Modern Foreign Languages- Spanish

1. GCSE 2009- Delivering the new specification in September 2009 Modern Foreign Languages- Spanish

2. FRASER MACDONALD CHIEF EXAMINER GCSE

3. Aims of Event During the course delegates will: • learn about the total package and how it will help you achieve better results • be taken through the impact of the changes to the new specification • develop a full understanding of controlled assessment and how Edexcel will support this aspect • understand the assessment implications of the new specification • have the opportunity to explore delivery strategies applicable to the new specification.

4. GCSE Spanish – why change? • Sept 2004 Change from Foundation to Entitlement status led to radical fall in overall numbers of language learners. Students opted for ‘more relevant and exciting’ and ‘less difficult’ subjects. • Dearing Review noted lack of 14-16 students engaged in language learning because of: * high stakes assessment * need for more relevant student-centred content • The new GCSEs are a response to that criticism and: * move away from irrelevant, over-familiar content * incorporate content in line with student interests, experiences and needs * offer fresh challenges and introduce new and fair assessments

5. SIGNIFICANT CHANGES : 1 • New TOPIC AREAS to make the content more relevant and contemporary for the students (pets, what you do to help at home, school uniform and penfriends for example are gone) • New weightings for the SKILL AREAS to give greater emphasis to PRODUCTIVE SKILLS • New FLEXIBILITY in allowing students to sit the exam in stages Option 1 : traditional taking all 4 papers as a terminal exam Option 2 : short course to offer 2 skill areas at 1 sitting and ‘top up’ later eg : a) Speaking and Listening b) Reading and Writing

6. SIGNIFICANT CHANGES : 2 • Students can now re-sit once per skill before receiving final certificate but must retake at least 40% of the assessment requirements (ie 2 units minimum) • Removal of coursework and replacement with Controlled Assessments in Speaking and Writing SPEAKING: 2 different task types chosen from a) open interaction (unscripted role-play) b) picture-based discussion c) presentation followed by discussion WRITING: 2 separate writing tasks of no more than 1 hour each based on a choice of 5 Topic Areas

7. SIGNIFICANT CHANGES : 3 • Flexibility to carry our Speaking Controlled Assessments at any time during the course. Marked by the Centre and Moderated by Edexcel. • Flexibility in Speaking Assessments to use Edexcel material, modified Edexcel material or Centre-devised material within the given Topic Areas. • Flexibility in Writing assessments to use Edexcel material, modified Edexcel material or Centre-devised tasks. Marked by Edexcel.

8. Qualification structure Unit/skill % Assessment Unit 1 Listening & understanding Defined common topic areas 20 Examination* Edexcel marked Unit 2 Speaking Student/teacher choice of theme(s) 30 Controlled assessments Centre marked/Edexcel moderated Unit 3 Reading & understanding Defined common topic areas 20 Examination* Edexcel marked Unit 4 Writing Student/teacher choice of theme(s) 30 Controlled assessments Edexcel marked * Option of onscreen assessments available from 2011

9. Availability of units • U1 Listening – Summer only • U3 Reading – Summer only • U2 Speaking – Winter & Summer • U4 Writing - Winter & Summer • 1st assessment opportunity for all units: Summer 2010 • 1st certification: short courses: Summer 2010 full course: Summer 2011

10. LISTENING AND READING UNITS 1 & 3 Tiered : Foundation & Higher

11. NEW TOPIC AREASUnit 1 (Listening) and Unit 3 (Reading) • OUT AND ABOUT: visitor information basic weather local amenities accommodation public transport directions • CUSTOMER SERVICE & TRANSACTIONS: cafés and restaurants shops dealing with problems

12. NEW TOPIC AREASUnit 1 (Listening) and Unit 3 (Reading) • PERSONAL INFORMATION: general interests leisure activities family and friends lifestyle • FUTURE PLANS, EDUCATION AND WORK: basic language of the internet simple job advertisements simple job applications & CV school and college work and work experience

13. Assessment format (1) • 2 sets of papers (Foundation and Higher) sent for each candidate • No requirement to write answers in the Target Language • 20% each for Full Course (40% of Short Course for one skill). 40 marks per paper. • For both skills, Foundation & Higher Tier papers available on paper (from 2010) & also onscreen (from 2011). • All questions have English titles & rubrics. • There will be less use of icons.

14. Assessment format (2) • Crossover questions in Higher & Foundation papers targeted at grades D & C. • Peaks & troughs at Foundation Tier • In the listening papers, the majority of answers will not require any full-answer written responses. • Higher Tier reading paper includes a question in Spanish but no requirement to write in the Target Language.

15. TIMINGS • Listening Foundation : 25 minutes + 5 minutes reading time • Listening Higher : 35 minutes + 5 minutes reading time • Reading Foundation : 35 minutes • Reading Higher : 50 minutes

16. Delegate activity • Sample listening • Sample reading

17. SPEAKING UNIT TWO NON-TIERED

18. Unit 2: Speaking in Spanish TOPIC AREAS 1. Media and culture : music/film/reading fashion/celebrities/religion blogs/internet 2. Sport and leisure : hobbies/interests sporting events lifestyle choices 3. Travel and tourism : holidays accommodation eating, food and drink

19. UNIT 2 : Speaking in Spanish TOPIC AREAS (cont) • Business, Work and Employment: work experience/part-time jobs product or service information 5. Centre-devised option : allowing links to other areas of the curriculum not specified in the Topic Areas list. (Formal assessments can be carried out in any appropriate setting provided that there is no replication with Unit 4 Writing. The theme may be the same but the purpose of the tasks must be different).

20. SUGGESTED PATTERN PHASE 1 • Teach content linked to an aspect of the chosen theme. • Practise related tasks. • Unlimited teacher feedback. PHASE 2 • Set the specific assessment task. • Explain the task. • Candidates prepare the task.

21. Assessment format (1) 2 different tasks of 4-6 minutes each based on: • Picture-based discussion (picture chosen by student) 2. Presentation (max.3 mins) & follow-up discussion (for both the above students can refer to bullet point notes or mind map of 30 words max.) 3. Open interaction (unscripted role-play based on a stimulus) Focused content – both tasks can relate to one specific theme

22. Assessment format (2) • Each task 4-6 minutes, conducted in controlled conditions • Centre – assessed, Edexcel moderated • Single assessment criteria grid for all 3 task types to facilitate marking - pages 18 – 19 in specification • Focus on communication (see assessment criteria)

23. Speaking controlled assessment Task setting • Edexcel to provide exemplar stimuli • Teachers may adapt these • Teachers may create their own (no requirement for approval – but Ask the Expert facility available) • Tasks should provide opportunities for appropriate stretch & challenge • Stimulus in English or Spanish (max 70 words)

24. Speaking controlled assessment • TASK SETTING choose Edexcel stimuli adapt Edexcel stimuli create own stimuli All open interaction tasks to be refreshed every 2 years Students can be assessed on repeat occasions but must not undertake the same assessment task twice if it is being counted towards final assessment Students re-sitting must use different tasks

25. Speaking controlled assessment • TASK MARKING Teachers assess own students’ work and fill in a form to show how marks were awarded. Edexcel moderates a sample of the work and a report is sent to the Centre when final results are published.

26. Speaking controlled assessment • TASK TAKING The student carries out all assessed work and preparation under the formal supervision of a teacher to ensure that the work is the student’s own. Students should have up to 6 hours teaching time (within a max. of 2 weeks) to prepare for their speaking assessment. Each task takes between 4 and 6 minutes under controlled conditions. During the test the student may refer to the stimulus (where appropriate) and 30 words max. of notes.

27. Support for speaking • Sample Assessment Materials • Teacher’s Guide • Edexcel GCSE Spanish textbook and linked materials • SSAT-led programme of training events: local network support meetings for controlled assessment • Further exemplar student work & commentaries

28. Delegate activity Picture – based discussion • Listen to sample • Discuss performance • Raising the bar? • Questioning techniques? Open-interaction • Listen to sample • Discuss performance • Differentiation? • Questioning techniques?

29. WRITING UNIT 4 NON-TIERED

30. Unit 4: Writing in Spanish TOPIC AREAS • Media and culture : music/film/reading fashion/celebrities/religion blogs/internet • Sport and leisure : hobbies/interests sporting events lifestyle choices • Travel & tourism : holidays accommodation eating/food/drink

31. Unit 4 : Writing in Spanish TOPIC AREAS (Cont) • Business, work and employment: work experience/part-time jobs product or service information • Centre-devised option (linked to other areas of the curriculum not specified in the Topic Areas listed above)

32. Writing – more freedom • The new specification gives centres greater flexibility to create assessment materials to suit the strengths and interests of their own candidates. • The specification also allows for greater focus: all speaking and writing can be linked to one theme if desired. However, note that the purpose of the tasks set must be different. • Tasks may be word-processed or hand-written.

33. Assessment format - writing • Differentiation is by outcome. • 60 marks are available: each task is marked using the grids for Communication and Content (15), Knowledge and Application of Language (10) and Accuracy (5). • Candidates produce two separate writing tasks which may be linked to the same topic area.

34. Assessment format - writing • It is anticipated that candidates will produce at least 100 words for each task. • However, candidates aiming for grade C or above are expected to produce over 200 words in each task. • All work will be marked by Edexcel

35. Writing controlled assessment Candidates must complete the two long or four shorter writing tasks in controlled conditions in two separate assessment sessions lasting no more than 1 hour each. • Controlled assessments may be undertaken at any time during the course. • Teachers should make sure that candidates have enough breadth of language available to access the full mark range before setting an assessment task.

36. Writing controlled assessment SUGGESTED PATTERN PHASE 1 • Teach content linked to an aspect of the chosen theme. • Practise related tasks. • Unlimited teacher feedback. PHASE 2 • Set the specific assessment task. • Explain the task. • Candidate prepares the task. (In controlled conditions students may refer to a dictionary or on-line dictionary, the relevant stimulus and brief notes in bullet point or mind map – 30 words maximum).

37. Setting your own tasks • You may use material from previous examinations. • Edexcel tasks may be used as they are or adapted. • Tasks may be set in English or in Spanish. • Ensure that the tasks set are appropriate for the candidates’ ability. • If in doubt about the suitability of the task you are setting, you may use the AskTheExpert service.

38. Terminal Rule – in GCSE 2009 QCA has a Terminal Rule for unitised qualifications. Unitised qualifications offer individual unit assessment. Candidates are able to resit each unit once. The rule states that: • at least 40% of the assessment must be taken in the final exam session • the final exam session is the session in which candidates are claiming their award. • the results from these terminal attempts must be used for the calculation of the final grade.

39. Support for writing • Past papers can be used or adapted. • Sample assessment material. • Edexcel GCSE Spanish textbook and linked materials • Programme of SSAT support meetings • Further assessment material will be made available as teaching begins.

40. Delegate activity Exemplar writing assessment • Stimulus • Differentiation • Candidate performance • Raising the bar?

41. Resources and support • http://www.edexcel.com/quals/gcse/gcse09/mfl/spanish/Pages/default.aspx • Edexcel Subject Advisor GCSE Languages 0844 576 0035 and LanguagesSubjectAdvisor@edexcelexperts.co.uk • gcsespanish@edexcelexperts.co.uk • Further examples of controlled assessment tasks available in September 2009

42. What are we doing to help you? Dedicated linesRegional Offices Stay alert e-Spec Published Resources eg Activity Guide ResultsPlus GCSE Specification& Accessible Assessment Ask Edexcel CurriculumDevelopmentManagers Support for Controlled Assessment Ask the Expert Subject Advisers expert@edexcel.com Phone: 0844 576 0035 Training from Edexcel Ask edexcel

43. Thank you for taking part today