AQA GCSE Speaking: Complete Photocard Guide
Your complete guide to mastering the speaking exam's photocard task
Understanding the Task Structure
The AQA GCSE Speaking exam's Photocard task is a crucial component that tests students' ability to describe, analyze, and discuss visual content. This task is worth 25 marks (50% of the speaking test) and requires students to demonstrate both descriptive skills and conversational fluency.
Critical Rule: Both Photos Must Be Mentioned
Coverage of the photos does not need to be equal, but candidates are required to say at least one thing about each photo as a minimum requirement. Always ensure you reference both images using phrases like "In the first photo..." and "In the second photo..."
Official AQA Timing Requirements
Foundation Tier
Higher Tier
Key Points About Timing
- • These are recommended time allocations, not strict requirements
- • The same photos are used for both Foundation and Higher tiers
- • Higher tier candidates are expected to provide more detailed responses
- • Quality of content matters more than exact timing
Preparation Time & Note-Taking
What You Can Do During Preparation
- • Study the photocard during your supervised preparation time
- • Make written notes to help structure your response
- • Use your notes at any time during the speaking task
- • Prepare your response to "Tell me about the photos" (in the target language)
Important Restrictions
- • You cannot place yourself in the photos during description
- • You can give personal responses related to the description (e.g., "There is a boy playing football. I like football.")
- • The conversation is unprepared - you won't know the questions in advance
- • Teachers cannot discuss preferred topic areas with you beforehand
Official Task Components
Part 1: Response to Photo Content
"This is a descriptive task where learners are required to describe the content of the photos."
- Describe what you see in both photographs
- Say at least one thing about each photo (minimum requirement)
- Any relevant content will be credited, even outside the prescribed theme
- You can give personal responses related to the description
Example of Personal Response
"There is a boy playing football. I like football." ✅
You cannot place yourself IN the photos, but you can relate to what you see.
Theme-Based Approach
Key Strategy: Theme Specialization
You'll be given a theme that can cover any or all of the three main topics. The most effective approach is to specialize in one specific unit within each theme rather than trying to cover everything broadly.
Theme 1: Identity & Culture
Focus on one area like family relationships or cultural traditions
Theme 2: Local Area & Travel
Specialize in local amenities or holiday experiences
Theme 3: Current & Future Study
Focus on school subjects or career aspirations
Language Requirements & Complex Structures
Important Note About Tenses
Tenses are NOT a specific requirement for this task. However, they are now included within the "complex language" criteria, so using varied tenses can help boost your score.
Complex Language Features:
- • Varied tense usage (past, present, future)
- • Subjunctive mood (where appropriate)
- • Complex sentence structures
- • Advanced vocabulary and idioms
- • Conditional statements
Essential Phrases:
- • "In the first photo..." / "In the second photo..."
- • "I can see..." / "There is/are..."
- • "In my opinion..." / "I think that..."
- • "Compared to..." / "Unlike..."
- • "This reminds me of..." / "This makes me think of..."
AQA Scoring Criteria Breakdown
Foundation Tier Scoring
Communication Levels
Minimum Information Pieces
Higher Tier Scoring
Communication Levels
Minimum Information Pieces
Teaching Strategies for Success
Preparation Phase (Classroom Teaching)
- • Help students create vocabulary banks for each theme
- • Practice describing various types of images regularly
- • Teach opinion phrases and justification structures
- • Drill complex grammatical structures in context
- • Use recording activities for self-analysis and peer feedback
Teaching the Photocard Response
- • Train students to study both photos systematically
- • Teach planning techniques for including both images
- • Drill clear photo transition phrases: "In the first photo..."
- • Encourage connections to personal experiences
- • Model counting information pieces during practice
Conversation Skills Development
- • Practice active listening techniques
- • Teach students to expand answers with examples
- • Model asking follow-up questions for engagement
- • Encourage students to ask for clarification when needed
- • Practice maintaining natural conversation flow
Common Student Mistakes & Teaching Solutions
❌ Common Student Errors
Only describing one photo
Results in automatic mark deduction
Giving one-word answers
Doesn't demonstrate language ability
Memorizing and reciting scripts
Sounds unnatural and inflexible
Not counting information pieces
Falls short of minimum requirements
✅ Teaching Solutions
Drill explicit photo referencing
Practice "In the first/second photo" phrases
Teach expansion techniques
Add details, opinions, and examples
Focus on natural communication
Encourage genuine, spontaneous responses
Practice counting during lessons
Make information counting a regular activity
Practical Example: Achieving 15 Information Pieces
Student Response Example (Higher Tier Level 5)
"In the first photo there is a man (1), there is a woman (2), there is a dog (3) and there is a beach (4). The man has blonde hair (5) and the woman has green eyes (6). The dog is white (7) and the cat is brown (8). In the second photo there are six people (9). They are in a park (10). They are smiling (11). It's sunny (12) and in general it's nice weather (13). The man is wearing a hat (14) and the woman is wearing a green dress (15)."
Teaching Points for Students
- • Count each distinct piece of information - every noun, adjective, and descriptive detail counts
- • Use clear photo transitions - "In the first photo..." and "In the second photo..."
- • Include physical descriptions - hair color, eye color, clothing details
- • Describe settings and atmosphere - location, weather, mood
- • Don't forget numbers - "six people" counts as one piece of information
Assessment Notes
- • This example achieves 15 pieces of clear information
- • Both photos are explicitly referenced
- • Information is conveyed clearly throughout
- • Would achieve Level 5 (5 marks) for Higher Tier
- • Simple but effective language structures
Teacher Guidance
This example demonstrates that students don't need complex language to achieve high marks in the communication criterion. The key is providing sufficient clear, relevant information about both photographs.
- • Encourage students to count information pieces during practice
- • Emphasize clarity over complexity for the communication marks
- • Remind students that every descriptive detail counts
- • Practice with varied photo types to build confidence
References
Official AQA Resources
AQA (no date) GCSE French, German and Spanish: Getting to grips with the new speaking tests (on-demand). Webinar. Available at: AQA website (Accessed: January 2024).
All timing requirements, task specifications, and scoring criteria referenced in this guide are taken directly from official AQA GCSE Speaking test documentation and webinar materials.
Note: This guide is based on official AQA specifications. Always refer to the most current AQA documentation and your teacher for the latest updates and specific guidance for your exam.
Key Teaching Points
- Teach students to count information pieces during practice
- Emphasize both photos must be mentioned explicitly
- Practice with varied photo types and themes
- Focus on clarity over complexity for communication marks
- Prepare theme-specific vocabulary banks
Assessment Reminders
Mark Deductions
One mark deducted if only one photo is mentioned
Higher Tier Level 5
Requires 15+ pieces of clear information
Foundation Tier Level 5
Requires 9+ pieces of clear information