AQA GCSE Modern Hebrew
Explore your course, one topic at a time.
Explore your topics
40 study areas
Themes10 study areas
- Themes6 objectives
- Theme 1: Identity and culture3 objectives
- Topic 1: Me, my family and friends6 objectives
- Topic 2: Technology in everyday life6 objectives
- Topic 3: Free-time activities12 objectives
- Topic 4: Customs and festivals in Modern Hebrew-speaking countries/3 objectives
- Theme 2: Local, national, international and global areas of3 objectives
- Topic 2: Social issues6 objectives
- Topic 3: Global issues6 objectives
- Theme 3: Current and future study and employment3 objectives
Listening: understand and respond to spoken language1 topic
Speaking: communicate and interact in speech1 topic
Reading: understand and respond to written language1 topic
Writing: communicate in writing1 topic
Grammar10 study areas
Communication strategies15 study areas
- Communication strategies12 objectives
- Using the visual and verbal context6 objectives
- Ignoring words which are not needed3 objectives
- Using audio-visual context3 objectives
- Making use of intonation3 objectives
- Making use of grammatical and semantic markers57 objectives
- Making use of social and cultural contexts3 objectives
- Using cognates21 objectives
- Strategies for production9 objectives
- Non-verbal strategies9 objectives
- Verbal strategies10 objectives
- Verbal strategies - Simplification10 objectives
12 of 15 shown
Vocabulary1 topic
About this course
About AQA GCSE Modern Hebrew
This AQA GCSE Modern Hebrew course develops your ability to communicate confidently in Hebrew across a range of real-life contexts. You will build skills in listening, speaking, reading and writing while exploring themes that connect language to culture, identity and global issues. The specification is structured around three broad themes: Identity and Culture, Local, National, International and Global Areas of Interest, and Current and Future Study and Employment.
Each theme is broken down into sub-topics such as family and relationships, technology, social issues, travel and tourism, and education and work. Grammar and vocabulary are taught progressively, with an emphasis on using Hebrew in practical situations. The course also encourages you to understand and respond to authentic materials, including short texts, audio clips and visual prompts, preparing you for the demands of the exams.
Assessment Structure
AQA GCSE Modern Hebrew is assessed through four terminal exams, each worth 25% of the final grade. These are: Paper 1 (Listening) - 35 minutes (Foundation) or 45 minutes (Higher), 40 marks; Paper 2 (Speaking) - 7-9 minutes (Foundation) or 10-12 minutes (Higher), 60 marks; Paper 3 (Reading) - 45 minutes (Foundation) or 1 hour (Higher), 60 marks; and Paper 4 (Writing) - 1 hour (Foundation) or 1 hour 15 minutes (Higher), 60 marks. All papers are available at Foundation and Higher tiers, and speaking is assessed via a non-exam assessment conducted by the teacher and moderated by AQA.
Why Choose AQA?
- AQA offers a clear and well-structured specification with a straightforward assessment model, making it easier for students to understand what is expected in each paper.
- The themes are relevant and engaging, covering contemporary issues that appeal to young people and allow for meaningful cultural exploration.
- AQA provides a wide range of support materials, including past papers, mark schemes and exemplar answers, which are invaluable for revision and exam practice.
Frequently Asked Questions
What is the difference between Foundation and Higher tier in AQA GCSE Modern Hebrew?
How is speaking assessed in AQA GCSE Modern Hebrew?
What grammar and vocabulary do I need to know for AQA GCSE Modern Hebrew?
Are there any coursework or controlled assessment elements in AQA GCSE Modern Hebrew?
How can I prepare effectively for the AQA GCSE Modern Hebrew exams?
Assessment and exam guidance
What Gets Top Grades
Knowledge & Understanding
Demonstrates comprehensive and accurate knowledge
- Uses correct subject-specific terminology
- Shows detailed understanding of concepts
- Makes accurate connections between topics
- Demonstrates depth beyond surface-level knowledge
Application
Applies knowledge effectively to new contexts
- Selects relevant knowledge for the question
- Adapts understanding to unfamiliar scenarios
- Uses examples appropriately
- Shows awareness of context
Analysis & Evaluation
Develops sophisticated analytical arguments
- Constructs logical chains of reasoning
- Considers multiple perspectives
- Weighs evidence to reach justified conclusions
- Acknowledges limitations and nuances
Key Command Words
Give a single fact or term
Name, select, or recognise
Set out main features briefly
Give an account of what something is like or what happens
Give reasons with developed cause→effect chains
State similarities AND differences (both required)
Examine in detail showing cause→effect→consequence chains
Weigh up BOTH sides, reach JUSTIFIED conclusion
Make judgments about importance with justification
Show formula→substitution→calculation→answer with units
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Treating the three themes as belonging to separate papers, so revision is split by skill instead of by theme. Correction: the themes apply across all four question papers, so each theme needs practice in listening, speaking, reading and writing.
- •Assuming a favourite theme can carry the whole qualification. Correction: all three themes are part of the specified content and can appear in any paper.
- •Reading the row as a list of exam questions to memorise. Correction: it describes how the specification is organised, and the actual tasks are set within that organisation.
- •Ignoring the word distinct and treating the themes as loose overlapping topics. Correction: they are three separate themes, each with its own specified content to cover.
- •Giving only general facts about a theme and never linking it to real experience. Correction: the expectation is information and opinions tied to your own experience and that of other people, so add concrete personal or reported detail.
- •Writing or saying opinions with no supporting information. Correction: both are expected, so pair each opinion with a reason, example or fact.
- •Restricting answers to your own life and ignoring other people, including speakers in countries or communities where Modern Hebrew is spoken. Correction: widen examples to include other people and those communities.
- •Treating understanding and providing as the same skill. Correction: understanding is receptive, shown by responding correctly to what you hear or read, while providing is productive, shown by generating your own information and opinions.
Top Examiner Tips
Expert advice for exam success
- •Build a simple grid with the three themes down one side and the four question papers across the top, then tick each cell only when you have practised that theme in that skill.
- •After each practice task, write the theme name beside your answer so gaps in coverage become visible.
- •Use the three themes as headings in your vocabulary book, and file every new word under the theme where you met it.
- •For every theme, prepare two or three personal examples and two or three examples about other people, including people in Modern Hebrew-speaking countries or communities.
- •When you give an opinion, add a because-clause immediately so information and opinion travel together.
- •In receptive tasks, underline the words that signal opinion, such as words meaning good, bad, prefer or enjoy, then check your answer against them.
- •Photocopy or copy out the specification page and turn each bullet point into a question you must be able to answer in Hebrew.
- •After each unit of classwork, write the sub-topic it belongs to in the margin of your notes so revision stays mapped to the specification.
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