Friday 16 October, : What's new about the GCSE

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1 Friday 16 October, 15. 30 - 16. 15: What's new about the GCSE
Friday 16 October, : What's new about the GCSE? What’s new about the new GCSE? As we prepare learners for the 2018 GCSE, we know we need to build on the KS2 and KS3 programmes of study and look for the best ways to develop higher level listening and reading skills, translation into and out of the target language, spontaneous speaking skills, and writing under pressure from memory. This sessions offers some practical ideas for doing just that!

2 GCSE 2018 (Teaching 2016) Edexcel has submitted Draft 2 to Ofqual and published the revised SAMS with blue highlighting showing changes AQA has submitted Draft 2 to Ofqual but will not publish again until they are approved (Draft 1 available on website) OCR has not yet submitted Draft 2 to Ofqual (due 1st week November and will publish at that time on their website) So…. what do we know?

3 GCSE Grades 1 2 3 4 5 6 7 8 9 G F E D C B A A* Those colleagues working in secondary languages, and particularly the heads of department accountable for the results at GCSE, will be acutely aware of the increased challenges facing us as our current Y8s will be the first cohort to take the new GCSE in We are all too aware of the increased challenge of this new examination. New GCSE: new grading system / new challenge

4 Joined up GCSE specifications will be cumulative and progressive in content and language. They will take account of the matters, skills and processes specified in the national curriculum programmes of study for key stages 2 and 3. They will also build on the foundation of core grammar and vocabulary outlined in the programmes of study for key stages 2 and 3, increasing the level of linguistic and cognitive demand. Source: DfE Subject Content for languages document p.4 This has not been as obvious over the past few years. Teachers have often complained that the ‘old new curriculum’ of 2008 set them free at KS3 to explore all sort of creative approaches only to have to tie students down to endless controlled assessments from early Y10 onwards.

5 Direct build from KS3 translation
use of literary texts / authentic material grammar spontaneous speaking extended writing (from memory) There are several reasons why KS4 should feel like a direct build from KS3: 1) translation 2) use of literary texts / authentic material in general 3) grammar 4) spontaneous speaking 5) extended writing (from memory) Is this new thinking?

6 Features of 2018 GCSE Higher expectations
Greater emphasis on manipulation More authentic source material Greater variety of language structure Less predictable exams at the end of KS4 Greater demands in terms of long-term memory

7 National curriculum aims
The National Curriculum for languages aims to ensure that all pupils: understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied. This recaps therefore where students would ideally be by the end of KS3, which can only happen if KS2 learning proceeds as on paper…. The aim is greater independent use of language – how is this going to happen?

8 GCSE Speaking 2018 unpredictability “ the awarding organisation must take all reasonable steps to minimise the predictability of each such assessment.” preparation time (between 10 and 12 minutes) teacher-conducted, audio-recorded, awarding body- assessed conversation (more than one topic, only one of which may be chosen by the learner in advance of the assessment) two further tasks, from the following: (role play, response to visual stimulus, response to textual stimulus, response to stimulus with visuals and text) no dictionaries Foundation – 7-9 minutes Higher – minutes GCSE Subject Level Conditions and Requirements for Modern Foreign Languages (French, German, Spanish) February 2015 p.18-19

9 Key changes to teaching
authentic / harder texts for listening and reading more explicit teaching of listening and reading skills focus on grammar, but particularly verb manipulation, and overall number of verbs know translation into TL in writing assessments more long-term memory work (e.g. assessments including requirement to include language from 2-3 topics, not just the most recent) focus on vocabulary acquisition, particularly non-cognate vocabulary speaking in the classroom – focus on longer, more developed utterances, building in picture discussion

10 Listening: ideas for teaching
Maximise use of target language in the classroom Use strategies to make listening a task not a test Use authentic materials as much as possible Mix and match text book / past paper audio Use listen and read – make multiple use of transcripts Encourage repeated listening to the same passage Use self-created differentiated passages (hard  easy) Teach prediction and note-taking explicitly These are principles for teaching listening. Refer teachers to Handout 2: SOTB listening ideas Explain principles as follows: 1) Maximal use of TL – this is listening practice in itself. It is some of the best listening practice because students aren’t anxious doing it, it is a predictable context but the details are often unpredictable. Teacher talk uses familiar language but re-purposed into new contexts. The most students hear TL the faster they are able to process it. This is really a no-brainer! 2) Students fear listening. Students always perceive the task of listening as a test, whether it is or not. They usually ask ‘is it a test?’ as soon as they know they are about to do a listening activity. There are many ways to subvert this anxiety – see Handout – ideas 1,2,4,5,6,7,8,11 all have the outcome of reducing anxiety and make listening feel less like a text 3) Use authentic materials – this increases the challenge and ensures that learners encounter unfamiliar language, which is required at GCSE. The is far less of this in the text book. 4) Mix and match text book / past paper audio – this is because an alternative GCSE course or other text book (e.g. one for adults) will include different vocabulary even when the theme is the same, so you get a greater challenge, more realistic listening like the GCSE. 5) With more challenging passages it makes a lot of sense to have subsequent listenings that involve listening and reading at the same time. This really helps in the formative stages. It helps students sort out for themselves which words they didn’t understand because they couldn’t process the familiar language quickly enough OR the messages they didn’t understand because the words were unfamiliar. 6) Repeated listening develops resilience. Students believe that Spanish (Fr, Gm) people just speak faster than we do – they are not convinced initially that this is just their perception because their brain is having to work hard to process the information in the foreign language so it’s harder work and takes longer. They don’t initially believe that just by listening again and again and again they will get more, but this is in fact what happens so they need to do it! 7) This is a really good way to encourage stickability too, esp. within a mixed ability class. By the end the answer will be obvious, but at the beginning it is not. All will eventually succeed, some will get there sooner than others. Really good for working in the classroom situation to develop willingness to listen for longer, even to harder material. 8) Prediction is the way to perform at least 0.5 grade higher in the listening – students just need to do it, to be taught to do it as a very deliberate strategy every time they approach a listening task. Note-taking is also extremely valuable when it comes to recording thoughts during a listening that could help you to pick the answer up a 2nd time. Any more ideas? Please share…!

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13 Speaking: ideas for teaching
Maximise use of target language in the classroom Teach students how to ask questions and do this often Consider length of utterance and length of turn Repeat speaking activities immediately with less / no support Plan in favour of language use rather than language practice activities Increase the opportunities for unscripted interaction in every lesson Focus on working from memory as often as possible – have explicit memory / retention strategies Refer teachers to the Classroom Talk handout and the Memories handout

14 Wie? Wer? Woher? Wo? Was? Wann?
Warum? Was? Teach the question words with gestures. Welche(r) ? Wann?

15 Ich bin und ich bin mit hier. Das Wetter ist Wir wohnen Hier kann man
in Italien. auf Mallorca. in Irland. einer Schulgruppe. meinen Großeltern. meinem Vater. Ich bin und ich bin mit hier. in einer Pension. auf einem Campingplatz. in einer Jugendherberge. leider mies! sonnig, aber windig. regnerisch. Das Wetter ist Wir wohnen das schöne Wetter geniessen. am Strand liegen. eine neue Kultur erleben. Hier kann man und das Essen probieren. neue Leute kennen lernen. sich entspannen. Telepathy is brilliant for a) memory and b) speaking (repetition with a reason!) It’s a competitive game in pairs. Each chooses and option for each sentence in their head. One starts reading out loud, trying to anticipate the other’s choices. Each time they make a choice, the partner either nods or shakes his/her head. If the choice is wrong, play passes to the partner who starts the same process. If it is the right choice, the student gets to continue. The aim is to get to the end first. Answers don’t change, so this is also a great memory developer. ausgezeichnet wunderbar unvergesslich so schön ist. so viel zu tun gibt. so angenehm ist. Ich finde es hier, weil es

16 W_ b___ d_? (Where are you?) 2 M__ w__ b___ d_? (Who are you with?) 3
Im Urlaub 1 W_ b___ d_? (Where are you?) 2 M__ w__ b___ d_? (Who are you with?) 3 W__ i___ d__ W_____? (What is the weather like? 4 W_ w____ d_ d___? (Where are you staying there?) 5 W__ k___ m__ d___ m______? (What can you do there?) 6 W__ f____ d_ e_? (What do you think of it?

17 1 Hallo! Ich bin in Salzburg, in Österreich mit meiner Mutter. Wir wohnen in einem tollen Ferienhaus. Das Wetter ist sehr heiß. Hier kann man sich entspannen und eine neue Kultur erleben. Ich finde es prima hier!

18 1 Wo: __________________ Mit wem: _______________ Wetter: __________________ Wohnt:_________________ Aktivitäten: _______________ ____________________________ Meinung: _________________ 2 Wo: __________________ Mit wem: _______________ Wetter: __________________ Wohnt:_________________ Aktivitäten: _______________ ____________________________ Meinung: _________________ Salzburg, Österreich 3 4 Wo: __________________ Mit wem: _______________ Wetter: __________________ Wohnt:_________________ Aktivitäten: _______________ ____________________________ Meinung: _________________ Wo: __________________ Mit wem: _______________ Wetter: __________________ Wohnt:_________________ Aktivitäten: _______________ ____________________________ Meinung: _________________

19 Gruppenarbeit Personen 1, 2, 3 und 4: Person 1 Person 2 Person 3
Richtig / falsch? Aussprache? Personen 1, 2, 3 und 4: There are 4 rounds. Swap roles each round. Everyone must do each role once. (If you have 3 in your group – you have to make it work!) Organise yourselves into roles (quickly!) Everyone writes answers. No-one speaks English!

20 KS3 Translation Bee http://thisissurreal.com/shai/flsb/screen/
Stage 1: Present Tense Students translate from English into German as many sentences as possible in one minute. All sentences in Stage 1 are drawn from the vocabulary list. For example: We travel to Italy. >> Wir fahren nach Italien. To gain a point, pronunciation and accuracy must be good.

21 Spanien / Frankreich / Deutschland / Italien / Österreich mit
Stage 1: Present Tense Ich fahre / Wir fahren nach Spanien / Frankreich / Deutschland / Italien / Österreich mit dem Bus / dem Zug / dem Auto / dem Flugzeug / der U-Bahn Ich esse / Wir essen Pizza / Pommes / Obst / Salat / Reis Ich trinke / Wir trinken Orangensaft / Wasser / Limonade / Tee / Kaffee Ich lerne / Wir lernen Deutsch / Französisch / Spanisch / Englisch / Mathe / Naturwissenschaften / Theater / Kunst / Erdkunde / Geschichte Ich spiele / Wir spielen Fußball / Basketball / Tennis / Golf / Hockey / Rugby / Karten / Tischtennis / Federball / Volleyball Ich gehe / Wir gehen ins Kino / ins Theater / ins Restaurant / zur Schule / nach Hause Ich wohne / Wir wohnen in einem Dorf / in einer Stadt / auf dem Land / an der Küste / in den Bergen Ich kaufe / Wir kaufen ein T-Shirt / ein Hemd / ein Kleid / einen Rock / einen Pulli / eine Jacke / eine Hose / Socken / Schuhe / Turnschuhe

22 ¿Qué o quién hay en la foto?
¿Qué va a pasar ahora? ¿Dónde estamos? ¿Qué acaba de pasar? ¿Qué o quién hay en la foto? Europe somewhere! This routine of 7 questions is one that I think will help prepare students to be able to respond more spontaneously particularly in Picture-based discussion tasks in the new GCSE (and obviously also in the other types of task too) There are not meant to be right answers to all, if any, of these questions and a couple of the questions might seem a bit odd but they do help to draw out a lot of different ideas, using a variety of structures and time frames that can be readily adapted to any picture. ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué se puede ver?

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24 Reading: ideas for teaching
Read for different purposes Read a variety of material Combine reading with speaking and writing Combine reading with listening Read to translate Read to develop vocabulary Refer teachers to the Reading ideas handout, the Translation handout and the Authentic / Literary texts handout

25 Un acróbata en bici causa furor en YouTube
1 Un acróbata en bici causa furor en YouTube 2 Nadal abre el año con un triunfo ante Ferrer y se reencontrará con Soderling 3 Las muertes en carretera en 2009 descienden un 13% 4 El ganador del 'mejor trabajo del mundo', al borde de la muerte por una medusa

26 Foundation tier literary text 2
La familia de Pascual Duarte by Camilo José Cela (Local area, holiday and travel) Read the text. Pascual talks about his village. Soy de un pueblo de Badajoz; un pueblo donde todas las casas son blancas y donde hace mucho sol. En la plaza está la iglesia. Detrás de la plaza, a la derecha está Correos. En el pueblo, como es normal, hay casas pequeñas y casas grandes. La casa de don Jesús es una casa que tiene dos pisos, con un jardín lleno de flores. Mi casa está fuera del pueblo. Es estrecha, vieja y de un solo piso. Lo primero que se ve al entrar es la cocina, al fondo están el comedor y la sala, también hay dos dormitorios uno para mis padres y el otro para mi hermano y yo. El baño está afuera, en el patio. (Camilo José Cela, 'La familia de Pascual Duarte', Ediciones Destino S.A, 44th)

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28 ¡La multitarea no existe!
Parecen multitarear los adolescentes, dicen que las mujeres estamos orgullosas a veces de serlo: hablamos por móvil, enviamos un mail, leemos una carta, todo al mismo tiempo, o eso creemos. Nos creemos modelos de productividad y eficiencia por conseguir muchas cosas a la vez…pero existe un problema:  la multitarea es un mito. La multitarea implica participar en dos tareas al mismo tiempo, y eso solo es posible. si se cumplen dos condiciones: 1) al menos una de las tareas es automática, es decir, no requiere atención o pensamiento para desempeñarla (por ejemplo, caminar o comer) y, 2) las dos tareas necesitan diferentes tipos de procesamiento cerebral. Por ejemplo, podemos leer mientras escuchamos música clásica, porque se procesan en diferentes partes del cerebro. Sin embargo, no es así al escuchar música con letra porque ambas tareas requieren la activación del mismo centro del lenguaje, o sea, la misma parte del cerebro.  

29 Answer the following questions in English
Answer the following questions in English. You do not need to write in full sentences. (a) According to the article, which two groups of people seem to multi-task? (b) Why, according to the article, do people engage in multi-tasking? (c) Give two examples of activities that don’t require conscious attention. (d) According to the article, why is it possible to read and listen to classical music at the same time? (e) Why is listening to music with words considered to be different?

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31 Writing: ideas for teaching Students need to:
know how to form simple, compound and complex sentences have a bank of structures and core language that they can manipulate well across a the range of contexts at GCSE have language stored in long-term memory be attentive to detail, able to spot and correct errors vary vocabulary and structures write for different purposes, showing an awareness of style and register Refer teachers to the Writing ideas handout and back to the translation ideas handout

32 flipped classroom

33 Last summer… El verano pasado… I visited Spain. Visité España. First, I swam in the sea. Then I listened to music on the beach. One day, I went for a cycle ride. I sunbathed everyday. In the evening, I danced in the disco. I played with new friends. I took lots of photos. I relaxed. de vacaciones on holiday

34 Functions Themes A 1 B 2 C 3 D 4 E 5 F 6 G 7 H 8 Questions
Future plans B Opinions 2 Work experience C Suggestions 3 Uniform D What others say 4 Primary school E Likes & dislikes (not ‘aimer’) 5 Subjects and teachers F Habits 6 Extra-curricular G Comparisons 7 Problems H Past events 8 School rules A bit of a wordy one to explain but essentially it’s about getting students to think outside the box and use their language creatively. On the right are the main sub-themes from a topic, school in this case. On the left are various language ‘functions’. By mixing up the combinations some creative sentences can be written that are not usually found within textbooks. For example – comparisions are often drawn between subjects (G5) but not so often between future plans (G1) or school rules (G8) and yet, with a little bit of thinking, students can come up with content and language that fulfills on these new combinations and makes for more interesting work. With one class I put them into groups and gave combinations. We collated all responses electronically and after oral feedback, all students got all of the work, not just theirs, sent out to them.

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