Modern Hebrew

    AQA
    GCSE

    Specification: 8678

    The AQA GCSE Modern Hebrew specification covers 40 topics with 146 learning objectives (8678). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    Starting AQA GCSE Modern Hebrew this term? The whole specification is below, unit by unit.

    This subject will help you develop key knowledge and skills required for exam success.

    40

    Topics

    146

    Objectives

    0

    Exam Tips

    0

    Pitfalls

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    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

    Specification Topics

    40 topics

    Themes

    The specification covers three distinct themes. These themes apply to all four question papers., Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where Modern Hebrew is spoken.

    2 objectives2 subtopics

    Theme 1: Identity and culture

    Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points.

    1 objectives

    Topic 1: Me, my family and friends

    Marriage/partnership., Relationships with family and friends.

    2 objectives2 subtopics

    Topic 2: Technology in everyday life

    Mobile technology., Social media.

    2 objectives2 subtopics

    Topic 3: Free-time activities

    Cinema and TV., Food and eating out., Music. +1 more

    4 objectives4 subtopics

    Topic 4: Customs and festivals in Modern Hebrew-speaking countries/

    communities

    1 objectives

    Theme 2: Local, national, international and global areas of

    interest Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points.

    1 objectives

    Topic 2: Social issues

    Healthy/unhealthy living., Charity/voluntary work.

    2 objectives2 subtopics

    Topic 3: Global issues

    Poverty/homelessness., The environment.

    2 objectives2 subtopics

    Theme 3: Current and future study and employment

    Theme 3: Current and future study and employment covers the following four topics.

    1 objectives

    Listening: understand and respond to spoken language

    follow and understand clear standard speech using familiar language across a range of specified contexts, recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions., identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events +3 more

    6 objectives6 subtopics

    Speaking: communicate and interact in speech

    make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events, use accurate pronunciation and intonation to be understood by a native speaker., make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view +6 more

    9 objectives9 subtopics

    Reading: understand and respond to written language

    understand general and specific details within texts using high frequency familiar language across a range of contexts, identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language and recognising the relationship between past, present and future events, understand and respond to different types of written language +5 more

    8 objectives8 subtopics

    Writing: communicate in writing

    manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register, communicate effectively in writing for a variety of purposes across a range of specified contexts, translate sentences and short texts from English into Modern Hebrew to convey key messages accurately and to apply grammatical knowledge of language and structures in context. +5 more

    8 objectives8 subtopics

    Grammar

    Differentiation between masculine and feminine forms, especially in numerals., Usage should emphasise to students the correct forms of morphology in relation to syntax and style. Thus, attention should be given to for example:, GCSE students will be expected to have acquired knowledge and understanding of Modern Hebrew grammar during their course. In the exam they will be required to apply their knowledge and understanding, appropriate to the relevant tier of entry, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R), only receptive knowledge is required. +5 more

    8 objectives8 subtopics

    Nouns

    Masculine בַּית , יֶלֶד Feminine Words ending in תX or הX (except :)לַיְלָהeg אחות , ילדה Words which do not end in תX or הX but which are feminine by nature אֵם The singular of limbs/parts of the body which are more than one:, Plural Masculine ending יםX Feminine ending וֹתX Extraordinary forms: וֹתX Masculine ending ...אבות , שולחנות , שמות , ירקות Feminine ending יםX ...נשׁים , אבנים , ביצים , לְבַנִים Declension of nouns (the student should know of the two forms current in Hebrew and may select the one he/she prefers: Noun + שלor Noun + pronominal suffix) Nouns ending in long vowels which therefore do not change ,דּוֹד , סוס , תלמיד , תינוק ..., אבן , אות , ארץ , בטן , גדר כוס , לשון , עיר , פעם , ציפּור Choice of nouns which are both masculine and feminine, but in Modern Hebrew usually used as feminine: אשׁ , דרך , פנים , רוח , שׁמשׁ Dual ,עיניים , ידיים , רגליים , שׁבועיים , מספריים , מכנסיים יומיים , גרביים , שׁתיים +5 more

    8 objectives8 subtopics

    Verbs

    אכל , עמד , ברך , שאל שמע , נסע , נתן , ישב קום , קנה , מצא , בוא, Conjugation of the sound verb in Qal, Nif’al, Pi’el Hitpa’el and Hif’il of common verbs only Prefixes, infixes and suffixes Conjugation of the weak verb A selection of most useful verbs:, הסתלק , השתלם , השתכר הצטער , הצטלם הזדקן The Quadriliterals פרסם , שכלל , בלבל (in Pi’el, Pu’al and Hitpa’el) +1 more

    4 objectives4 subtopics

    Adjectives

    Elative: positive, comparative and superlative (הכי , יותר , כמו ), A selection of most common adjectives, eg ,יפה , חזק , גדול קטן , לבן , אדום Plurals Masculine יםX Feminine וֹתX, always.

    2 objectives2 subtopics

    Adverbs

    A selection of most common adverbs according to their syntactical functions, see Syntax (word order) (page 17).

    1 objectives

    Pronouns

    Personal pronouns ...אני , אתה Possessive pronouns (see above: declension of nouns) -של ..., זה (ה (ה , ) זאת (ה , ) אלה ) ההוא , ההיא , ההם , ההן Relative pronouns: ..., ש אשר כי ,, אותי , אותך Demonstrative pronouns: +1 more

    4 objectives4 subtopics

    Particles

    מדוע , מה , איזה , איפה , לאן, מישהי (, מישהו ) משהו Interjection: !הלו , אוי ואבוי, Note: interrogative expressed by intonation should be accepted Condition: אם Negation: לא עוד , לא , אין Reason or result: לכן Contrastive: בכל זאת , אבל Indefinite: +5 more

    8 objectives8 subtopics

    Numerals

    Cardinal numbers: masculine and feminine (1–20; 30, 40, 50, 60, 70, 80, 90, 100; 1000) Ordinal numbers: 1–10 (from 11 onward cardinal preceded by the article) Date and time, Composite numbers (21, 37 etc) 10,000, 100,000, 1,000,000

    2 objectives2 subtopics

    Syntax (word order)

    Elements of the sentence: subject, verb, object, adverbs גד עבר את הבחינה בהצלחה Attributes, eg גד החרוץ עבר את הבחינה בעברית בהצלחה Types of sentences: simple and complex (basic forms only) Word order (basic structures), eg Subject + verb הילד כתב Subject + predicate הילד הגדול Noun + adjective בית גדול הבית הגדול Possession / לי יש זמן לי אין סבלנות, Special structures: usage of the infinitive as unspecified subject, such as:, צריך לדבר עם המורה רצוי לקחת את התרופה אסור לעשן

    3 objectives3 subtopics

    Higher Tier

    Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier.

    1 objectives

    Communication strategies

    For this reason, the student will need to develop communication strategies as part of the teaching and learning process, which will greatly increase their ability to cope successfully with unknown words., Whilst it is useful for students to concentrate on a core of key language for any given topic, it is impossible to predict all the linguistic elements they might meet when reading and listening to authentic Modern Hebrew, or which they themselves might need to use., There are two main types of strategy: those that relate to understanding (reading and listening) and those that relate to production (speaking and writing). +1 more

    4 objectives4 subtopics

    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 typeface and any related pictures. That is why, wherever possible, texts are presented in the exam in their original format. When reading and listening, students can learn to infer the meaning of new words from the verbal context in which the new words themselves are set. So, for example, someone who did not know the word מַשָׂאִיתmight be able, after some appropriate practice, to deduce from the following context that it is some sort of vehicle:, המשׂאית סטתה מהכביש והתנגשה בעץ

    2 objectives2 subtopics

    Ignoring words which are not needed

    Many tasks contain words which are not essential for an understanding of the main points of the text. What is important in the text is often presented more than once, in different ways: the student may not understand a point in one form of words and understand it fully in another.

    1 objectives

    Using audio-visual context

    Pictures, films, videos, illustrations, sound, mime and gestures can all help the student understand content and consequently memorise new words and expressions. Teachers should use this strategy to help students in the classroom as well as improve their performance in the exam.

    1 objectives

    Making use of intonation

    Although this method can mainly be used in listening, some punctuation marks can be used in a text instead of intonation (eg question and exclamation marks). The teacher should therefore ensure that students benefit from these to improve their understanding.

    1 objectives

    Making use of grammatical and semantic markers

    When reading and listening, students can learn to infer the meaning of unknown words by deduction from roots they are familiar with. Teachers should draw student's attention to other derivatives of the same root which are close to the basic meaning of the root and encourage them to guess the meaning. For example, (עלינו על הגג במעלית ) שורש ע.ל.ה or (המכתב כתוב בכתב - יד ברור ) שורש כ.ת.ב Through proper training students will develop an awareness of grammatical rules and forms by memorising prefixes, infixes and suffixes, or specific formations and patterns which will help them understand a verbal utterance or a written text. For example:, the prefix הis usually used as the article 'the', the pattern MAF’EL or MAF’ELAH usually denotes a tool +16 more

    19 objectives19 subtopics

    Making use of social and cultural contexts

    Students are normally familiar with many concepts about which they hear or read in their own mother tongue, and which occur in Modern Hebrew too. Those broadly include social, economic, legal, political, recreation (eg sport), terminology and titles. Also, many words and expressions in English have found their way into Modern Hebrew slang, and should easily be recognised by students of Modern Hebrew (eg fantasti(c), perfect, bye).

    1 objectives

    Using cognates

    common terminology which is pronounced slightly differently טלוויזיה , טמפרטורה גַּז ,, common terminology pronounced exactly as in English טלפון , רדיו ק'צ ,, proper names pronounced as in English , דן אמריקה , סקוטלנד +4 more

    7 objectives7 subtopics

    Strategies for production

    Individual students may fail to learn – or forget – language items required by some tests, 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:, Research and experience show that people who communicate effectively in a foreign language tend to make good use of systematic efficient verbal and non-verbal strategies to get meaning across, in spite of their imperfect command of the language., non-verbal and verbal.

    3 objectives3 subtopics

    Non-verbal strategies

    Gesture and mime Students should be encouraged to use gestures and mime to express themselves verbally if they cannot remember a word or an expression. These strategies can also be used by the teacher in the class to help students memorise a word or an expression, since students will associate the word with the gesture. Although this strategy can help to maintain communication in the classroom, it has obvious limitations in the speaking test which is recorded and where students are assessed on the basis of the language they produce., Expression and intonation Accompanied where appropriate with sounds (eg Ah!) which, with appropriate intonation, facial expression and gestures can convey such attitudes and functions as pain, surprise, anger, fear, pleasure and admiration., Drawing Can be an efficient strategy with some tasks (especially written) and can convey both attitude and information eg a diagram showing how to get from one point (eg a station) to another (eg a home).

    3 objectives3 subtopics

    Verbal strategies - Topic avoidance

    When the student ignores or abandons a topic because of inability to deal with it. Use of this strategy in the exam will not allow a student to be given full marks. Use of it in a learning situation will reduce opportunities for the development or expansion of the student’s repertoire. It is a strategy which should be discouraged. Approaches which lay more stress on correctness than on communication can tend to encourage the use of avoidance strategies.

    1 objectives

    Verbal strategies - Simplification

    When a student avoids the use of a form of which he/she is unsure, by using a form which he/she finds simpler. When such simple forms are used correctly and appropriately they will be rewarded accordingly. Correct and appropriate use of more complex forms will also be rewarded., Making use of intonation and punctuation Intonation is used in any conversation to demonstrate feelings and attitudes. Students should be encouraged to use intonation when speaking Modern Hebrew, and punctuation (eg question and exclamation marks) in writing., A systematic use of simplified forms may reduce error, facilitate communication and increase fluency, but if overused, this strategy may result in students failing to demonstrate fully their linguistic capabilities.

    3 objectives3 subtopics

    Verbal strategies - Paraphrase

    This is where the student uses words and messages in acceptable Modern Hebrew, avoiding the use of words which he/she has forgotten. When used well, this strategy communicates the message effectively to a sympathetic native speaker and such use in an exam would be assessed accordingly.

    1 objectives

    Verbal strategies

    אני רוצה לומר / להגיד / לספר / לגלות לך Using a word which refers to a similar item 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. This is not always effective and its use would be assessed according to its effectiveness in a particular context., Request for help This can include requests for translation eg ?... איך אומרים בעברית and questions which make no reference to English eg ? איך קוראים לזה בעברית .While these strategies are obviously useful in authentic situations, they are likely to be less helpful to students in the exam. However, it is clearly preferable to use such requests for help than for communication to collapse and their 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., Making use of synonyms or words from a cognate 'semantic field' Students should be encouraged and trained to use, when appropriate, synonyms or a word which belongs to a cognate 'semantic field'. This strategy will enable the student to make up for the forgotten word, and to learn to distinguish between meanings and nuances eg:

    3 objectives3 subtopics

    Verbal strategies - Reference to specific features

    When the student uses a phrase or sentence to refer to the specific features of an item for which he/she has forgotten the correct word eg 1. ביקרתי דוד את בבית – החולים = הלכתי לראות דוד את בבית-החולים 2. ...הכתובת שלי היא = ב גר אני 3. = החיה בעלת האוזניים הגדולות This is a commonly used strategy which can be effective in communicative terms, and it's use would be assessed accordingly in an exam.

    1 objectives

    Vocabulary

    Students will be expected to be familiar with feminine forms of nouns/adjectives where these are not given., The minimum core vocabulary lists are primarily intended as a guide for teachers to assist in the planning of schemes of work., The assessment tasks at Higher Tier will require students to understand and respond to words and/or forms of words that are not on the vocabulary list and which are less common or familiar than those used in relation to Foundation Tier assessments. +2 more

    5 objectives5 subtopics

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