AQA GCSE Modern Hebrew
Explore your course, one topic at a time.
Course overview
The AQA GCSE Modern Hebrew specification covers 40 study areas with 443 learning objectives (8678). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.
- 40 study areas
- 443 learning objectives
Course 8678Official specification (opens in a new tab)
Verified courseQuestions and notes checked against the official specification.
- 246
- verified practice questions
- 146
- verified teaching notes
- 40
- topics
Your exams
- ListeningWednesday, 26 May 2027, PM
- ReadingWednesday, 26 May 2027, PM
- WritingTuesday, 8 June 2027, PM
Always confirm dates and times with your exam centre.
| Paper | Time | Marks | Weight |
|---|---|---|---|
| Paper 1: Listening | 45 min | 50 | 25% |
| Paper 2: Speaking | 12 min | 60 | 25% |
| Paper 3: Reading | 60 min | 60 | 25% |
| Paper 4: Writing | 75 min | 60 | 25% |
Explore your topics
40 study areas
Themes10 study areas
- Themes2 specification points covering The specification covers three distinct themes.6 objectives
- Theme 1: Identity and cultureThis row is a course-map statement, not a vocabulary item to memorise.3 objectives
- Topic 1: Me, my family and friends2 specification points covering Relationships with family and friends., Marriage/partnership..6 objectives
- Topic 2: Technology in everyday life2 specification points covering Social media., Mobile technology..6 objectives
- Topic 3: Free-time activities4 specification points covering Music., Cinema and TV., Food and eating out.12 objectives
- Topic 4: Customs and festivals in Modern Hebrew-speaking countries/In the specification, this topic completes the study of Modern Hebrew-speaking countries and communities (קְהִילּוֹת דּוֹבְרוֹת עִבְרִית).3 objectives
- Theme 2: Local, national, international and global areas ofThis row is a course-map statement, not a vocabulary item.3 objectives
- Topic 2: Social issues2 specification points covering Charity/voluntary work., Healthy/unhealthy living..6 objectives
- Topic 3: Global issues2 specification points covering The environment., Poverty/homelessness..6 objectives
- Theme 3: Current and future study and employmentThis row is a course-map statement, not an assessed answer target.3 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
- Grammar8 specification points covering The grammar requirements for GCSE are set out in two tiers: Foundation Tier and Higher Tier., GCSE students will be expected…24 objectives
- Nouns8 specification points covering Gender:, Masculine בַּית , יֶלֶד Feminine Words ending in תX or הX (except :)לַיְלָהeg אחות , ילדה Words which do not end in…25 objectives
- Verbs4 specification points covering Conjugation of the sound verb in Qal, Nif’al, Pi’el Hitpa’el and Hif’il of common verbs only Prefixes, infixes and suffixes…13 objectives
- Adjectives2 specification points covering A selection of most common adjectives, eg ,יפה , חזק , גדול קטן , לבן , אדום Plurals Masculine יםX Feminine וֹתX, always.,…6 objectives
- AdverbsAdverbs modify verbs, adjectives or other adverbs and are grouped by syntactic function.3 objectives
- Pronouns4 specification points covering Personal pronouns ...אני , אתה Possessive pronouns (see above: declension of nouns) -של ..., שלי , שלך Pronominal particle…12 objectives
- Particles8 specification points covering The article ( הwith nouns and adjectives) 1.25 objectives
- Numerals2 specification points covering Cardinal numbers: masculine and feminine (1–20; 30, 40, 50, 60, 70, 80, 90, 100; 1000) Ordinal numbers: 1–10 (from 11 onward…6 objectives
- Syntax (word order)3 specification points covering Elements of the sentence: subject, verb, object, adverbs גד עבר את הבחינה בהצלחה Attributes, eg גד החרוץ עבר את הבחינה…9 objectives
- Higher TierThis row is course guidance, not an assessed answer target.3 objectives
Communication strategies15 study areas
- Communication strategies4 specification points covering Whilst it is useful for students to concentrate on a core of key language for any given topic, it is impossible to predict…12 objectives
- Using the visual and verbal context2 specification points covering The skilled reader can find many clues about the purpose and content of a text from a study of the layout, the title, the…6 objectives
- Ignoring words which are not neededThis guidance teaches you to read for the main points without being blocked by unfamiliar words.3 objectives
- Using audio-visual contextThis guidance explains how audio-visual context supports Modern Hebrew learning.3 objectives
- Making use of intonationThis guidance explains that intonation is chiefly a listening skill, yet written texts carry punctuation marks that do the same job.3 objectives
- Making use of grammatical and semantic markers19 specification points covering When reading and listening, students can learn to infer the meaning of unknown words by deduction from roots they are…57 objectives
- Making use of social and cultural contextsThis guidance explains that you already bring background knowledge from your mother tongue to Modern Hebrew reading and listening.3 objectives
- Using cognates7 specification points covering There are many words which have the same form, and essentially the same meaning, in Modern Hebrew and in English (eg…21 objectives
- Strategies for production3 specification points covering Research and experience show that people who communicate effectively in a foreign language tend to make good use of…9 objectives
- Non-verbal strategies3 specification points covering Gesture and mime Students should be encouraged to use gestures and mime to express themselves verbally if they cannot…9 objectives
- Verbal strategies3 specification points covering Making use of synonyms or words from a cognate 'semantic field' Students should be encouraged and trained to use, when…10 objectives
- Verbal strategies - Simplification3 specification points covering When a student avoids the use of a form of which he/she is unsure, by using a form which he/she finds simpler.10 objectives
12 of 15 shown
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?
Foundation tier is designed for students aiming for grades 1-5, while Higher tier targets grades 4-9. The content and topics are the same, but the difficulty of the questions and the expected level of response differ. You can enter for either tier, but your final grade is capped at 5 if you sit Foundation, and you cannot achieve below a 4 on Higher (though a 3 is possible in some cases).
How is speaking assessed in AQA GCSE Modern Hebrew?
Speaking is assessed through a non-exam assessment (NEA) that is conducted by your teacher and recorded for moderation by AQA. It consists of a role-play, a photo card discussion, and a general conversation. The assessment lasts 7-9 minutes at Foundation and 10-12 minutes at Higher, and is worth 25% of your overall grade.
What grammar and vocabulary do I need to know for AQA GCSE Modern Hebrew?
You need to understand and use a range of grammar including verb tenses (past, present, future), pronouns, prepositions, adjectives, and sentence structures. Vocabulary is based on the specified themes and includes high-frequency words and phrases. AQA provides a minimum core vocabulary list that you should master, and you will be expected to use this accurately in all four skills.
Are there any coursework or controlled assessment elements in AQA GCSE Modern Hebrew?
No, there is no coursework. All assessment is through terminal exams at the end of the course, except for the speaking test which is a non-exam assessment conducted during the course. The speaking test is still a formal assessment and counts towards your final grade, but it is not coursework in the traditional sense.
How can I prepare effectively for the AQA GCSE Modern Hebrew exams?
Regular practice across all four skills is key. Use past papers to familiarise yourself with the exam format, and practise speaking with a partner or teacher. Build your vocabulary systematically and review grammar rules. Immerse yourself in Hebrew media, such as songs, news or films, to improve listening and cultural knowledge. AQA's official resources and revision guides are also very helpful.
Assessment and exam guidance
Assessment Objectives
AO1
25%Listening – understand and respond to different types of spoken language.
AO2
25%Speaking – communicate and interact effectively in speech.
AO3
25%Reading – understand and respond to different types of written language.
AO4
25%Writing – communicate in writing.
Exam Structure
AQA GCSE (8678)
Paper 1: Listening
45m
Duration
50
Marks
25%
Weighting
Paper 2: Speaking
12m
Duration
60
Marks
25%
Weighting
Paper 3: Reading
1h
Duration
60
Marks
25%
Weighting
Paper 4: Writing
1h 15m
Duration
60
Marks
25%
Weighting
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.
Ready for a little practice?
Create your account to start practising Modern Hebrew.
Start free
A week of Premium from your first lesson · Then the free plan continues · No card, no charge