MFL Development Day 3rd July 2018

Course Objectives To share ideas to improve practice in MFL classrooms To provide some time to discuss and put these ideas into practice To offer opportunities to network with MFL colleagues Simple, what people want, ideas from presenters and yourselves (TeachMeet), we are all in the same boat, sleepness nights, huge curriculum changes

Plan for the day 9. 00-9. 30. Arrival and refreshments 9. 30-9. 35 Plan for the day 9.00-9.30 Arrival and refreshments 9.30-9.35 Welcome 9.35-10.05 Planning and Assessment in KS3 10.05-10.35 Planning time 10.35-11.25 Workshop 1 11.25-12.05 Planning time 12.05-1.05 Lunch 1.05-1.55 Workshop 2 1.55-2.35 Planning Time 2.35-3.35 MFL TeachMeet A more packed agenda than previous years, more ideas for your money! – let us know on feedback forms if you liked it / felt it was too busy, don’t want ideas to get lost

Workshops A: Translation: Kirsten Ross B: Developing Speaking for GCSE: Laura Blasco C: Listening: Kerrie Moorhouse D: Preparing MFL Students for GCSE Writing: Dan Straw & Hollie Milnes E: Creativity and Engagement: Gemma Evans Thank you, offer ideas from our classrooms, themes should be common to us all, not all new,, you will have better ones – share them!

RTSA Website http://www.redhilltsa.org.uk/course/view.php?id=34 Please access resources in planning time, wi-fi code http://www.redhilltsa.org.uk/course/view.php?id=34

Adapting SOWs and Assessments in KS3 Objectives To share how KS3 departmental SOWs and assessments have been adapted for the new GCSE To promote discussion and sharing of ideas and resources to lead to the adaption of SOWs and assessments in KS3

How has GCSE changed? Increased challenge Unfamiliar questions / content Literary texts Target language questions Translation Increased focus on grammar and structures Moved away from pre-learned speaking and writing responses

Adapting KS3 Assessments Guidelines 2 skills approximately per half term Skills spread evenly across the year Linked to KS3 assessment criteria Opportunity to build and assess skills needed for GCSE Some unfamiliar element to each assessment Students expected to revise for the end of unit tests (revision lists / vocab lists etc.)

KS3 Assessment Criteria - Banding

Listening Assessments Text book passages / record your own with a native speaker / foundation listening exam passages Adapt tasks to mirror Foundation GCSE task types e.g. … Matching pics to what they hear English multi-choice English summary tables Finish the English sentences English questions Simple TL picture matching activities TL – positive, negative or both   Provide extra vocabulary support if necessary (build into vocab sheets for learning at home) Build in practise listening into Schemes of Work (teach listening skills explicitly)

Year 8 Listening Assessments Some unfamiliar vocab Simple opinions and reasons

Year 8 Listening Assessments More challenging Answers in a different order Wider variety of vocab

Year 8 Listening Assessments Lots of irrelevant information Students have to read questions carefully Includes tenses Wider variety of vocab

Year 7 Spanish Listening Multi-choice with more than 1 answer Could be easily adapted to the target language

Year 8 German Carefully selected Foundation GCSE question (old spec)

Year 8 Spanish Listening Simple target language questions

Reading Assessments Text book passages / abridged literary texts / foundation reading exam texts Adapt tasks to mirror Foundation GCSE task types e.g. … Matching pics to what they read Matching names to texts English multi-choice English summary tables English lists of things which appear in the text Finish the English sentences English questions English – find the 4 true / false statements TL True, false not in text Simple TL questions TL to English translation   Provide extra vocabulary support if necessary (build into vocab sheets for learning at home) Build in practise listening into Schemes of Work (teach reading skills explicitly)

KS3 Reading Assessments – Before …

KS3 Reading Assessments – Authentic Text

KS3 Reading Assessments – Authentic Text

KS3 Reading – TL questions

KS3 Reading – Grammar Gap Fill

KS3 Reading – Summary question

KS3 Reading – GCSE Style Assessment

KS3 Reading – GCSE Style Assessment

KS3 Reading – GCSE Style Assessment

KS3 Reading – GCSE Style Assessment

KS3 Reading – GCSE Style Assessment

KS3 Reading – GCSE Style Assessment

KS3 Speaking Guidelines Simple role-plays Simple picture cards (with simple surprise questions) Lists of questions for the current topic Use speaking mats / support sheets to practise and learn key structures Expect students to learn key words and structures at home Build in practise speaking role-plays / picture cards into Schemes of Work

KS3 Speaking Assessment – Role-Plays

KS3 Speaking Assessment – Peer Assessment

KS3 Speaking Assessment – Picture Cards

KS3 Speaking Assessment – Picture Cards

KS3 Speaking Assessment – Picture Cards Y7 Spanish

KS3 Speaking Assessment – Conversation

KS3 Writing Assessment Ideas Writing sentences for pictures 90 word writing tasks (4 bullet points) Sentence level vocab and structures tests (translation) English to TL translation Use mats / support sheets to practise and learn key structures Allow students to use mats in class for non-assessed writing tasks Expect students to learn key words and structures at home for assessments

KS3 Writing Assessment 90 words

KS4 Writing Assessment Revision List

KS3 Writing Assessment 90 words

KS3 Writing Assessment Translation

KS3 Writing Assessment Translation

Adapting SOWs Add in new assessments Add mini-units of work / practise resources to cover skills needed for assessments Identify core language / structures for each unit Get core language onto grammar mats / quizlet lists Get students learning core language at home Test core language regularly

Adapting SOWs and Assessments in KS3 Assessments - Discussion What SOWs & assessments do you currently have in KS3? How could they be improved to meet the needs of the new GCSE examinations?