Advanced Higher Modern Languages

Course Specification (15/01/2026)

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

Specimen question paper

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

Cantonese

French

Gaelic (Learners)

German

Italian

Mandarin

Spanish

Coursework (02/07/2026)

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

We recently introduced a flyleaf styled booklet for the submission of the Modern Languages Advanced Higher portfolio. Candidates must use the flyleaf styled booklet to submit hard copies of their portfolio essays to Qualifications Scotland. 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 us. You can download and print additional copies where required, at the links below.

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 (06/07/2026)

Examples of candidate evidence with commentaries

Further examples of candidate evidence and commentaries can be found on our secure website and you can access these through your 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 (29/10/2025)

Course Reports

Chinese Languages

French

Gaelic (Learners)

German

Italian

Spanish

Verification Reports

Course support (26/03/2024)

Visiting Examining (15/10/2025)

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.