OxfordAQA International GCSE French Tutors Online

OxfordAQA International GCSE French is specification 9265. This page works from version 1.5 of the specification, which covers International GCSE exams from May/June 2025 onwards.

This is the only subject in its suite assessed by four separate papers, one for each skill. Paper 1 is Listening, Paper 2 is Speaking, Paper 3 is Reading, and Paper 4 is Writing.

The four assessment objectives map one to one onto those papers. AO1 is Listening, understanding and responding to different types of spoken language. AO2 is Speaking, communicating and interacting effectively in speech. AO3 is Reading, understanding and responding to different types of written language. AO4 is Writing, communicating in writing.

Each is weighted at 25 per cent, and each paper is 25 per cent of the qualification. So all four skills are worth exactly the same.

The marks do not look equal, and this is the first thing a family should understand. Listening carries 40 marks and Speaking carries 40 marks. Reading carries 60 marks and Writing carries 60 marks.

The scaling makes them equal. Listening and Speaking are each scaled by a factor of 3 over 2, turning 40 raw marks into 60 scaled marks. Reading and Writing are each scaled by 1, so their 60 raw marks stay at 60. The total scaled mark is 240.

So a student who is strong at reading and writing and weak at speaking is not protected by the paper sizes. Speaking is a full quarter of the qualification, and the 40 marks on that paper convert to the same 60 as a 60 mark reading paper.

Dictionaries are not permitted at any time in any of the four papers. The specification repeats that restriction in each paper's description, and it applies during the supervised preparation time for the speaking test as well.

Paper 1 is Listening. It carries 40 marks and lasts 50 minutes, which includes 5 minutes of reading time.

The test is studio recorded using native speakers speaking in clearly articulated standard speech at near normal speed. The recording is provided to schools at the same time as the question papers are dispatched.

Students get five minutes of reading time at the beginning to read the questions. Each item is heard twice, pauses for answering are built into the test, and students may make notes at any time during the test.

Listening has two sections. Section A tests understanding of spoken language with question types in English, requiring non-verbal responses or responses in English. Section B tests comprehension with question types in French, requiring non-verbal responses or responses in French.

The spoken material includes announcements, short conversations, instructions, news bulletins and telephone messages, plus longer material referring to the relationship between past present and future events, and some authentic sources suitably adapted and abridged.

Paper 2 is Speaking. It carries 40 marks. A student attends one session of 10 minutes, with supervised preparation time of 10 minutes.

The speaking test is run inside a window of up to five weeks, timetabled to run in April and May, during which schools are free to test students at any time. The teacher may open the materials up to three working days in advance of the first day of the specified test period.

There are two parts, and the marks differ sharply between them.

The Photo card is worth 15 marks. A student discusses one photo card for approximately three to five minutes. Teachers ask five prescribed questions based on the card, and three of those five are printed on the student's own card.

The General conversation is worth 25 marks and lasts between five and seven minutes. It is based on the two themes which have not been covered on the photo card, and a similar amount of time should be spent on each theme. The student chooses the first theme and the second is the remaining one.

That arrangement guarantees that aspects of all three themes are covered in the speaking test, which is why the themes matter more than they first appear.

During the supervised preparation time students may make notes on an additional answer sheet and take them into the exam room. There is no restriction on the number of words or the material those notes may contain, including conjugated verbs. The notes must be handed to the teacher examiner immediately before the General conversation.

One detail about the speaking test surprises many families. The test is conducted and audio recorded by the teacher, but it is marked by OxfordAQA. The teacher runs the conversation and OxfordAQA awards the marks.

Paper 3 is Reading. It carries 60 marks and lasts 1 hour 15 minutes.

Reading has three sections. Section A uses question types in English requiring non-verbal responses or responses in English. Section B uses question types in French requiring non-verbal responses or responses in French. Section C is a translation from French into English, with a minimum of 50 words.

The texts include personal communication, public information and factual texts, with some more complex language later in the test.

Paper 4 is Writing. It carries 60 marks and lasts 1 hour 15 minutes, and students write in French. Instructions are in English and the questions are in French.

Writing has four questions, and each one has a different purpose.

Question 1 is worth 8 marks and asks for a message demonstrating the ability to write short sentences using familiar language in a familiar context.

Question 2 is worth 16 marks and is a structured writing task of extended length, presenting facts and expressing ideas and opinions with reference to past present and future events. Students are expected to write approximately 90 words, but the specification says that provided the tasks set are completed, the number of words is not important.

Question 3 is worth 12 marks and is a translation from English into French with a minimum of 50 words.

Question 4 is worth 24 marks and is an open ended writing task. Students choose either 4.1 or 4.2. It asks for independent creative and more complex use of the language to note key points and express and justify individual thoughts and points of view, in order to interest inform or convince. Students are expected to write approximately 150 words, again with the same note that the number of words is not important if the tasks are completed.

On both writing questions that require it, the requirement to use formal or informal address varies from year to year. A student who has only ever written in the informal form is not fully prepared.

The three themes run through all four papers. Theme one is Identity and culture. Theme two is Local, national, international and global areas of interest. Theme three is Current and future study and employment.

There is also a grammar section in the specification covering nouns, articles, adjectives, adverbs and the rest of the grammar required. It is worth treating as a checklist rather than a reference, because the writing and speaking criteria reward accuracy across it.

The marking philosophy is stated explicitly for Listening and Reading. Responses are assessed according to a detailed mark scheme, and the appropriate marks are awarded if the student has satisfactorily communicated their understanding, even though the response may contain some errors in the quality of language used. In those two papers, comprehension is what is rewarded.

Writing and Speaking are the papers where the quality of the language itself is judged.

The grading scale is the nine point one. The qualification is graded 1 to 9, where 9 is the best grade, and a student who does not reach the minimum standard for grade 1 is recorded as U and does not receive a certificate.

Exams are available in May/June and in November.

Resits are whole qualification only, because this is a traditional linear specification and individual components cannot be re-sat.

The specification overlaps with AQA UK GCSE French 8658.

The practical planning point is the speaking window. Because it runs in April and May over up to five weeks, and because the teacher conducts it, the speaking test arrives before the written papers. A student who leaves speaking preparation until the final fortnight has already lost the chance to use the time when it was actually available.