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GCSE French

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.2 Scope of study
• 3.3 Grammar
• 3.4 Communication strategies
• 3.5 Vocabulary

Scheme of assessment

• General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in French include questions that allow students to demonstrate their ability to:

• draw together their knowledge, skills and understanding from across the full course of study
• provide extended responses.

Aims and learning outcomes

Courses based on this specification should encourage students to develop their ability and ambition to communicate with native speakers in speech and writing. The study of French should also broaden their horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.

Courses based on this specification should enable students to:

• develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy
• express and develop thoughts and ideas spontaneously and fluently
• listen to and understand clearly articulated, standard speech at near normal speed
• deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts
• acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts
• develop awareness and understanding of the culture and identity of the countries and communities where French is spoken
• make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge
• develop language learning skills both for immediate use and prepare them for further language study in school, higher education or employment
• develop language strategies, including repair strategies.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE French specifications and all exam boards.

The exams will measure how students have achieved the following assessment objectives.

• AO1: Listening – understand and respond to different types of spoken language.
• AO2: Speaking – communicate and interact effectively in speech.
• AO3: Reading – understand and respond to different types of written language.
• AO4: Writing – communicate in writing.

Assessment objective weightings for GCSE French

Foundation and higher tiers, assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Foundation Tier

Higher tier, paper 1: listening.

Students may be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.

25% of the marks

Foundation Tier 40 marks; 35 minutes (including 5 minutes' reading time)

Higher Tier 50 marks; 45 minutes (including 5 minutes' reading time)

• The test will be studio recorded using native speakers speaking in clearly articulated, standard speech at near normal speed.
• The recording will be provided to schools and colleges in an appropriate audio format at the same time as the dispatch of the question papers.
• Different types of spoken language will be used, using familiar language across a range of contemporary and cultural themes.
• Students will be given five minutes’ reading time at the beginning of the test to give them time to read the questions.
• An example will be provided in the question paper only where it is necessary to indicate to students how a particular question should be answered.
• Each item will be heard twice and pauses for students to answer will be built into the test.
• Students will be allowed to make notes at any time during the test.
• Access to dictionaries is not permitted at any time during the test.

Foundation Tier and Higher Tier

In Section A, students’ understanding of spoken language will be tested by a range of question types in English, requiring non-verbal responses or responses in English. In Section B, students’ comprehension will be tested by a range of question types in French, requiring non-verbal responses or responses in French. The tests will contain some items which are common to both tiers.

The responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors in the quality of language used.

The test at both tiers will consist of a variety of short and longer spoken pieces of language, involving some more complex language later in the test, which will not place an undue burden on memory at any time. 

Students will be required to identify the overall message, key points, details and opinions from items such as announcements, short conversations, instructions, news bulletins and telephone messages, together with some material which will be longer and will include reference to the relationship between past, present and future events. These items will include authentic sources, suitably adapted and abridged. They will also be required to deduce meaning from more abstract material, including short narratives. They will hear more extended spoken text where they will recognise and respond to key information, themes and ideas by answering questions, extracting information and evaluating and drawing conclusions.

Higher Tier only

In addition to the above, at Higher Tier students will hear more extended spoken text where they will recognise and respond to key information, themes and ideas by answering questions, extracting information and evaluating and drawing conclusions.

Paper 2: Speaking

Students can be entered for either Foundation Tier or Higher Tier but they must enter at the same tier for all four skills.

A window of up to five weeks will be timetabled for the test, during which schools/colleges will be free to test their students at any time. The window will be timetabled to run in April and May. The teacher can open the speaking test materials up to three days in advance of the first test date in order to prepare for conducting the tests.

Detailed instructions for the teacher will be issued prior to the test period. Online training will also be available to ensure teachers are wholly familiar with the requirements and format of the tests.

The confidentiality of the test materials must be strictly maintained prior to and during the period of the tests.

Access to dictionaries is not permitted at any time during the test or the preparation time.

Instructions and rubrics for the test are in English.

Students will be allowed to make notes during their supervised preparation time and take these into the examination room and can use them during the test.

The test is conducted and audio-recorded by the teacher and marked by an AQA examiner.

Foundation Tier: students will attend one session of 7–9 minutes (and supervised preparation time of approximately 10–12 minutes).

Higher Tier: students will attend one session of 10–12 minutes (and supervised preparation time of approximately 10–12 minutes).

The format of the test will be the same for each tier and will consist of three parts.

Role-play (15 marks)

Based on a stimulus card, to be prepared by the student immediately before the test during their preparation time. Students will carry out one role-playing situation (approximately two minutes at Foundation Tier and two minutes at Higher Tier).

The Role-play card will allow students to answer questions and convey information, using and adapting language for new purposes. Students will respond to unexpected questions and use repair strategies to sustain communication. They will also ask a question.

Photo card (15 marks)

Based on a stimulus card, to be prepared by the student immediately before the test in the supervised preparation time. Students will discuss one Photo card (approximately two minutes at Foundation Tier and three minutes at Higher Tier). Teachers will ask five prescribed questions based on the Photo card. Three of these five questions will be printed on the student’s card.

General conversation (30 marks)

The teacher will conduct a conversation based on the two themes which have not been covered on the Photo card (between three and five minutes at Foundation Tier and five and seven at Higher Tier). A similar amount of time should be spent on each theme. The student will choose the first theme; the second theme is the remaining theme which has not been covered in the Photo card part of the test. This ensures that aspects of all three themes are covered in the Speaking test.

The General conversation allows the student to take part in a conversation, asking and answering questions and exchanging opinions. The student will also convey information and narrate events coherently and confidently and use and adapt language for new purposes. They will be able to speak spontaneously, responding to unexpected questions, points of view or situations and sustain communication by using repair strategies. They will initiate and develop conversations and discussion to produce extended sequences of speech. They will make creative and more complex use of language, as appropriate, to express and justify their own thoughts and points of view.

All three parts of the test will allow students to demonstrate 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. They will also allow students to use accurate pronunciation and intonation so as to be understood by a native speaker.

See the Speaking test assessment criteria .

Paper 3: Reading

Foundation Tier 60 marks; 45 minutes

Higher Tier 60 marks; 1 hour

• Different types of written language will be used, including relevant personal communication, public information and factual and literary texts.

In Section A, students’ understanding of written language will be tested by a range of question types in English, requiring non-verbal responses or responses in English. In Section B, students’ comprehension will be tested by a range of question types in French, requiring non-verbal responses or responses in French. In Section C, there will be a translation from French into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier). The tests will contain some items which are common to both tiers.

Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors in the quality of language used.

The test will consist of a variety of short and longer written texts, involving some more complex language later in the test. Students will be required to identify the overall message, key points, details and opinions from items such as instructions, public notices and advertisements, together with some material which will be longer, such as extracts from brochures, guides, letters, newspapers, magazines, literary texts, email and websites. These will include reference to the relationship between past, present and future events. These items will include authentic sources, suitably adapted and abridged. Literary texts will include a mix of contemporary and historical sources.

Students will also be required to deduce meaning from a variety of written texts, including some unfamiliar language and short narratives. They will be presented with longer texts where they will be required to recognise and respond to key information, themes and ideas. They will demonstrate understanding by being able to scan for particular information, organise and present relevant details. They will draw inferences and recognise implicit meaning.

Higher Tier students will be presented with longer texts where they will be required to recognise and respond to key information, themes and ideas. They will demonstrate understanding by being able to scan for particular information, organise and present relevant details. They will draw inferences and recognise implicit meaning.

Paper 4: Writing

• All instructions are in English. All questions are in French.

50 marks; 1 hour

Students are required to write in French.

Question 1 (8 marks)

A message which demonstrates students’ ability to write short sentences using familiar language in a familiar context.

Question 2 (16 marks)

A short passage which demonstrates students’ ability to write a short text , using simple sentences and familiar language accurately, to convey meaning and exchange information. Students are expected to write approximately 40 words but, provided the tasks set are completed , the number of words is not important.

Question 3 (10 marks)

A translation from English into French, requiring a minimum of 35 words. This demonstrates students’ ability to convey key messages accurately and to apply grammatical knowledge of language and structures.

Question 4 (16 marks)

A structured writing task which demonstrates students’ ability to produce clear and coherent text of extended length, to present facts and express ideas and opinions. They also make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events.  They are required to manipulate the language, using and adapting a variety of structures and vocabulary, using appropriate style and register. The requirement to use formal or informal address will vary year on year.

Students are expected to write approximately 90 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 4.1 or 4.2. This question is common to Higher Tier Question 1.

60 marks; 1 hour 15 minutes

Question 1 (16 marks)

A structured writing task which demonstrates students’ ability to produce clear and coherent text of extended length, to present facts and express ideas and opinions. They also make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events. They are required to manipulate the language, using and adapting a variety of structures and vocabulary, using appropriate style and register. The requirement to use formal or informal address will vary year on year.

Students are expected to write approximately 90 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 1.1 or 1.2. This question is common to Foundation Tier Question 4.

Question 2 (32 marks)

An open-ended writing task which demonstrates their ability to make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince. They should use appropriate style and register. The requirement to use formal or informal address will vary year on year.

Students are expected to write approximately 150 words but, provided the tasks set are completed, the number of words is not important. They choose either Question 2.1 or 2.2.

Question 3 (12 marks)

A translation from English into French, requiring a minimum of 50 words. This demonstrates students’ ability to convey key messages accurately and to apply grammatical knowledge of language and structures.

See the Writing test assessment criteria .

Assessment criteria

See the mark scheme published each year for details of how marks are awarded for this question paper.

Marks will be allocated in the following way at both Foundation and Higher Tier:

Part 1: Role-play (15 marks)

There are five tasks for the Role-play, each of which will be awarded up to 2 marks for Communication. There will then be an overall assessment of the student’s Knowledge and use of language in the Role-play. Up to 5 marks will be available for this assessment.

For each task:

(a) Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, they should be awarded the same mark as if they had understood it originally.

(b) Where students are required to give two responses or details in one task, failure to convey an unambiguous message in reply to one of them means that the message is partially conveyed and one mark is awarded.

(c) The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain how much detail the student is expected to give per task. However, some students may still go beyond the minimum requirement of the task. When this happens, as soon as the task is accomplished, any further incorrect information given by the student is ignored for assessment purposes, for both Communication and for Knowledge and use of language.

For the Role-play overall:

Part 2: Photo card (15 marks)

The student’s responses to the five questions are assessed for Communication only , as specified in the criteria below.

(a) At least one question on each Photo card asks students to give and explain an opinion.

(b) Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, they should be awarded the same mark as if they had understood it originally.

Part 3: General conversation (30 marks)

The General conversation is based on the two themes not covered in the Photo card. At Foundation Tier, the conversation should last between three and five minutes. It is assessed for Communication, Range and accuracy of language, Pronunciation and intonation and Spontaneity and fluency, as specified in the criteria below.

A zero score for Communication means that the mark in the other three categories must also be zero but, apart from that, the Communication mark does not limit the marks in the other categories.

Communication

Students are required to ask the teacher/examiner a question in the General conversation section of the speaking test. Students who do not fulfil this requirement will incur a deduction of 1 mark from their mark for Communication in this section. For example, a student who would have received 8 marks out of 10 for Communication, had he/she asked a question, will actually receive a final mark of 7. There is no impact on the marks awarded for the other categories for the General conversation.

Range and accuracy of language

Pronunciation and intonation, spontaneity and fluency.

Students who do not understand a question may show repair strategies in seeking clarification. If they are then able to respond to the question successfully, this will not have a negative impact on the overall mark, unless it happens regularly and affects fluency.

The General conversation is based on the two themes not covered in the Photo card. At Higher Tier, the conversation should last between five and seven minutes. It is assessed for Communication, Range and accuracy of language, Pronunciation and intonation and Spontaneity and fluency, as specified in the criteria below.

Marks will be allocated in the following way at Foundation Tier:

Students are required to write four sentences. Each sentence is marked according to the following criteria.

There are four compulsory bullet points, assessed for Content (10 marks) and Quality of language (6 marks), as specified in the criteria below. The student is expected to produce approximately 40 words over the whole question. The number of words is approximate; examiners will mark all work produced by the student.

Quality of language

A mark of zero for Content automatically results in a mark of zero for Quality of language, but apart from that, the Content mark does not limit the mark for Quality of language.

The translation is assessed for Conveying key messages (5 marks) and Application of grammatical knowledge of language and structures (5 marks), as specified in the criteria below. When awarding the marks, the student’s response across all five sentences should be considered as a whole.

Conveying key messages

Application of grammatical knowledge of language and structures.

A mark of zero for Conveying key messages automatically results in a mark of zero for Application of grammatical knowledge of language and structures, but apart from that, the Conveying key messages mark does not limit the mark for Application of grammatical knowledge of language and structures.

There are four compulsory bullet points, assessed for Content (10 marks) and Quality of language (6 marks), as specified in the criteria below. The student is expected to produce approximately 90 words over the whole question. The number of words expected is approximate; examiners will mark all work produced by the student.

There may be some imbalance in the coverage of the four compulsory bullet points but, provided at least some coverage of all bullet points is evident, students will have access to full marks where the other criteria are met.

(a) A major error is one which seriously affects communication.

(b) A mark of zero for Content automatically results in a mark of zero for Quality of language. Apart from that, the Content mark does not limit the mark for Quality of language.

Marks will be allocated in the following way at Higher Tier:

There are two compulsory bullet points, assessed for Content (15 marks), Range of language (12 marks) and Accuracy (5 marks), as specified in the criteria below. The student is expected to produce approximately 150 words over the whole question. The number of words expected is approximate; examiners will mark all work produced by the student.

There may be some imbalance in the coverage of the two compulsory bullet points but, provided at least some coverage of both bullet points is evident, students will have access to full marks where the other criteria are met.

Range of language

A mark of zero for Content automatically results in a mark of zero for Range of language. Apart from that, the Content mark does not limit the mark for Range of language.

(b) A mark of zero for Content automatically results in a mark of zero for Accuracy. Apart from that, the Content mark does not limit the mark for Accuracy.

The translation is assessed for Conveying key messages (6 marks) and Application of grammatical knowledge of language and structures (6 marks), as specified in the criteria below. When awarding the marks the student’s response across the passage will be considered as a whole.

A window of up to five weeks will be timetabled for the test, during which schools/colleges will be free to test their students at any time. The window will be timetabled to run in April and May. The teacher may open the speaking test materials up to three working days in advance of the first day of the specified test period in order to prepare for conducting the tests. The Teacher’s booklet will contain a Speaking test sequence chart which will show which Role-play and Photo card each student must be allocated and which themes will be covered in the General conversation part of the test.

Access to dictionaries is not permitted at any time during the test or the supervised preparation time.

Instructions for the test are in English. All questions are in French.

Students will be allowed to make notes, on an Additional answer sheet , during their supervised preparation time and take them into the exam room to use during the test. There is no restriction on the number of words or the material (eg conjugated verbs) which the notes may contain. They must hand the notes in to the teacher-examiner immediately before the General conversation part of the test. The notes must be stored under secure conditions until results day, after which they must be disposed of.

Foundation Tier: students will attend one session of 7–9 minutes (and supervised preparation time of 12 minutes ).

Higher Tier: students will attend one session of 10–12 minutes (and supervised preparation time of 12 minutes ).

GCSE Spanish

Writing Essay about a Holiday for the GCSE Spanish Exam

Today you will have to write a writing essay about a holiday around 150 words . More specifically about the best holiday you ever had «las mejores vacaciones de tu vida» . This is one of the three assignments in which the structure task is organized and a perfect opportunity to prove how much Spanish you have learned .

Remember to read the  instructions carefully and follow all the instructions they will  provide you . Don’t miss anything of which you are asked to do!  Before continuing with the activity, you can  click on this link to learn some tips about how to do a writing essa y .

Write about the best holiday you ever had

Now we are going to work, the instructions are in Spanish , just as they will be in the exam.

El profesor os ha pedido, a todos los estudiantes de la clase, escribir un breve ensayo hablando sobre las mejores vacaciones de vuestra vida . Los tres mejores textos serán publicados en el blog de la escuela.

Debes mencionar:

• Dónde, cuándo y con quién fuiste.
• Cuánto tiempo pasaste allí.
• Indica al menos 3 cosas que hiciste durante esas vacaciones.
• Da una breve descripción de un lugar que viste.
• Explica por qué fueron tan especiales para ti.

Escribe aproximadamente 150 palabras en español. Responde a todos los aspectos de las preguntas.

Click the link to download the worksheet . Write your essay on it. Once you have finished, read again and review everything carefully (if you have used the right tenses, pronouns, prepositions, spelling, and word order…). Finally, if you are registered as a VIP student , send it to us to correct it by email to [email protected]. 

More about writing about a holiday in Spanish

To describe your vacation, you will need to use the preterite tense (pretérito indefinido ) , but it would be great if you also use the imperfect (pretérito imperfect) on occasion.

Click on the link to find more writing tasks to practice.

Increasing your vocabulary on the subject will also greatly help prepare your writing essay about a holiday in Spanish. I’ve included below a vocabulary infographic that will be very useful for you. If you are registered as a VIP member , you will be able to request a pdf copy of the picture and access flashcards and activities with additional vocabulary .

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Student Essays

Essays-Paragraphs-Speeches

11 Best Written Essays on Helping Others in Life-Need & Importance

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Helping others refers to an act whereby human beings help the fellow human in one way or the other. The concept of helping others has strong basis upon respecting, identifying and accepting the needs and issues of others and taking practical steps to resolve others issues. The following Essay on helping others talks on why helping others is important in our life, why we need to mutually support and cooperate other people in life.

List of Topics

1. Essay on Helping Others in Life |Need, and Importance of Helping others in Life

Helping others in the times of need is the basic instinct of human nature. It is the feeling of happiness and satisfaction that comes with being able to help someone in need that drives us towards doing good deeds. It is not only restricted to lending a helping hand during difficult times but also extends to small, everyday gestures that make a big difference in the lives of others.

>>>> Read Also : ” Essay on My Idea of Happy Life “

There are many benefits of helping others in life. The most obvious one is that it makes us feel good about ourselves. When we help someone in need, our brain releases serotonin, which is a hormone that makes us feel happy and satisfied. It also gives us a sense of purpose and meaning in life. Helping others allows us to connect with people on a deeper level and form meaningful relationships. It also gives us a sense of belonging and strengthens our bond with the community.

Apart from the personal satisfaction that comes with helping others, there are also many practical benefits. Helping others can boost our career prospects and open up new networking opportunities. It can also lead to positive changes in our society. When we help others, we set an example for others to follow and inspire them to do good deeds as well.

>>>> Read Also : ” Short Paragraph On Friendship & Its Importance  “

Therefore, helping others is not only beneficial for the person in need but also for the helper. It makes us feel good about ourselves and gives us a sense of purpose and meaning in life. It also has many practical benefits that can boost our career prospects and lead to positive changes in our society. So, next time you come across someone who needs help, don’t hesitate to lend a helping hand. It will make a big difference in their life and yours too.

2. Essay on helping others is Important:

Helping others is a fundamental aspect of human nature. We are all connected in this world, and our actions have the potential to impact those around us. Whether we realize it or not, helping others can bring immense satisfaction and fulfillment into our lives.

The act of helping others goes beyond just lending a hand or offering material assistance. It’s about showing compassion, empathy, and understanding towards others. It’s about being there for someone when they need it the most, without expecting anything in return. Helping others is not just a selfless act; it can also be a source of personal growth and development.

One of the main reasons why helping others is important is because it promotes a sense of community and belonging. When we help others, we create a sense of unity and togetherness, which is crucial for building strong relationships and fostering a supportive environment. It can also help break down barriers and promote understanding between different individuals or groups.

Furthermore, helping others can have a ripple effect in the community. When one person helps another, it often inspires others to do the same. This creates a domino effect of kindness and can lead to significant positive changes in society.

Helping others is also crucial for our own personal well-being. Studies have shown that acts of kindness can boost our mood, reduce stress and anxiety, and even improve our physical health. When we help others, we release feel-good hormones like serotonin and oxytocin, which can contribute to overall happiness and well-being.

Moreover, helping others can provide a sense of purpose and meaning in life. In today’s fast-paced world, it’s easy to get caught up in our own lives and lose sight of the bigger picture. By helping others, we are reminded that there is more to life than just ourselves and our own struggles.

It’s also important to note that helping others does not always have to be a grand gesture. Simple acts of kindness and compassion, such as listening to someone who is going through a difficult time or offering words of encouragement, can make a significant impact on someone’s life.

In conclusion, helping others is crucial for our own personal growth and well-being, as well as for creating a more compassionate and supportive society. It may seem like a small act, but the impact it can have on someone’s life is immeasurable. So let’s all strive to make helping others a priority in our lives and spread kindness wherever we go.

3. Short Essay on Helping Others:

Helping others is a selfless act that brings about joy, contentment and fulfillment in one’s life. It is an innate human characteristic to extend our hands towards those who are in need and offer whatever assistance we can provide. Whether it be helping a friend with their studies, aiding a stranger on the street or volunteering at a local charity organization, lending a helping hand not only benefits the receiver but also brings about a sense of satisfaction and purpose to the giver.

In today’s fast-paced world, where individualism and self-centeredness are on the rise, acts of kindness and generosity towards others have become scarce. However, it is important for individuals, especially students, to recognize the importance of helping others and make it a part of their daily lives.

By helping others, we not only make a positive impact on their lives but also contribute towards building a better society. Small acts of kindness, such as volunteering at a homeless shelter or donating clothes to those in need, can go a long way in making a difference in someone’s life.

Additionally, by actively participating in community service and helping those less fortunate, students can develop a sense of empathy and compassion towards others, which are essential qualities for building strong relationships and fostering a more inclusive society.

Moreover, helping others can also have positive effects on one’s mental health. Research has shown that individuals who engage in acts of kindness and generosity tend to experience lower levels of stress, anxiety, and depression. This is because helping others releases feel-good hormones such as oxytocin, dopamine and serotonin, which can help reduce stress and improve overall well-being.

Furthermore, lending a helping hand can also serve as a learning experience for students. By actively engaging in community service or volunteering at organizations that work towards social causes, students can gain valuable skills such as teamwork, leadership, and communication

4. Short Essay on Motivation for helping others:

Motivation is a powerful force that can drive individuals to act in ways that benefit not only themselves, but also those around them. One of the most selfless and altruistic forms of motivation is the desire to help others.

Helping others can take many forms, from volunteering at a local charity or donating money to a worthy cause, to simply lending a helping hand to a friend or stranger in need. But why do some people have such a strong motivation to help others, while others seem more focused on their own interests?

Research has shown that there are various factors that can contribute to an individual’s motivation for helping others. These may include personal experiences, values and beliefs, cultural influences, and even genetics.

For some people, the desire to help others may stem from a personal experience of receiving help themselves. This can lead to a sense of gratitude and a desire to pay it forward by helping others in need.

Others may be driven by their values and beliefs, such as the belief in equal rights and opportunities for all individuals. These individuals may see helping others as not only a moral obligation, but also as a way to create a more just and equitable society.

Cultural influences can also play a role in an individual’s motivation for helping others. In some cultures, the concept of community and collective well-being is highly valued, which can lead to a strong desire to help others in need.

Lastly, research has also suggested that genetics may play a role in an individual’s level of empathy and compassion, which can in turn influence their motivation to help others.

In conclusion, the reasons for an individual’s motivation to help others are complex and multifaceted. But regardless of the underlying factors, one thing is clear: helping others brings about a sense of fulfillment and purpose that cannot be achieved through self-interest alone.

5. College essay on helping others:

As a college student, it is easy to get caught up in our own personal goals and obligations. With the pressure of maintaining good grades, participating in extracurricular activities, and building a strong resume for future job prospects, helping others may not always be at the top of our list. However, being selfless and giving back to those in need can have numerous benefits for college students.

First and foremost, helping others is a great way to gain perspective and appreciate the things we have in our own lives. Many of us are fortunate enough to have access to higher education, a privilege that not everyone in the world has. By volunteering our time and efforts to help those less fortunate, we can learn to be grateful for what we have and gain a deeper understanding of the struggles and challenges faced by others.

In addition, helping others can also provide valuable learning opportunities. Through volunteering or participating in community service projects, college students can develop important skills such as leadership, communication, and problem-solving. These skills are not only beneficial for personal growth but are also highly valued by potential employers. Volunteering can also expose students to diverse cultures and perspectives, promoting a more well-rounded and empathetic outlook on life.

Moreover, by helping others, we can make a positive impact in our communities and contribute to the greater good. Whether it is through organizing a fundraiser for a local charity or tutoring students in need, our actions can have a meaningful impact on the lives of those around us. By being active members of our communities, we can create a ripple effect of kindness and inspire others to do the same.

Lastly, helping others can also have a positive impact on our mental health. Studies have shown that acts of kindness and generosity can increase happiness, reduce stress and anxiety, and improve overall well-being

6. Essay on Kindness to others:

As human beings, we have the ability to choose how we treat others. One of the most powerful ways we can impact those around us is by displaying kindness. It may seem like a small gesture, but showing kindness to others can have a ripple effect that extends far beyond what we could ever imagine.

Kindness is defined as the quality of being friendly, generous, and considerate. When we show kindness to others, we are displaying empathy and compassion towards them. It can be as simple as offering a smile, lending a helping hand, or listening without judgment.

The power of kindness lies in its ability to bring people together. In a world that is often divided by differences, acts of kindness can bridge the gap and create connections. It allows us to see beyond our own perspective and understand the struggles of others. It reminds us that we are all human and deserve love and respect.

Not only does kindness benefit those who receive it, but also those who give it. Studies have shown that acts of kindness can boost our mood, increase happiness, and reduce stress. It can even lead to a healthier heart and improved relationships.

In our fast-paced world, it’s easy to get caught up in our own lives and forget about those around us. But kindness doesn’t have to be a grand gesture. It can be as simple as holding the door open for someone, saying “thank you,” or offering a compliment. These small acts of kindness may seem insignificant, but they can make a huge difference in someone’s day.

Furthermore, kindness is not limited to only those we know. It can also be extended to strangers. In fact, random acts of kindness towards strangers can have an even greater impact as it shows that there are still good and caring people in the world.

7. Inspirational Story on helping others:

Once upon a time, in a small village surrounded by lush green fields and blooming flowers, there lived a young boy named Rohan. He was known for his kind heart and willingness to help others without expecting anything in return.

Rohan grew up with his parents who were farmers. They taught him the importance of hard work and helping those in need. Every day, Rohan would help his parents in the fields, and after finishing his chores, he would spend time with the villagers.

The villagers adored Rohan for his kind nature and willingness to lend a helping hand. They often shared stories of how he had helped them during difficult times. But little did they know that Rohan’s kindness was not limited to just humans.

One day, a severe storm hit the village and destroyed most of the crops. The villagers were worried about how they would survive without food. Rohan’s parents were also affected by the storm, and they had no other option but to leave their village in search of better opportunities.

Seeing his family and villagers in distress, Rohan knew he had to do something. He remembered how his parents had taught him to help others in need, and he decided to put that lesson into practice.

Rohan went from house to house, asking the villagers if they needed any help. He helped them fix their homes, gather whatever food was left after the storm, and even offered his own food supplies to those who needed it desperately.

However, Rohan’s helping nature did not end there. He ventured into the forest to find wild fruits and berries, which he distributed among the villagers. Some even called him a hero for his selfless acts.

But Rohan remained humble and continued to help without seeking recognition or praise. His kindness was contagious, and soon other villagers joined in to help each other during difficult times.

Slowly but steadily, the village was back on its feet, and the crops were growing again. Everyone in the village had learned an important lesson from Rohan – that helping others not only benefits them but also brings joy and satisfaction to oneself.

Years passed, and Rohan grew up to be a kind-hearted man who continued to help those in need. The villagers never forgot his acts of kindness, and they passed on his lessons to their children and grandchildren.

Rohan’s selfless actions had a lasting impact on the village, and it became known as the village of kind-hearted people who always helped each other. And Rohan’s name was remembered for generations to come as a symbol of kindness and compassion.

From this story, we can learn that helping others is not just about lending a hand during difficult times, but it is also about spreading kindness and making the world a better place. As they say, “No act of kindness, no matter how small, is ever wasted.” So let us all follow Rohan’s example and make helping others a way of life

8. Essay on helping hand:

In our fast-paced and competitive world, the concept of a “helping hand” has become more important than ever before. In simple terms, a helping hand refers to an act of assisting or supporting someone in need. This could be in the form of physical, emotional, or financial support.

One might argue that the idea of extending a helping hand is not new and has been a part of our society for centuries. However, the changing dynamics of our global community have made it even more crucial for individuals to lend a helping hand to those around them.

In today’s world, where people are constantly chasing success and material possessions, there is a growing sense of isolation and loneliness among individuals. This is where the concept of a helping hand comes into play. By reaching out and supporting those in need, we not only make a positive impact on their lives but also create a sense of community and belonging.

Moreover, extending a helping hand is not only beneficial for the receiver, but it also has several benefits for the giver as well. It allows us to step outside of our own problems and focus on someone else’s needs. This can bring a sense of purpose and fulfillment in our lives. Additionally, helping others can also boost our self-esteem and confidence, knowing that we have made a positive difference in someone’s life.

Furthermore, a helping hand can also have a ripple effect. By assisting one individual, we may inspire them to pay it forward and help others in need. This creates a chain reaction of kindness and compassion, ultimately leading to a more caring and supportive society.

In today’s interconnected world, where news of tragedies and disasters spread rapidly, it is easy to feel overwhelmed and helpless. However, by extending a helping hand to those affected, we can make a tangible difference and contribute towards rebuilding communities and lives.

In conclusion, the concept of a helping hand is more relevant now than ever before. It not only benefits individuals in need but also has positive effects on our own well-being and society as a whole. So let us all strive to be someone’s helping hand and create a world where kindness and compassion are the norm rather than the exception. As the saying goes, “A helping hand is no farther than at the end of your sleeve.” So let us all extend our sleeves and lend a helping hand whenever possible. And remember, every act of kindness matters.

9. Short Essay on how helping others benefit you:

Helping others is a fundamental human trait that has been ingrained in our society for centuries. It is an act of kindness that not only benefits the recipient, but also brings immense joy and satisfaction to the person who is offering help. In this short essay, we will explore how helping others can have a positive impact on your life.

Firstly, helping others allows us to develop empathy and compassion. When we lend a helping hand to someone in need, we put ourselves in their shoes and try to understand their struggles. This helps us build stronger connections with others and become more understanding individuals. Moreover, by seeing the impact of our actions on others, we learn to appreciate what we have and not take things for granted.

Secondly, helping others can boost our self-esteem and confidence. When we use our skills and knowledge to assist someone, it gives us a sense of purpose and accomplishment. This, in turn, helps us feel more confident about ourselves and our abilities. It also reminds us that we are capable of making a positive impact on others’ lives.

Thirdly, helping others can improve our mental health. It is a well-known fact that acts of kindness can release feel-good hormones in our brain, such as oxytocin and endorphins. These hormones are responsible for making us feel happy and content. By helping others, we can reduce stress, anxiety, and depression levels in ourselves and others around us.

In addition to the above benefits, helping others also allows us to expand our social circle and make meaningful connections. When we volunteer or engage in acts of kindness, we meet like-minded individuals who share the same values as us. This can lead to long-lasting friendships and a sense of belonging.

Lastly, helping others is a powerful way to contribute to society and make a positive impact on the world. By giving back to our communities, we can create a ripple effect of kindness and inspire others to do the same. This can lead to a more empathetic and compassionate society, creating a better world for future generations.

10. Short Essay on Satisfaction Comes from Helping Others:

We’ve all heard the saying, “It’s better to give than receive.” And while it may sound cliché, there is truth to this statement. There is a certain sense of satisfaction that comes from helping others. Whether it be through volunteering, lending a helping hand, or simply being there for someone in need, the act of helping others brings a sense of fulfillment that cannot be replicated by any material possessions.

So why is it that helping others brings us satisfaction? One of the main reasons is that it gives us a sense of purpose. In today’s fast-paced world, we often get caught up in our own lives and forget about the needs of those around us. By taking the time to help someone else, we are reminded that there is more to life than just our own personal pursuits. We are able to make a positive impact on someone else’s life and in turn, feel good about ourselves.

Moreover, helping others allows us to step outside of our comfort zones and gain new perspectives. It’s easy to get stuck in our own routines and thought patterns, but when we help someone else, we are exposed to different ways of thinking and living. This can broaden our understanding of the world and also help us appreciate what we have.

Another aspect of helping others that brings satisfaction is the connections we make with people. When we lend a helping hand or volunteer, we are often working alongside like-minded individuals who share similar values and goals. These shared experiences can lead to meaningful relationships and a sense of belonging.

Furthermore, the act of helping others can also boost our own self-esteem and confidence. By making a positive impact on someone else’s life, we are reminded that we have something valuable to offer. This can give us a sense of purpose and worth that may have been lacking before.

In conclusion, while it may seem counterintuitive, true satisfaction does not come from acquiring material possessions or achieving personal success. It comes from the act of helping others and making a positive impact in their lives. So, let us strive to be kind, empathetic, and selfless individuals who find joy in giving rather than receiving. As Mahatma Gandhi once said, “The best way to find yourself is to lose yourself in the service of others.”

11. Short Essay on My Greatest Passion is Helping others:

My greatest passion in life is helping others. For as long as I can remember, I have always had a strong desire to make a positive impact on the world around me. Growing up, my parents instilled in me the value of kindness and compassion towards others, and this has stayed with me throughout my life.

I believe that there is no greater joy than being able to bring a smile to someone’s face or make their day a little bit brighter. Whether it is through small acts of kindness, volunteering my time, or using my skills and knowledge to help those in need, I am always looking for ways to lend a helping hand.

One of the reasons why helping others is my greatest passion is because it allows me to connect with people from all walks of life. I have had the opportunity to work with individuals from different backgrounds, cultures, and experiences, and each interaction has taught me something valuable. By helping others, I am also able to learn and grow as a person.

Furthermore, helping others is not just about making a difference in someone else’s life; it also brings immense fulfillment and happiness in my own life. Knowing that I have made a positive impact, no matter how small, fills me with a sense of purpose and motivates me to continue helping others.

In today’s world, where there is so much negativity and division, I believe that acts of kindness and compassion towards others are more important than ever. My greatest passion for helping others will always be a driving force in my life, and I hope to inspire others to do the same. After all, as Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”

Q: How do you write an essay about helping others?

A: To write an essay about helping others, start with an introduction that highlights the significance of the topic, provide examples and personal experiences to support your points, discuss the benefits of helping others, and conclude with a strong summary.

Q: Why is it important to help others essay?

A: An essay on why it’s important to help others emphasizes the value of compassion, empathy, and the positive impact that helping others can have on individuals, communities, and society as a whole.

Q: What is the importance of helping others?

A: The importance of helping others lies in fostering empathy, building stronger communities, and creating a more compassionate and interconnected world.

Q: Why am I passionate about helping others?

A: Your passion for helping others may be driven by the sense of fulfillment, the opportunity to make a meaningful difference in people’s lives, a desire to contribute to positive change, and personal values or experiences that underscore the importance of altruism and empathy.

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How Many Pages Is 90 Words?

90 words is 0.2 pages single-spaced or 0.4 pages double-spaced . Documents that typically contain 90 words are short memos, blog posts, or marketing copy. It will take approximately 0 minutes to read 90 words .

A 90 word count will create about 0.2 pages with single spacing or 0.4 pages double-spaced when using normal 1-inch margins, 12 pt. Arial font, and a standard A4 (letter size) page size.

However, the number of pages will vary depending on your margins, font family, font size, whether you use multiple spaces after a period , and your paragraph spacing settings. For example, 1 page single spaced created using Arial font will generate only 0.9 pages with Calibri or Times New Roman font.

Table of Contents

How many pages is 90 words single-spaced.

90 words single-spaced is 0.2 pages. A standard single-spaced page contains 500 words.

How Many Pages Is a 90 Word Essay or Paper?

A 90 words essay will be 0.2 pages single-spaced or 0.4 pages double-spaced. A standard single-spaced page contains 500 words.

How Many Pages Is 90 Words Double-Spaced?

90 words double-spaced is 0.4 pages. Teachers may ask you to write an essay using double spacing so that it's easier to read and easier to add comments/feedback to. A standard double-spaced page contains 250 words.

How Many Pages Is 90 Words Handwritten?

90 words handwritten and single-spaced produces 0.4 pages. Handwriting is about twice as large as words typed in 12 point Arial or Times New Roman font which makes single-spaced handwritten pages equivalent to double-spaced pages.

How Many Paragraphs Is 90 Words?

90 words is about 0.45-0.9 paragraphs for essays or 0-2 for easier reading (to allow skimming). A paragraph length typically has 100-200 words and 5-6 sentences.

How Many Sentences Is 90 Words?

90 words is about 4-6 sentences. A sentence typically has 15–20 words.

How Many Words Is 0.2 Pages?

0.2 pages is 90 words when single-spaced or 45 words when double-spaced. A standard single-spaced page contains 500 words.

Which Font Produces More Pages?

Of the standard fonts used in essays and other documents, Verdana will create the most pages. On average, Verdana will create 1.1 pages for every 1 page written using Arial and 0.9 pages for every page written with Times New Roman or Calibri in Microsoft Word or Google Docs. These are just estimates . If you're looking to write the fewest number of words for your school assignment to meet a page count, we recommend using Verdana (if allowed) or Arial. A good rule of thumb is to use Arial font unless your teacher provides different guidelines for font or spacing.

How Long Does It Take to Write a 90 Word Essay?

On average it will take approximately 2.3 minutes for the average writer typing on a keyboard at a typing speed of 40 words per minute.

How Many Words per Page?

To quickly find out how many pages various word counts make, see the table below. You’ll be able to understand quickly how many words you need to write for your essays, blog articles, or memos with page limits:

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AQA GCSE German Exam Help Sheet for the Writing Exam - 90-Word Essay

Subject: German

Age range: 14-16

Resource type: Assessment and revision

Last updated

21 February 2020

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An information sheet about the AQA GCSE German Writing exam - the 90-word essay part.

It explains the format of the exam, information on the word count, the mark scheme, some general tips, some common question vocabulary, information on stating and explaining your opinion, and some basic tense structures.

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AQA GCSE German Exam Help Sheets - Bundle of 15!

A complete set of help sheets for all elements of the AQA GCSE German exams - saving 40%! Most help sheets include an example question to show the format, some hints and tips, the mark scheme to show how it's marked (and how to score highly), and some key vocabulary, e.g. forming questions, giving opinions and reasons, and forming sentences in different tenses (as appropriate). Almost all can be printed and folded to neatly create an A4 booklet. Also, check out my complete sets of AQA GCSE German Knowledge Organisers! * [Knowledge Organiser Pack 1 (1.1 - 5.2)](https://www.tes.com/teaching-resource/gcse-german-knowledge-organisers-kos-set-of-9-1-1-to-4-2-to-complement-oup-aqa-course-12255309) * [Knowledge Organiser Pack 2 (6.1 - 12.1)](https://www.tes.com/teaching-resource/gcse-german-knowledge-organisers-kos-set-of-11-5-1-to-12-1-to-complement-oup-aqa-course-12255310)

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