GCSE Spanish November 2008

Why revise specifications? To conform to the rules of the Regulatory Authorities. To ensure that content and assessment reflect the needs of learners and the needs of the society, economy and environment in which they live and work. To provide teachers, lecturers and tutors with top-class qualifications that are refreshingly relevant, stimulating and rewarding for their learners.

The process of revision Key activities have included: Identification of subject criteria in collaboration with QCA and all other UK regulatory bodies. Consultation and communication with stakeholders.

Consultation Phase 1 Online consultation with teachers on our current specifications Phase 2 Online consultation with teachers on our revised specifications Subject specific Workshops Subject Advisory Teams And Equality Impact Assessment

Key Changes Controlled assessment Unitisation Teachers mark speaking tasks No separate assessment for short course languages

Response to Feedback Reduce content 3 contexts for learning Link to Key Stage 3 3 contexts linked to revised curriculum objectives

4 Assessment Objectives: AO1 Listening AO2 Speaking AO3 Reading AO4 Writing Assessment Types: 60% Controlled assessment – speaking and writing 40% Written papers – listening and reading

Assessment Weightings: Unitised Speaking and Writing 30% each Listening and Reading 20% each Unitised Unit 1 – available every summer from 2010 Unit 2 – available every summer from 2010 Unit 3 – available every summer from 2011 Unit 4 – available every summer from 2011

Short course languages Assessment Short course languages No separate assessments Either speaking and listening Or writing and reading

Units Unit 1 Speaking (30%) Unit 2 Writing (30%) Candidates complete 2 controlled assessment tasks Each worth 30 marks Teachers mark tasks using mark scheme CCEA moderates marking Available every summer from 2010 Unit 2 Writing (30%) CCEA marks tasks

Units Unit 3 Listening (20%) Unit 4 Reading (20%) One written paper – worth 40 marks Foundation and higher tiers Foundation 35 minutes Higher 45 minutes Available every summer from 2011 Unit 4 Reading (20%) Foundation 40 minutes Higher 50 minutes

The Individual / Citizenship / Employability The Individual Contexts for Learning 3 Contexts for learning The Individual / Citizenship / Employability The Individual Relationships: families and friends Local environment: advantages and disadvantages Activities: daily routine and leisure activities Health and lifestyle: diet, exercise and illness

Contexts for Learning Citizenship Social issues: problems in society and equality Travel and tourism: destinations and choices Environmental issues: attitudes to and responsibilities for litter, transport, energy, conservation and recycling Media and communications Celebrations: festivals and customs

Contexts for Learning Employability School life Part-time jobs: advantages and disadvantages Future plans: choices and expectations

Controlled Assessments Why controlled assessment? to make assessments More valid and reliable Less formulaic and predictable More manageable for students and teachers to support Good teaching and learning

Controlled Assessments Why controlled assessment? to allow Teachers to confidently authenticate students’ work to ensure Assessment judgements are of the highest quality to discourage and detect Assessment malpractice

Controlled Assessments 3 stages – levels of control Speaking Writing Task setting Low Task taking Medium High Task marking

Controlled Assessments Task setting Centres may use exemplar tasks / adapt / create own tasks Task taking - Stage 1 (preparation) Speaking - candidates work under informal supervision / can work in small groups / teacher feedback permitted Writing – candidates work under informal supervision / work completed independently / teacher feedback permitted

Controlled Assessments Task taking -Stage 2 (final production of task) Speaking - candidates complete task under formal supervision / teacher feedback not permitted / pro forma permitted Writing – candidates complete task under formal supervision / teacher feedback not permitted / pro forma and dictionary permitted

Controlled Assessments Task marking Speaking – teachers mark tasks / CCEA moderates centres’ marking Writing – CCEA marks tasks

Controlled Assessments Unit 1 – Speaking Candidates take 2 tasks – one of which is a conversation Task setting exemplar / adapt / create own Task taking individually / pairs / groups Task marking teachers mark tasks using CCEA mark schemes CCEA moderates

Controlled Assessments Unit 1 – Speaking Mark schemes: communication (15) grammar and structures (10) pronunciation and intonation (5) Training sessions Agreement trials

Controlled Assessments Unit 2 – Writing Candidates take 2 tasks Task setting – exemplar / adapt / create own Task taking – individual Task marking – CCEA marks tasks

Review of specimen assessment materials Review of specimen reading and listening papers Controlled Assessment tasks - Section 6 from page 14 Appendix 1 from page 24 Mark schemes – Speaking from page 31 Writing page 33

Planned support for languages General Resource packs being produced Speaking Training events Agreement trials Guidance on adapting / creating tasks Guidance and support on questions for tasks

Planned support for languages Writing Guidance on adapting / creating tasks Guidance on task taking Suggestions What you need Contact me by email / via micro site

Our Support Programme GCSE Support event dates: March 3rd Tullylagan Hotel pm March 9th Corr’s Corner am

Our Support Programme Training events Agreement trials Exemplification of standards (September – November 2011) Micro site spanish micro site.ppt

Staying informed For information on all our support events go to www.ccea.org.uk Click on the Events icon (top left)

Our Support Programme e-Support Package Subject micro-sites The revised specification Exemplar papers and mark schemes Resource packs Student Guides Controlled assessment guidance material Chief Examiner’s reports www.ccea.org.uk

Our commitment to you In person A local team fully committed to supporting you Accessible subject officers and specification support officers Tailored guidance from a subject specialist Centre visits

GCE Support Update Resource packs available on micro site A2 Support days in March 2009 March 3rd Tullylagan am March 9th Corr’s Corner pm

Officer with Subject responsibility Contact details Officer with Subject responsibility Clare McNicholl cmcnicholl@ccea.org.uk Specification Support Officer Vacant Distribution cceadistribution@ccea.org.uk