K etc
b) Expression and gesture, accompanied where
appropriate with sounds (e.g. Oh! which, with
appropriate intonation, facial expression and
gestures can convey such attitudes and functions
aspain, surprise, anger, fear, pleasure and
admiration).
nvq; i; `~i; wQ, Mv, u; evn&; I gv; evev
c) Mime, which again can be accompanied by
appropriate sounds and language, and can
sometimes help communication to be maintained
when it might otherwise break down eg. wK Avevi?
wK ejZ cvwi? wK KiZ cvwi? or with a suitable mime if
one has forgotten words such as mgmv and mvnvh
This strategy has obvious limitations in an oral test
which is recorded and assessed on the basis of the
recording.
d) Drawing can be an efficient strategy with some
tasks (especially written) and can convey both
attitude and information (eg. J or L; or a diagram
showing how to get from one point (eg. a station)
to another (eg. a home).
Verbal strategies
a) Using a word which refers to a similar item
to the one the speaker/writer wishes to refer to,
but for which he/she has forgotten the word eg.
wRwbmUv for Nwo, djUv for Avbvim etc
This strategy is not always effective and its use
would be assessed according to its effectiveness
in a particular context.
b) Description of physical properties to refer to
something of which the name has been forgotten eg.
Uweji Dci hv AvQ
H Mjvm hv AvQ
The physical properties refer, for example, to colour,
size, material, position and shape. Again, the use of
this strategy in an examination would be assessed
according to its communicative effectiveness.
c) Requests for help can include requests for

translation eg.
GUv evsjvq wK? evsjvq GUv wK ej? GUvi gvb wK?\
f) Reference to specific features or to the

function of an object
eg. hvZ ivbv Kiv nq for Pzjv or cavb bvix Pwi for bvwqKv
Use of this strategy in the examination will not

allow students to be given full credit. However, it
is clearly preferable to use such requests for help
than for communication to collapse and its use
will be assessed according to the context. When
requests for help with specific problems occur, the
teacher should maintain the role of a sympathetic
native speaker and help accordingly. The teacher
should, of course, avoid taking over from the
student and carrying out the tasks set.
d) Simplification, when a learner avoids the use of
a form of which he/she is unsure eg.
m `k Nyi eovQ|
he says only this
m `k Nvi
When such simple forms are used correctly and
appropriately they will be awarded high marks.
Correct and appropriate use of more complex
forms will also be rewarded.
A systematic use of simplified forms may reduce
error, facilitate communication and increase
fluency, but if overused, this strategy may result in
pupils failing to make full use of their capabilities.
e) Paraphrase, where the learner uses words and
messages in acceptable Bengali, avoiding the use
of words which he has forgotten.
(eg. when he cannot remember the word `k
and instead says `Lvi wRwbm or when he cannot
recollect the word cg and says cuvP bî)
When used well, this strategy communicates
the message effectively to a sympathetic native
speaker and such use in an examination would be
assessed accordingly.
This is a commonly used strategy which is usually

effective in communicative terms.
Another commonly used strategy is topic
avoidance, when the learner ignores or abandons
a topic because of inability to deal with it. Use
of this strategy in the examination will not allow
the candidate to be given full credit. Use of it in
a learning situation will reduce opportunities for
the development or expansion of the learners
repertoire. It is, therefore, a strategy which
should be discouraged, as a basic condition for
communication strategies to have a potential
learning effect is that they are governed by
achievement, rather than avoidance, behaviour.
Approaches which lay more stress on correctness
than on communication will tend to encourage the
use of avoidance strategies.
The evidence suggests that the availability of
a range of strategies such as those outlined
above, and flexibility in their use, represent an
important advantage in overall communicative
effectiveness. It also appears that the most
effective strategies demand some linguistic
proficiency and that the more proficient speakers
are also better at using communication strategies
effectively. The development of such strategies
cannot, therefore, be seen as encouragement
not to develop linguistic knowledge as much as
possible. Strategic competence is not a substitute
for vocabulary learning, for example, but a useful
supplement. Indeed, all language users make use
of communication strategies, even in their first
language, and really successful strategies usually
pass unnoticed.
17
3.8Vocabulary
The minimum core Vocabulary Lists are primarily
intended as a guide for teachers to assist in the
planning of schemes of work.
The Listening and Reading assessment tasks at
Foundation Tier will be based on the Foundation List
and the General Vocabulary List; students should also
expect to encounter some unfamiliar vocabulary, but
they will not be tested on it.
The Listening and Reading assessment tasks at

Higher Tier will be based on the Foundation and
Higher Lists and the General Vocabulary List; in
addition students should also expect to encounter
some unfamiliar vocabulary, and may be tested
on it, provided that it can be accessed through
communication strategies.
Students will be expected to understand words which

have the same or very similar form in the language
as in the English, provided that such words have
essentially the same meaning in both languages.
Such words are not listed in the minimum core
Vocabulary Lists.
Students will be expected to be familiar with feminine
forms of nouns/adjectives where these are given.
General Vocabulary
Students will be expected to use and understand the
general vocabulary listed below. The vocabulary is not
restricted to specific settings and can occur in any of
the topic areas listed in the specification.
Vocabulary listed in the Grammar Section can also

be tested but it is not listed in the minimum core
Vocabulary Lists.
General Notions
Comparisons
Pq, PvBZ, _K
AviI
mePq
mevi Pq
Gi Pq
Kg
wKQz
GKUz
Lye
ewk
AbK
gZv
Zvi gZv
mgvb
cwigvY
wfb, wewP
myZivs
KvRB
bv nj
nqbv nq
ZvB
Ze
Zey
Zvici
(2) subordinating conjunctions
h
hb
hvZ
hw`
(1) coordinating conjunctions
(3) correlative conjunctions

hv Zv
h m
hLb ZLb
hZv ZZv
hgb Zgb
hLvb mLvb
hfve mfve etc
I
Ges
AviI
A_ev
ev
bv
wKbv
wK
KviY
ej
(4) interrogatives (question words)

K (KvK, Kvi, Kviv, Kvì,
KvìK)
wK (wKmi, wKm)
Kb
Kgb
Kgb Ki
Kv_vq
wKfve
wK iKg
Conjunctions
18
KZv
K(q)Uv
KLb
Ke
Kvb
KvbUv
Postpositions
m, mv_
Rb
wei
mvgb
wcQb (cQb)
cvk
Dci (Ici)
wbP
KvQ
ga
gvS
wfZi (fZi)
evBi
AvM
ci
webv
Qvov
_K
KvQ _K
ch
cwieZ
e`j
viv
w`q
wbq
nq
m^
mcK
Dk
Negatives
bv (wb for perfect tenses with verb
form in simple present)
b (bB, bI. bq, bb) in equational
sentences
bB
KLbv bv
Kv_vI bv
KD bv
wKQz bv
GLbv bv
gvUB bv
GKUzI bv
The important verbs
nIqv
AvQ_vKv
Kiv
Quantifiers
wKQz
Kvbv
KZv
GZv
GKUz
LvwbK
A
mvgvb
gv
ay
Kej
AbK
ewk
e
cPzi
eov GKUv
KqK
cwZ
cZK
me
mviv
cyiv/cyiv
mc~Y
The Numbers
GK
`yB
wZb
Pvi
cuvP
Qq
mvZ
AvU
bq
`k
GMviv
eviv
Ziv,
P,
cbiv
lvjv
mZiv
AvVviv
Dwbk
wek/Kzwo
GKzk
evBk
ZBk
Pwek
cuwPk
Qvwek
mvZvk
AvVvk
Dbwk
wZwbk ...
Pwjk
cvk
lvU
mi
Avwk
beyB
GK kv
nvRvi
jvL,
Ava(v),
ò,
AvovB,
mvo wZb
mIqv,
cb,
Rvov
All ordinal numbers
c_g wZxq ZzZxq PZz_ cg l
mg Ag beg `kg
cqjv, `vmiv Zmiv PVv cuvPB
Dwbk wek
Common questions
KLb
KZvY
KZv mgq
wK iO
wK evi
Kv_v _K
Kv_vq
Kvb ZvwiL/KZv ZvwiL
Kvb w`K _K
Greetings and Exclamations
AbyMn Ki
Awfb`b
GB h
KjvY nvK
Kvj `Lv ne
wK Lei?
Kgb AvQv/AvQb
Lv`v nvdR
`qv Ki
`ytwLZ
`Lv ne
abev`
bv
... ch Acv KiZ cviwQ bv
we`vq
gvd Kieb
hvv f nvK
wkMwMi `Lv ne
f Rbw`b!
f beel
f mv
fQv
mycfvZ
mvgevi `Lv ne
^vMZg
nuv/wR
nvjv
Opinions
AwbwZ
AbyfwZ
AzZ
Awekvm
AvaywbK
Avb`
Avkv Kiv
Drmvnx nIqv
DwM
DcKvix
DcfvM Kiv
GKgZ
Lye fvjv
NYv Kiv
PgrKvi
PvIqv
`y
aviYv Kiv
19
bZzb
wbq
cQ` Kiv
cyivbv
cwZv Kiv
wcq
ejv
wei nIqv
wekvm Kiv
weq
ewk `vg/`vgx
evKv
fvjvevmv
gRvi
gb Kiv
gb nIqv
gbvgyKi
ivwR nIqv
myì
Days of the week
mvgevi
gjevi
eyaevi
encwZevi
evi
kwbevi
iwe/iveevi
The seasons
em Kvj
MxKvj/Migi mgq
ng Kvj
kxZKvj
(elv Kvj, kir Kvj)
Months of the year
ekvL
R
Avlvp
kveY
fv`
Avwkb
KvwZK
AMnvqY/ANvb,
cl
gvN
dvyb
P
The Clock
Ava
GK mK
GK wgwbU
20
GK Nv
Kg
... wgwbU GwMq AvQ
... wgwbU wcwQq AvQ
wVK
wVK mgq
`ycyi
cvq/AvbygvwbK
ivZ `ycyi
mIqv/cb
mvo
Other Time expressions
Acivn/weKvj
Awej^/GzwY
AvMvgx
AvMvgx Kvj
AvMvgx ci
AvM/c~e
AvMi
AvMKvi
AvR ivZ
AvR mKvj
AvR mvq
MZKvj
BwZga
FZz/mgq/Kvj GLb
GB gynZ
GKevi
GK wgwbUi ga
GKB m
GZv
Gi ga
KLbv KLbv
MZ ci
MZ ivZ
Rb
Zv nj
Zvici
ZvwiL
... _K ... ch
w`b/evi
`wiZ
`Z
ci
cii
cii w`b
cwZ ... w`b
cwZ gvm
cZn/ivR
cvq
cvqB
eQi/ermi
weKvj/mv
weij
fvi/mKvj
ga
gvSga/ga ga/gvSgvS
gv
gvm
gynZ
ivZ
ivR/cwZw`b
kZvx/kZK
wkMwMi
iZ
kl
kl ch
kl
mwZ
mwZ mwZ
mvn
mvnv/kwb-iweevi
mgqgZv
mcwZ
mvaviYZ
^vfvweKfve
nVvr
Location and distance
AbK `~i
AewZ
Di
Dii
Dci
Dci
GKw`K _K Abw`K
GKevi KvQ
GLvb
ILvb
KvQ/wbKU
KvQB
wKjvwgUvi
K`
Kv_vI
Kv_vI bq
Kv_vq
Mvovq, Zjvq
RvqMv/vb
wVK evBi
wVK mvgb/mvRv mvgb
Wvb
Wvb
Zjvq
_vKv
_K/nZ
... w`K
... ch/Aewa
-Z, -G
`wY
`wY
cwg
cwgi/cwgv
cvk
wcQb
cye
cyei
cwZ w`K _K
eivei
evBi
evg/evu
evg/euvq
weei
wfZi/ga
gvSLvb
hKvbv RvqMvq
kniZjxZ
me RvqMvq/me
mew`K _K
mv_/m
mvgb
mvgbi w`K
mLvb
Colour
Kgjv iO
Kvjv
Mvp/Nb
Mvjvcx
`N-c
a~mi
bxj
ev`vgx
ebx
jvj
meyR
mv`v
njy`
nvj&Kv
Weights and measures
AbK
Aci/Ab
Ava/Avav/AaK
DuPz
GKUz
IRb Kiv
wKQzB bv
L/...Uv
QvUv
Zey
wbPz
cvZjv
cyie
cyiv
cvUjv
cPzi/Lye
cvq
eov/weivU/wekvj
ev
euU, LvUv
gZv
gvSvwi/gag
gvc
gvcv
gvUv
h_
j^v
j^v-PIov
mie
wmwK
wgUvi
mwUwgUvi
100 Mvg
wKjvMvg
wjUvi
... wgUvi PIov
.... wgUvi j^v
ivMv/cvZjv
AuvUv
ev ewk/AwZwi
Zvgvi mvBR/gvc KZv?
Shape
AvKvi
PKv
Mvj
wZbKvYv
Weather
AvKvk
AvenvIqv
AvenvIqvi c~evfvm
Kzqvkv
Mig _vKv
Qvqv
Rjevqz
So
Svov
Vvv _vKv
Vvvq Rg hvIqv
wWwM
Zvcgvv
Zzlvi
Zzlvi cvZ
eR
eid
eid cov
evZvm , nvIqv
ew
ew nIqv
fvjv/Lvivc AvenvIqv _vKv
fRv
gN
gNjv/gN XvKv
iv`
Kbv/iv`jv
mvMi
m~h
wng
Access
Lvjv
wbwl
cek
cek g~j
duvKv
e
e/KD AvQ
mviv/cyiv
Correctness
A
wVK
wVK nIqv
fzj
fzj nIqv
wg_v
mZ
Materials
KuvPi
KvMRi
KvVi
Pvgovi
Zzjvi
ckgx
cvwKi
icvi / icvwj
ikgx
jvnvi
myZvi
mywZ
mvbvi
21
AavcK
AavwcKv
Pivv
Rbve
$ (UvKv)
Wvt (Wvvi)
_K
bs (bî)
ciK
eivei
wet`t (wekl è)
ivv
ivRc_
kx
kxgZx
moK
Foundation Tier
LIFESTYLE
Health
AgjU
AmyL
AmyL Kiv
Amy
AvOzi
AvOzj
AvUv
Avcj
Avbvim
Avwdg
Avg
Avivg Kiv
Avjy
Avmwcwib
BbRKkb Ìqv
Bwjk
GKgv
GUvwm
G^yj
Ilya
Ilya LvIqv
Ilyai `vKvb
Kwd
Kgjv
Kjv
K cvIqv
KuvPv
KuvUv
Kuva
KvUjU
Kvb
22
Kvwk
wKwPb
KK
Kwg
KvK
KvKb
Kvbvwem
Kvvi
vK KvKb
xg/wg
Kv
wZ Kiv
fvZ
fvjv/fvj
fvwbjv
gRv`vi
gRvi
g`
g` bv LvIqv
gq`v
giwdb
giv
gi hvIqv
gwiP
gvLb
gvQ
gv_v
gv_v aiv
gv_v e_v
gv`K
LiP Kiv
LvIqv
LvIqvi cvwb
Lvevi
Lvivc nIqv
Lvwj
wL`v/wL`
wL` cvIqv
LZ Ìqv
M kuvKv
Mig
Mig _vKv
Mig jvMv
Mjv
MuvRv
MuvRvLvi
MvRi
wMj LvIqv
Mvk&Z
wMj
Nyg
Nyg cvIqv
Nygvbv
NvlYv
PKjU
Pj hvIqv
Pkgv
Pv
PvcvwZ
PvgP
Pvqi PvgP
Pvj
wPswo
wPwKb
wPwb
wPcm
wPiwb
PxR
Pzj
PL `Lv
Pv
Pnviv
PvL
gvsm
gvkig
wgw
gyL
i
iwOb ewo
ib
ivMvbv
ivZi Lvevi
ivv
iB
iwU
iziU/iviuv
jeY
wj
jey
jgbW
jwUm
Qvov
Qzwi
Qo Ìqv
RwMs Kiv
Rj
RjcvB
Rvg
Ri
Svj
UgUv
UqjU
wUb
Uz_ evk
Uzbv
UvejU
UvDU
UBwbs/Uwbs
Vvv
Vvv jvMv
Wvvi
Wvj
Wvwjg
wWg
wWg fvRv
WwU
ZiKvix
ZigyR
ZvwjKv
Zj
_vKv
_vgv
`B
ùvZ
ùvZ gvRv
ùvZi Wvvi
`ya
auvqv
bL
big
bvK w`q bIqv
bvkZv
byb
bIqv
k
kixi
kixi fvjv ivLv
kmv
kvK
kvK-mewR
Kbv
mKvji bvkZv
mewR
mi hvIqv
mw`
mv`v Kwd
mvjv`
mvnvh
wmMviU
wmg
wmwiqvj
myc
bkv Kiv
bKv Pvjvbv
cov/co hvIqv
cuvD iwU
cv
cvqi cvZv
wcV
cU Lvivc
cU
cvvi
dy
e`nRg
weQvbvq hvIqv
e`bv
wec`
wec`RbK
e_v
e_v cvIqv
e_v Kiv
cvwb
cvv
wcuqvR
wcrmv
cxP
cqvi
cvjvD
dj
dji im
dzj Kwc
e`fvm
eid
euvav Kwc
evK&m/ev
evb iwU
weKvji bvkZv
wewU/wezU
eb
evqvj
evqvg
evqvg Kiv
fq cvIqv
fiv
fvRv
my^v`y
K
cvMwU
î
^v`
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AwRb
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47
4 Scheme of Assessment
4.1 Aims and learning outcomes
GCSE specifications in Bengali should encourage
learners to derive enjoyment and benefit from
language learning, and be inspired, moved
and changed by following a broad, coherent,
satisfying and worthwhile course of study. Learners
should recognise that their linguistic knowledge,
understanding and skills help them to take their place
in a multilingual global society and also provide them
with a suitable basis for further study and practical
use of Bengali. GCSE specifications in Bengali should
prepare learners to make informed decisions about
further learning opportunities and career choices.
GCSE courses based on this specification should

encourage candidates to:
develop understanding of Bengali in a variety of
contexts
develop knowledge of Bengali and language
learning skills
develop the ability to communicate effectively in
Bengali
develop awareness and understanding of
countries and communities where Bengali is
spoken.
4.2 Assessment Objectives (AOs)

The assessment units will assess the following
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content).
AO1
Understand spoken language
AO2
Communicate in speech
AO3
Understand written language
AO4
Communicate in writing
Quality of Written Communication (QWC)

In this specification quality of written communication
in English will not be assessed.
Weighting of Assessment Objectives for GCSE Short Course

The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Short
Course units.
Unit Weightings (%)
Unit 1 or 2
AO1 or AO3
50
AO2 or AO4
Overall Weighting of Units (%)
48
Unit 3 or 4
50
Overall Weighting
ofAOs (%)
50
50
50
50
100
Weighting of Assessment Objectives for GCSE Full Course

The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Course units.
Unit Weightings (%)
Unit 1
AO1
Unit 2
Unit 3
25
AO2
25
25
AO3
25
25
AO4
Overall Weighting of Units (%)
Unit 4
25
Overall Weighting
ofAOs (%)
25
25
25
25
25
25
100
4.3 National criteria

This specification complies with the following.
The Subject Criteria for Bengali including the rules
for Controlled Assessment
Code of Practice
The GCSE Qualification Criteria
The Arrangements for the Statutory Regulation

of External Qualifications in England, Wales and
Northern Ireland: Common Criteria
The requirements for qualifications to provide
access to Levels 1 and 2 of the National
Qualification Framework.
4.4 Prior learning

There are no prior learning requirements.
However, any requirements set for entry to a course
following this specification are at the discretion
ofcentres.
4.5 Access to assessment: diversity and inclusion

GCSEs often require assessment of a broader range
of competences. This is because they are general
qualifications and, as such, prepare candidates for a
wide range of occupations and higher level courses.
The revised GCSE qualification and subject criteria
were reviewed to identify whether any of the
competences required by the subject presented a
potential barrier to any candidates regardless of their
ethnic origin, religion, gender, age, disability or sexual
orientation. If this was the case, the situation was
reviewed again to ensure such competences were

included only where essential to the subject. The
findings of this process were discussed with groups
who represented the interests of a diverse range of
candidates.
Reasonable adjustments are made for disabled
candidates in order to enable them to access the
assessments. For this reason, very few candidates
will have a complete barrier to any part of the
assessment. Further details are given in Section 5.4.
49
5Administration
5.1 Availability of assessment units and certification
Examinations and certification for this specification are available as follows:
Availability
ofCertification
Availability of Units
Unit 1
Unit 2
Unit 3
Unit 4
Short
Course
Full
Course
January 2010
June 2010
January 2011
June 2011 Onwards
5.2Entries
Please refer to the current version of Entry
Procedures and Codes for up to date entry
procedures. You should use the following entry
codesfor this qualification.
Unit 1 46351F; 46351H

Unit 2 46352F; 46352H
Unit 3 46353
Unit 4 46354
GCSE Short Course: spoken language
certification 4636
GCSE Short Course: written language
certification 4637
GCSE certification 4638
5.3 Private candidates

This specification is available to private candidates.
Private candidates should write to AQA for a copy of
Supplementary Guidance for Private Candidates.
50
QCAs 40% terminal rule means that 40% of the

assessment must be taken in the examination series
in which the qualification is awarded. This rule is not
dependent on the size of the qualification. Therefore,
all GCSE candidates, whether taking short course,
single and double awards, must have 40% of their
assessment taken at the end.
5.4 Access arrangements and special consideration

We have taken note of equality and discrimination
legislation and the interests of minority groups in
developing and administering this specification.
We follow the guidelines in the Joint Council
for Qualifications (JCQ) document: Access
Arrangements, Reasonable Adjustments and Special
Consideration: General and Vocational Qualifications.
This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
from our website (http://www.aqa.org.uk).
Access arrangements
We can make arrangements so that candidates
with special needs can access the assessment.
These arrangements must be made before the
examination. For example, we can produce a Braille
paper for a candidate with a visual impairment.
Special consideration
We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
at the time of the examination. Where we do this, it is
given after the examination.
Applications for access arrangements and special
consideration should be submitted to AQA by the
Examinations Officer at the centre.
5.5 Language of examinations

We will provide units for this specification in
English only.
5.6 Qualification titles
Qualifications based on this specification are:

AQA GCSE Short Course in Bengali: spoken language,
AQA GCSE Short Course in Bengali: written language,
AQA GCSE in Bengali.
5.7 Awarding grades and reporting results

The GCSE and GCSE short course qualifications
will be graded on an eight-grade scale: A*, A, B,
C, D, E, F and G. Candidates who fail to reach the
minimum standard for grade G will be recorded as
U (unclassified) and will not receive a qualification
certificate.
We will publish the minimum raw mark for each

grade, for each unit, when we issue candidates
results. We will report a candidates unit results to
centres in terms of uniform marks and qualification
results in terms of uniform marks and grades.
51
For each unit, the uniform mark corresponds to

a grade as follows.
Each unit (maximum uniform mark = 100)
Grade
Uniform Mark Range
A*
90100
8089
7079
6069
5059
4049
3039
2029
019
We calculate a candidates total uniform mark by adding together the uniform marks for the units. We convert
this total uniform mark to a grade as follows.
Short Course (maximum uniform mark = 200)
52
Full Course (maximum uniform mark = 400)
Grade
Uniform Mark Range
Grade
Uniform Mark Range
A*
180200
A*
360400
160179
320359
140159
280319
120139
240279
100119
200239
8099
160199
6079
120159
4059
80119
039
079
5.8 Re-sits and shelf-life of unit results

Unit results remain available to count towards
certification within the shelf life of the specification
whether or not they have already been used.
Candidates may re-sit a unit once only. The better
result for each unit will count towards the final
qualification provided that the 40% rule is satisfied.
Candidates may re-sit the qualification an unlimited
number of times.
Candidates will be graded on the basis of the work

submitted for assessment.
Candidates must take units comprising at least
40% of the total assessment in the series in which
they enter for certification.
53
Appendices
A Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have
been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the
content outlined in the specification; they are not designed to define that content.
The grade awarded will depend in practice upon the extent to which the candidate has met the assessment
objectives (see Section 4) overall. Shortcomings in some aspects of the candidates performance may be
balanced by better performances in others.
Grade
Description
Candidates show understanding of a variety of spoken language that contains some complex
language and relates to a range of contexts. They can identify main points, details and points of
view and draw simple conclusions.
They initiate and develop conversations and discussions, present information and narrate
events. They express and explain ideas and points of view, and produce extended sequences
of speech using a variety of vocabulary, structures and verb tenses. They speak confidently,
with reasonably accurate pronunciation and intonation. The message is clear but there may be
some errors, especially when they use more complex structures.
They show understanding of a variety of written texts relating to a range of contexts. They
understand some unfamiliar language and extract meaning from more complex language
and extended texts. They can identify main points, extract details, recognise points of view,
attitudes and emotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginary subjects. They express
and explain ideas and points of view. They use a variety of vocabulary, structures and verb
tenses. Their spelling and grammar are generally accurate. The message is clear but there may
be some errors, especially when they write more complex sentences.
Candidates show understanding of different types of spoken language that contain a variety of
structures. The spoken material relates to a range of contexts, including some that may be unfamiliar,
and may relate to past and future events. They can identify main points, details and opinions.
They take part in conversations and simple discussions and present information. They express
points of view and show an ability to deal with some unpredictable elements. Their spoken
language contains a variety of structures and may relate to past and future events. Their
pronunciation and intonation are more accurate than inaccurate. They convey a clear message
but there may be some errors.
They show understanding of different types of written texts that contain a variety of structures. The
written material relates to a range of contexts, including some that may be unfamiliar and may relate
to past and future events. They can identify main points, extract details and recognise opinions.
They write for different contexts that may be real or imaginary. They communicate information
and express points of view. They use a variety of structures and may include different tenses or
time frames. The style is basic. They convey a clear message but there may be some errors.
Candidates show some understanding of simple language spoken clearly that relates to familiar
contexts. They can identify main points and extract some details.
They take part in simple conversations, present simple information and can express their
opinion. They use a limited range of language. Their pronunciation is understandable. There are
grammatical inaccuracies but the main points are usually conveyed.
They show some understanding of short, simple written texts that relate to familiar 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 usually conveyed but there are mistakes in spelling
and grammar.
54
BSpiritual, Moral, Ethical, Social, Legislative, Sustainable

Development Economic and Cultural Issues, and
Health and Safety Considerations
AQA has taken great care to ensure that any wider
issues, including those particularly relevant to the
education of students at Key Stage 4, have been
identified and taken into account of in the preparation
of this specification. They will only form part of the
assessment requirements where they relate directly
to the specific content of the specification and have
been identified in Section 3: Content.
Understanding of spiritual, moral, ethical and social
issues can be developed through the following
contexts and topics: Lifestyle; Health; Relationships
and Choices. It will not, however, be assessed.
Understanding of economic issues can be developed
through the following contexts and topics: Leisure:
Free Time and the Media. It will not, however, be
assessed.
Understanding of cultural issues can be developed
through the study of all contexts and topics. It will
not, however, be assessed.
European Dimension
AQA has taken account of the 1988 Resolution of the
Council of the European Community in preparing this
specification and associated specimen units.
Environmental Education
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report Environmental Responsibility: An Agenda for
Further and Higher Education 1993 in preparing this
specification and associated specimen units.
Understanding of environmental issues can be
developed through the following contexts and topics:
Home and Environment: Environment. It will not,
however, be assessed.
Avoidance of Bias
AQA has taken great care in the preparation of
this specification and specimen units to avoid bias
of any kind.
55
C Overlaps with other Qualifications

There are no overlaps with other qualifications at
Levels 1 and 2 of the qualifications framework.
56
DKey Skills Teaching, Developing and Providing Opportunities

for Generating Evidence
Introduction
The Key Skills Qualification requires candidates to
demonstrate levels of achievement in the Key Skills
of Communication, Application of Number and
Information and Communication Technology.
The Wider Key Skills of Improving own Learning and
Performance, Working with Others and Problem
Solving are also available. The acquisition and
demonstration of ability in these wider Key Skills is
deemed highly desirable for all candidates.
The units for each Key Skill comprise three sections:
What you need to know
What you must do
Guidance.
Candidates following a course of study based on this
specification for Bengali can be offered opportunities
to develop and generate evidence of attainment in
aspects of the Key Skills of:

Areas of study and learning that can be used to

encourage the acquisition and use of Key Skills, and
to provide opportunities to generate evidence for Part
B of units, are provided in the Teachers Resource
Bank for this specification.
The above information is given in the context of the
knowledge that Key Skills at levels 1 and 2 will be
available until 2010 with last certification in 2012.
Key Skills Qualifications of Communication,
Application of Number and Information and
Communication Technology will be phased out
and replaced by Functional Skills qualifications in
English, Mathematics and ICT from September
2010 onwards. For further information see the AQA
website: http://web.aqa.org.uk/qual/keyskills/
com04.php
Communication
Application of Number
Information and Communication Technology
Working with Others
Improving own Learning and Performance
Problem Solving.
57
58
GCSE Bengali Teaching from 2009 onwards

Qualication Accreditation Number: 500/4668/8, 500/4658/5 (SC Written) and 500/4652/4 (SC Spoken)
Every specication is assigned a national classication code indicating the subject area to which it belongs.
The classication code for this specication is 5930.
Centres should be aware that candidates who enter for more than one GCSE qualication with the same
classication code will have only one grade (the highest) counted for the purpose of the School and College
Performance Tables.
Centres may wish to advise candidates that, if they take two specications with the same classication code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specications that have different classication codes
but have signicant overlap of content. Candidates who have any doubts about their subject combinations should
check with the institution to which they wish to progress before embarking on their programmes.
To obtain free specication updates and support material or to ask us a question register with Ask AQA:
www.aqa.org.uk/ask-aqa/register
Copyright 2008 AQA and its licensors. All rights reserved.

The Assessment and Qualications Alliance (AQA) is a company limited by guarantee registered in England and Wales
(company number 3644723) and a registered charity (registered charity number 1073334).
Registered address: AQA, Devas Street, Manchester M15 6EX.
MIG0332.08
Support meetings are available throughout the life of the specification.

Further information is available at:
http://events.aqa.org.uk/ebooking

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GCSE

Why choose AQA?

Why choose Bengali?

How do I start using this specification?

How can I find out more?

Contexts and purposes

Unit 1: Bengali listening 46351F; 46351H

Unit 2: Bengali reading 46352F; 46352H

Unit 3: Bengali speaking 46353

Unit 4: Bengali writing 46354

Aims and learning outcomes

Access to assessment: diversity and inclusion

Availability of assessment units and certification

Access arrangements and special consideration

Awarding grades and reporting results

Re-sits and shelf-life of unit results

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Overlaps with other Qualifications

AQA is the UKs favourite exam board and more

enable students to realise their full potential

AQA provides a comprehensive range of support

1.2 Why choose Bengali?

Assessments in Listening and Reading carry

1.3 How do I start using this specification?

Not using the AQA specification

Register to receive further information, such as

Almost all centres in England and Wales use

1.4 How can I find out more?

You have 24-hour access to useful information and

Details of the full range of current Teacher Support

If the answer to your question is not available, you

There is also a link to our fast and convenient online

Understand and provide information and

Understand and provide information and

3.2 Unit 1: Bengali listening 46351F; 46351H

The test will be pre-recorded using native speakers.

The test will be pre-recorded using native speakers.

3.3 Unit 2: Bengali reading 46352F; 46352H

Only material which is appropriate to the written

Only material which is appropriate to the written

3.4 Unit 3: Bengali speaking 46353

Students will attend one session of between

The test will consist of two sections

at Grade C or above will be expected to express

Students may take into the examination room for this

Communication (Presentation & Discussion and Conversation)

A fair amount of information and points of view conveyed.

Some simple information and opinions conveyed.

No relevant information conveyed

Range of Language (Presentation & Discussion and Conversation)

A wide range of vocabulary, complex structures and a variety of verb tenses.

A range of vocabulary; some complex structures.

Limited vocabulary; sentences short and simple.

Very limited vocabulary just isolated words and occasional phrases.

Accuracy (Presentation & Discussion and Conversation)

No messages are communicated.

Interaction and Fluency

Responds readily and shows initiative. Conversation sustained at a reasonable

Ready responses; some evidence of an ability to sustain a conversation; may

Some reaction. Sometimes hesitant, little natural flow of language.

Little reaction. Very hesitant and disjointed.

No language produced is worthy of credit.

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

BSpiritual, Moral, Ethical, Social, Legislative, Sustainable