new rules, new challenges, new thinking and then, perhaps, new freedoms?
TRANSCRIPT
New rules, new challenges, new thinking and then, perhaps, new freedoms?
New rules, new challenges…
• Statutory PoS at KS2 (and new PoS at KS3)
• More ‘rigorous’ GCSE (and A level) examinations
• Return to compulsory languages at KS4 (by a
different name!)
“The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools.”
Language Trends Survey 2015
New thinking?
“the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools.”
p.69, Language Trends Survey 2015
New thinking? Not yet…
It’s good
to talk!It’s bad
not to talk!
New rules, new challenges…
• Statutory PoS at KS2 (and new PoS at KS3)
• More ‘rigorous’ GCSE (and A level) examinations
• Return to compulsory languages at KS4 (by a different
name!)
GCSE Grades 1 2 3 4 5 6 7 8 9
G F E D C B A A*
New GCSE: new grading system / new challenge
New GCSE: new grading system / new challenge
New rules, new challenges…
• Statutory PoS at KS2 (and new PoS at KS3)
• More ‘rigorous’ GCSE (and A level) examinations
• Return to compulsory languages at KS4
(by a different name!)
New rules, new challenges…
“We expect some schools to offer EBacc subjects to many more pupils as a result of these accountability reforms.” Update on Progress 8 measure and reforms to secondary school accountability framework, DfE, January 2014
“Schools should continue to focus on which qualifications are most suitable for individual pupils, as the grades pupils achieve will help them reach their goals for the next stage of their education or training.” Progress 8 measure in 2016 and 2017, Guide for maintained secondary schools, academies and free schools, DfE , March 2015
“We will require secondary school pupils to take GCSEs in English, maths, science, a language and history or geography, with Ofsted unable to award its highest ratings to schools that refuse to teach these core subjects.” Conservative Manifesto, 2015
New rules, new challenges…
•GCSE builds on KS2 and KS3 !?!
•Curriculum time required ?!?
•Staffing !!!???
YearHours of
tuitionCumulative
hoursCEFR Level
3 19* 19 4 19* 38 5 38* 76 6 38* 114 A17 95 209 A28 95 304 A2+9 95 399
10 95 494 B111 95 589 12 190 779 B213 190 969 C1
Expected Progress and Guided Learning Hours
*Figures based on 30 minutes per week at Y3 and Y4, 60 minutes at Y5 and Y6
New thinking, new freedoms?…
• Who would not want this?
• What do we have to work with?
• What can we do next?
• How we will know it is working?
Listening listen attentively to spoken language and show understanding
by joining in and responding explore the patterns and sounds of language through songs
and rhymes and link the spelling, sound and meaning of words
Speaking engage in conversations; ask and answer questions; express
opinions and respond to those of others; seek clarification and help*
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences* Reading read carefully and show understanding of words, phrases and
simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar written material, including through using a dictionary
Writing write phrases from memory, and adapt these to create new
sentences, to express ideas clearly describe people, places, things and actions orally* and in
writingGrammar understand basic grammar appropriate to the language being
studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Listening listen to a variety of forms of spoken language to obtain information
and respond appropriately transcribe words and short sentences that they hear with increasing
accuracy Speaking initiate and develop conversations, coping with unfamiliar language
and unexpected responses, making use of important social conventions such as formal modes of address
express and develop ideas clearly and with increasing accuracy, both orally and in writing
speak coherently and confidently, with increasingly accurate pronunciation and intonation
Reading read and show comprehension of original and adapted materials
from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture
Writing write prose using an increasingly wide range of grammar and
vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.
Grammar identify and use tenses or other structures which convey the present,
past, and future as appropriate to the language being studied use and manipulate a variety of key grammatical structures and
patterns, including voices and moods, as appropriate develop and use a wide-ranging and deepening vocabulary that goes
beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
use accurate grammar, spelling and punctuation.
KS2 KS3
Listening1) Listen and show understanding by joining in and responding2) Link the sound, spelling and meaning of words
Speaking1) Ask and answer questions2) Express opinions3) Ask for clarification and help4) Speak in sentences5) Describe people, places, things
Reading1) Read and show understanding of phrases and simple texts2) Read aloud with accurate pronunciation 3) Use a dictionary
Writing1) Write phrases from memory2) Adapt phrases to create new sentences.3) Describe people, places, things
Grammar1) Gender of nouns2) Singular and plural forms3) Adjectives (place and agreement)4) Conjugation of key verbs
Key messages
Primary teachers• have a professional concern for
MFL transition questions• care about their pupils’ future
education and have strong relationships with their pupils
• don’t want their work to be wasted when pupils move on to secondary school.
• usually live and work in communities where they will meet ex-pupils or parents or siblings who will comment on their transition experience.
Secondary teachers• share these concerns. • have a direct interest in getting
transition right because progress and ultimately, attainment depend on it.
• know that a smooth continuation in learning is vital, and this includes an awareness of the topics, vocabulary, levels, skills and interest / enthusiasm pupils have developed.
• want to know about the learning experiences Y6 pupils have had: e.g. if they have written stories, filmed presentations, learned songs, used skype, mixed foreign language learning into everyday exchanges
Pupils want...• secondary teachers to know what their achievements and
successes have been in Primary MFL and how much they have enjoyed it.
• their secondary school teachers to know them as people the same way their primary class teacher did.
And pupils?
Y6 writing
Joined upGCSE 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.
National curriculum aimsThe 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.
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 – 10-12 minutes
New thinking, new freedoms?
• Earlier start
• Higher expectations
• Greater emphasis on manipulation
• More authentic source material
• Greater variety of language structure
• Freedom of content (theme) at KS2 and KS3
• Less predictable exams at the end of KS4
Direct build from KS3
• translation
• use of literary texts / authentic material
• grammar
• spontaneous speaking
• extended writing (from memory)
But the new GCSE…?
• business as usual…
• does not fulfil on promise of the new KS3
• competing paradigms
• teachers under pressure
• government push for textbooks
• Ofqual has not approved them anyway!
New thinking, new freedoms?…
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
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
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
Writing: ideas for teachingStudents 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
How do we achieve this?
• By working together!• By sharing knowledge and experience, specifically by:
1. Meeting regularly (half-termly helps!)2. Visiting each other’s classrooms and observing learning first-hand3. Developing shared documentation (starting with curriculum documentation, and then, some way down the line, assessment documentation, and then, finally, transfer documentation4. Developing schemes like language leaders
