Advanced Higher Modern Languages

Course Specification

Explains the structure of the Course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed.

Past Papers and Marking Instructions (31/08/2023)

Access all past papers by subject/level

Additional question papers resources

Illustrates the standard, structure and requirements of the question papers candidates will sit (includes marking instructions).

Cantonese

French

Gaelic (Learners)

German

Italian

Mandarin

Spanish

2021

There were no exams in 2021. The 2020-21 question paper resources are, for most subjects, modified papers which reflect the modifications put in place for session 2020-21

Cantonese

Advanced Higher Cantonese question paper - listening and discursive writing (212 KB)
Advanced Higher Cantonese question paper - reading and translation (334 KB)

Advanced Higher Cantonese listening transcript (270 KB)

Advanced Higher Cantonese listening audio (17.37 MB)

Advanced Higher Cantonese listening and discursive writing marking instructions (131 KB)
Advanced Higher Cantonese reading and translation marking instructions (136 KB)

French

Advanced Higher French question paper - listening and discursive writing (212 KB)
Advanced Higher French question paper - reading and translation (334 KB)

Advanced Higher French listening transcript (270 KB)
Advanced Higher French 25% listening audio (15.66 MB)

Advanced Higher French listening audio (20.36 MB)

Advanced Higher French listening and discursive writing marking instructions (131 KB)
Advanced Higher French reading and translation marking instructions (136 KB)

Gaelic (Learners)

Advanced Higher Gaelic (Learners) question paper - listening and discursive writing (239 KB)
Advanced Higher Gaelic (Learners) question paper - reading and translation (677 KB)

Advanced Higher Gaelic (Learners) listening transcript (199 KB)
Advanced Higher Gaelic (Learners) listening audio (17.14 MB)

Advanced Higher Gaelic (Learners) marking instructions - listening and discursive writing (132 KB)
Advanced Higher Gaelic (Learners) marking instructions - reading and translation (140 KB)

German

Advanced Higher German question paper - listening and discursive writing (212 KB)
Advanced Higher German question paper - reading and translation (334 KB)

Advanced Higher German listening transcript (270 KB)
Advanced Higher German listening audio (22.56 MB)

Advanced Higher German listening and discursive writing marking instructions (131 KB)
Advanced Higher German reading and translation marking instructions (136 KB)

Italian

Advanced Higher Italian question paper - listening and discursive writing (212 KB)
Advanced Higher Italian question paper - reading and translation (211 KB)

Advanced Higher Italian listening transcript (270 KB)

Advanced Higher Italian listening audio (13.39 MB)

Advanced Higher Italian listening and discursive writing marking instructions (131 KB)
Advanced Higher Italian reading and translation marking instructions (180 KB)

Mandarin

Advanced Higher Mandarin-Simplified question paper - listening and discursive writing (212 KB)
Advanced Higher Mandarin-Simplified question paper - reading and translation (334 KB)

Advanced Higher Mandarin-Simplified listening transcript (263 KB) (270 KB)
Advanced Higher Mandarin listening audio (21.63 MB)

Advanced Higher Mandarin-Simplified listening and discursive writing marking instructions (131 KB)
Advanced Higher Mandarin-Simplified reading and translation marking instructions (136 KB)

Spanish

Advanced Higher Spanish question paper - listening and discursive writing (212 KB)
Advanced Higher Spanish question paper - reading and translation (334 KB)

Advanced Higher Spanish listening transcript (270 KB)
Advanced Higher Spanish 25% listening audio  (16.83 MB)

Advanced Higher Spanish listening audio (16.56 MB)

Advanced Higher Spanish listening and discursive writing marking instructions (131 KB)
Advanced Higher Spanish reading and translation marking instructions (136 KB)

Coursework (29/11/2024)

This section provides information on marking instructions and/or the coursework assessment task(s). It includes information that centres need to administer coursework and must be read in conjunction with the course specification.

Course Assessment Task

Modern Languages: Advanced Higher Portfolio flyleaf styled booklet

From session 2024/25 we are introducing a flyleaf styled booklet for the submission of the Modern Languages Advanced Higher portfolio. Candidates will use the flyleaf styled booklet to submit hard copies of their portfolio essays to SQA. There is a separate flyleaf styled booklet for each AH Modern Languages Course – Cantonese, French, Gaelic (Learners), German, Italian, Mandarin (Simplified), Mandarin (Traditional), Spanish. The flyleaf styled booklet replaces all formats of the Portfolio booklet that were previously used. Centres receive hard copies of the flyleaf styled booklet as stationery from SQA. You can download and print additional copies where required, at the links below.

Following on from the information on flyleaf styled booklets we included in the 10 and 17 October 2024 editions of SQA News, centres should:

  • ask candidates to complete all pages of the flyleaf styled booklet for the relevant modern language. Details should be handwritten, and candidates must sign and date the booklet.
  • attach the portfolio essay behind the completed flyleaf styled booklet, using a staple in the top left-hand corner.

You must not insert the portfolio essay into the flyleaf styled booklet.

This information applies to all Advanced Higher Modern Languages portfolio essays, whether completed electronically or handwritten by the candidate. It also applies to all flyleaf styled booklets delivered to centres as stationery in October or downloaded from this web page.

Cantonese

French

Gaelic (Learners)

German

Italian

Mandarin

Spanish

Understanding Standards (19/06/2023)

Examples of candidate evidence with commentaries

Further examples of candidate evidence and commentaries can be found on SQA's secure website and you can access these through your SQA co-ordinator.

>Webinar (recordings)

Modern Languages webinar 18 January 2017 - part 1

Modern Languages webinar 18 January 2017 - part 2

Changes to Understanding Standards materials

Please note: Understanding Standards materials are regularly reviewed to ensure they remain up to date.

Additional Resources session 2020-22

Further information can be found on the Understanding Standards Website.

Course reports (01/11/2024)

Course Reports

Chinese Languages

French

Gaelic (Learners)

German

Italian

Spanish

Verification Reports

Course support (26/03/2024)

Visiting Examining (18/10/2024)

Ushare open learning resources

 

Guidance on use of pronouns and gender-neutral language: Modern Languages and Gàidhlig.

We are committed to ensuring our qualifications and assessments are as accessible and inclusive as possible for all learners. The following guidance on candidates’ use of pronouns and gender-neutral language aims to help teachers and lecturers of Modern Languages and Gàidhlig. This includes those delivering National 3 to Advanced Higher Modern Languages and the Modern Languages for Life and Work award.

Productive skills – talking and writing

Pronouns, nouns, adjectives and agreements

Teachers and lecturers should support learners’ ways of referring to themselves and others in the assessment of talking and writing. Using gender-neutral pronouns, nouns and adjectives is now a common feature of inclusive language – whether by creating new forms, adding punctuations, asterisks or using alternative spellings.

A candidate can use masculine, feminine or gender-neutral adjective agreements throughout their writing or performance-talking assessments, where appropriate to the language. However, candidates must use their pronouns and adjectives consistently and stick to the associated conventions of adjectival agreement where appropriate.

For the performance-talking assessment, we have already provided guidance to Advanced Higher visiting assessors and NQ verification teams on the importance of being aware of any potential implicit or unconscious bias towards a candidate’s gender identity.

Before the performance-talking, learners may indicate to the visiting assessor or their teacher or lecturer the pronouns they will use.

Marking of exams

Most exam scripts are anonymised which helps to eliminate any potential implicit or unconscious bias during marking. Markers are not aware of candidates’ gender and are instructed to look for correct and consistent use of pronouns, adjectives and agreements as indicated above.