Information / Training Seminar March 2006

Information / Training Seminar March 2006 Improving Communication Improving Performance

AGENDA • Information items • GCE review – consultation • Modern Languages Micro-site • Improving Performance – General • Improving Performance - AS3 / A23 • Finish 3.30 – 3.45

Move to CD GCSE Short Course 2006 All listening tests 2007 Speaking tests remain on cassette 2006 first examination of GCSE Short Course Irish Listening Packages GCE Cluas GCSE Cluaisín Raw > Uniform Marks Alternative Chief Reports on micro-site only Future developments Applied languages course eGOML Assistant Examiners Information Items

Consultation – GCE Review Both GCE & GCSE under review Time scales: • AS first teaching September 08 • AS first examination June 09 • A2 first teaching September 09 • A2 first examination June10 • GCSE first teaching September 09 • GCSE first examination May 11

GCE Review • Current structure is: Complex, Repetitive, Over-assessed • Aim for new structure • Slim down without diluting standard • 6 units > 4 units (AS - 2 Units A2 - 2 or 3 units) • Focus on language skills • AO 4 removed • Coursework removed • Combine skills for assessment • Stretch & challenge

Reduce demand of grammar at AS? Skills agenda? Range of topics too wide? Suitability of topics? No topics? Future of literature & society? How should AS link back to GCSE? How well does current specification work? What could be retained? What should be removed? What else would we like to have ? Support? GCE Review

Languages Micro-site – Improving Communication • Off-shoot of main CCEA site • All relevant languages materials in one location • All material to go electronic only • New Support material • Improving communication • Regular updates

Administration: Do consult guidance notes Do not send Presentation pro forma to CCEA Do send in titles form Do provide copy for visiting examiner Do ensure full attendance at briefings Improving Performance Speaking test

Speaking Test Role-plays: • Do read tasks carefully • Do not write out responses to role-plays in full or translate • Do give full responses • Do pay attention to examiner’s role • Do not repeat material

Speaking Test Presentation • Do not make further notes on pro forma • Do ensure degree of personal engagement • Do ensure appropriate topic for level • Do not try to include too many statistics • Do consider pronunciation and intonation more • Do stick to times (3 mins AS, 4 mins A2) • Do ensure AO4 is adequately covered

Speaking Test Discussion: • Do not take on descriptive approach • Do not get bogged down in detailed description of visual stimulus • Should not be another ‘presentation’ • Do make notes but not for ‘reading out’ • should be interactive discussion • Do develop a theme or topic • Examiners will have prepared questions to help with development

Speaking Conversation • Mainly based on student’s experience • Students should try to develop favourite topic • More expected at A2 level • Avoid ‘automatic pilot’ approach • Grammatical accuracy often sacrificed for fluency • Link question has worked well Order of elements • AS – role-plays > presentation > conversation • A2 –discussion > presentation > conversation

Improving Performance AS2 Section A (listening) • Do be careful with how true/false responses are assigned • Do answer succinctly • Do not transcribe everything in hope of answer • Do not answer in target language Section B (reading / translation) • Separate insert for stimulus material • Pay attention to standard of English in translation

Improving Performance A22 Section A (listening) • Do keep within word limit in summary Section B (reading) • Do not lift directly from text wholesale in hope of finding answer • General • Do present responses carefully and succinctly • Do not use eccentric handwriting • Do use double spacing

Information / Training Seminar March 2006