And they say exams aren't getting easier...
It is one reason given for the decline in uptake of MFL at A level. Anecdotally, it is a major shock to children to have to try and do some thinking in the language. I always tried to teach my pupils to 'think in German' or whatever, rather than just translating colloquialisms from English('how do you say 'it is dead boring' in Russian Miss?') - but actually there is no real need for them to have any kind of 'feel' for a language until they get beyond GCSE. As a linguist it upsets me to be honest, but there was feeling that oral exams were too stressful for them so the content was reduced.
Students will complete two controlled assessment tasks. These tasks are untiered. Differentiation is by outcome, not by task. These may be drawn from the exemplar tasks we provide or they may be adapted by teachers for their students. Teachers may also devise their own tasks.
Both tasks will be in the form of a dialogue. The tasks will be marked by the teacher and submitted to AQA for moderation. The work of individual students may be informed by working with others but they must provide an individual response. Where model answers are published, students must not reproduce any sections of continuous prose provided in such answers. Whilst students may use individual sentences from model answers, they must not reproduce several consecutive sentences from such answers in their own response. A student’s response must not be identical to that of another student in the centre or to any published model answer. Students must not submit the same task for Speaking and Writing.
This is from the newest AQA GCSE German specification. Make of it what you will.