1. GCSE German March 2009

2. Agenda Summary of key changes at GCSE Feedback from launch events Contexts for learning Resource packs Controlled Assessment writing Controlled Assessment speaking

3. Key Changes at GCSE 3 contexts for learning – linked to revised Key Stage 3 curriculum Controlled assessment – speaking and writing – 60% Teachers mark speaking tasks CCEA moderates centre’s marks Recording and submission of tasks

4. Feedback from launch events Responses to all questions raised at launch events on subject micro site under GCSE Revised FAQs Categorised into 4 main sections –Contexts for learning –Resource packs –Controlled assessment –Speaking tasks

5. Feedback from launch events Contexts for learning –Will there be resources for the teaching of media and communications? –Will CCEA provide guidance on how to approach teaching of social issues?

6. Feedback from launch events Resource packs –Will CCEA provide more examples of controlled assessment tasks? –Will CCEA clarify what is permitted at each stage of preparation for controlled assessment tasks?

7. Feedback from launch events Controlled Assessment tasks –Can CCEA provide more guidance on when / where candidates can prepare work? –Can CCEA provide more guidance on when the controlled assessment tasks can be done?

8. Feedback from launch events Speaking tasks –How will tasks be recorded and submitted to CCEA? –Will CCEA provide more guidance on how to apply the mark schemes? –Will CCEA provide banks of questions for teachers conducting speaking tasks?

9. Contexts for learning Speaking and writing assessed by controlled assessment – centres decide which topics to cover Grid shows which topics will be assessed in listening / reading papers 3 contexts –The individual –Citizenship –Employability

10. Contexts for learning Individual TopicListeningReading RelationshipsYes Local environmentYes ActivitiesYes Health and lifestyleYes

11. Contexts for learning Citizenship TopicListeningReading Social issuesNo Travel and tourismYes Environmental issues Yes Media and communications Yes CelebrationsYes

12. Contexts for learning Employability TopicListeningReading School lifeYes Part-time jobsYes Future plansYes

13. Resource packs 4 sections –Contexts for learning – learning outcomes, teaching and learning activities, resources by topic –Guidance on setting controlled assessment tasks –Guidance on preparing controlled assessment tasks –Thinking skills / personal capabilities

14. Resource packs – Section 1 (extract) TopicLearning Outcomes Teaching and learning activities Resources Local environment: advantages and disadvantages Students should be able to investigate, understand, describe, discuss and give opinions, in relation to their local environment. They should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing. AO1 Listening: Students listen to an extract about an area and complete a list of positive and negative points about the area. AO2 Speaking: Students conduct a class survey about where people live and the facilities available. Klasse 3 Einheit 7,8 Na Klar Thema 1(B), 4 (B) Logo 3 Einheit 1,5 Logo 4 Einheit 5

15. Resource packs Section 2 Extra speaking tasks ContextTopicType Individual Local environmentConversation CitizenshipTravel and tourismConversation IndividualHealth and lifestylePresentation and discussion CitizenshipCelebrationsPresentation and discussion EmployabilitySchool lifeInterview EmployabilityFuture plansInterview

16. Resource packs Section 2 Extra writing tasks ContextTopicType Employability Part time jobsInformative CitizenshipTravel and tourismInformative IndividualActivitiesComparative EmployabilitySchool lifeComparative IndividualHealth and lifestylePersuasive CitizenshipTravel and tourismPersuasive

17. Resource packs Section 2 Context:Employability Topic:School life Purpose:To display the ability to research and provide comparisons Guidance for candidates You have been asked to write a report for a magazine in a country where the target language is spoken comparing a school in that country and the one you attend. Your work may include some or all of the following; A description of the school abroad and why you were there What you did there What was different about the classes What was different about the school day Which you preferred and why

18. Resource packs Section 2 Context:Individual Topic:Activities Purpose:To display the ability to research and provide comparisons Way of adapting task After an exchange visit to a country where the target language is spoken you have been asked to write a report for a magazine comparing family life there with your own. Your work may use some or all of the following information; What you did during the exchange visit What was different about the daily routine What was different about the food Any other differences you noticed Which you preferred and why

19. Controlled Assessment- general Speaking and writing assessed by controlled assessment Each candidate submits 2 tasks for each skill Speaking tasks –One task must be a conversation – Teachers mark tasks – Centres carry out internal standardisation – Centres submit sample –CCEA moderates centre’s marking Writing tasks –Centres submit tasks to CCEA for marking Submission date – 1 st May

20. Controlled Assessment- writing 3 stages –Pre-preparation stage (Preparation before task set) –Preparation stage (Feedback permitted after task set) –Final production of task

21. Controlled Assessment- writing Pre-preparation stage Topic: School life Preparation will cover vocabulary, grammar and structures associated with this topic. Examples of classroom activities: Matching vocabulary / writing paragraphs about school day / putting activities from school day in order / matching beginning and ending of sentences / writing paragraph using certain vocabulary / using lists of opinions to write about each subject / manipulating verbs – tenses and person / writing sentences about plans for next year / completing cloze test At this stage, this work can be carried out in the classroom or set as homework and corrected.

22. Controlled Assessment- writing Guidance for candidates when setting task –Awareness of mark scheme and language used in it –Word length (100-150 / 200-300) –Time allowed for preparation and final production –Resources permitted –Preparation of pro-forma –Practical guidance on writing – address points / produce a balanced piece / take note of tenses and vocabulary needed / use of paragraphs

23. Controlled Assessment- writing Preparation Stage 5-6 hours preparation Candidates may use all resources – text books / corrected homework / dictionary / class notes and exercises in this preparation stage Candidates should prepare a pro-forma (max 40 words) Preparation must be done under informal supervision

24. Controlled Assessment- writing Feedback permitted –Teachers must not correct work during this stage –Teachers should use language from mark schemes – not more specific –Teachers permitted to give feedback on How work meets requirements of specification How the work will be assessed (mark schemes)

25. Controlled Assessment- writing Final production –Candidates have up to 1 hour for each task –Only resources permitted dictionary and pro-forma –Candidates must complete task under formal supervision –Each candidate submits two tasks

26. Controlled Assessment- writing Mark schemes (30) Communication (20) Band 5 The candidate communicates the task very clearly and concisely and displays very good knowledge of the topic. Ideas and opinions are expressed and justified. Grammar and Structures(10) Band 5 There are few errors. The writing is well ordered and coherent. The candidate uses a wide variety of vocabulary and structures. There is good evidence of idiomatic language.

27. Controlled Assessment- writing Grade descriptors (p12 specification) Grade A They write for different purposes and contexts about real or imaginary subjects. They express and explain ideas and points of view. They use a variety of vocabulary, structures and verb tenses. Their spelling and grammar are generally accurate. The message is clear but there may be some errors, especially when they write more complex sentences.

28. Controlled Assessment- writing Grade descriptors (p13 specification) Grade C They write for different contexts that may be real or imaginary. They communicate information and express points of view. They use a variety of structures and may include different tenses or time frames. The style is basic. They convey a clear message, but there may be some errors.

29. Controlled Assessment- writing Grade descriptors (p13 specification) Grade F They write short texts that relate to familiar contexts. They can express simple opinions. They use simple sentences. The main points are usually conveyed but there are mistakes in spelling and grammar

30. Controlled Assessment- speaking 3 stages –Pre-preparation (Preparation before task set) –Preparation stage (Feedback permitted after task set) –Final production of task

31. Controlled Assessment- speaking Pre-preparation stage Topic: health and lifestyle –Preparation will cover vocabulary, grammar and structures relating to the topic. –Examples of activities; role plays / group discussions / written preparation work – submitting questions and answered / practising listening for pronunciation / practising with teacher and / or assistant At this stage, work can be carried out in the classroom or as homework and corrected.

32. Controlled Assessment- speaking Guidance for candidates when setting task –Awareness of mark scheme and language used in it –Time allowed for preparation and final production –Resources permitted –Preparation of pro-forma –Practical guidance on speaking – prepare answers to possible questions on topic / prepare presentation / focus on vocabulary and grammar needed to address task / practice pronunciation and intonation / think about and prepare answers to possible follow up questions

33. Controlled Assessment- speaking Preparation stage 3-4 hours preparation Candidates may use all resources – text books / corrected homework / dictionary / class notes and exercises in this preparation stage Candidates should prepare a pro-forma (max 40 words)

34. Controlled Assessment- speaking Feedback permitted –Teachers must not correct work during this stage –Teachers should use language from mark schemes – not more specific –Teachers permitted to give feedback on How work meets requirements of specification How the work will be assessed (mark schemes)

35. Controlled Assessment- speaking Final production of task –Each candidate does 2 tasks each lasting 4-6 minutes –Candidate can be assessed individually / in pairs / groups –Candidate allowed pro-forma when doing task –1 task per candidate recorded and retained for moderation

36. Controlled Assessment- speaking Mark schemes(30) Communication (15) Band 5 The candidate completes the task very competently. Ideas and opinions are expressed and justified. The candidate is able to respond confidently to questions, including unprepared elements. Grammar and Structures(10) Band 5 The candidate uses a wide variety of appropriate vocabulary, structures and idiomatic language with a high degree of accuracy and competency. Pronunciation and Intonation (5) Band 5 Pronunciation, intonation and fluency of delivery are very good.

37. Controlled Assessment- speaking Task marking –Teachers mark tasks using CCEA mark schemes –Centres must carry out internal standardisation if more than one teaching group –Centres submit sample of tasks for moderation –CCEA moderates centre’s marking

38. Controlled Assessment- speaking Grade descriptors Grade A They initiate and develop conversations and discussions, present information and narrate events. They express and explain ideas and points of view and produce extended sequences of speech using a variety of vocabulary, structures and verb tenses. They speak confidently, with reasonably accurate pronunciation and intonation. The message is clear but there may be some errors, especially when they use more complex structures.

39. Controlled Assessment- speaking Grade descriptors Grade C They take part in conversations and simple discussions and present information. They express points of view and show an ability to deal with some unpredictable elements. Their spoken language contains a variety of structures and may relate to past and future events. Their pronunciation and intonation are more accurate than inaccurate. They convey a clear message but there may be some errors.

40. Controlled Assessment- speaking Grade descriptors Grade F They take part in simple conversations, present simple information and can express their opinion. They use a limited range of language. Their pronunciation is understandable. There are grammatical inaccuracies but the main points are usually conveyed.

41. Controlled Assessment- speaking Support for teaching of speaking Ofqual DVD Guide to speaking tasks –Types of tasks –General advice to teachers –General advice for candidates – useful vocabulary –Lists of questions by topic

42. Controlled Assessment- speaking Support for marking of speaking tasks Training events autumn term 2009 Agreement trials subsequent years

43. Controlled Assessment- speaking Recording and submission of speaking tasks –2010 - CDs / digital recordings –2011 – only digital recordings from this point

44. Controlled Assessment- speaking Recording and submission of speaking tasks 3 steps: –Record tasks to digital recorder –Transfer to internet ready computer –Upload to secure CCEA moderation site

45. Controlled Assessment- speaking Recording and submission of speaking tasks Digital recording options: –MP3 recorder / digital dictaphone – prices range from £50-£250 –Direct to computer (software permitting) –CD recording –Recordings then submitted through CCEA’s secure moderation site

46. Feedback / Questions Any suggestions for further support? Questions / comments?

47. Our support programme Subject specific launch events – October – December 2008 Subject specific support events – January – April 2009 Personalised support and visits on request

48. Our support – in print and online Specification – in centres from September 2008 Specimen assessment materials – in centres by end of December 2008 Student Guides – February 2009 Schemes of Work – on a rolling basis from March 2009

49. Our e-Support Package Controlled assessment guidance material Chief Examiner’s reports with top tips for improving performance www.ccea.org.uk

50. Our Support contd Agreement trials Exemplification of standards – (September – November 2011)

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

52. Staying informed – www.ccea.org.uk

53. Contact details Officer with Subject responsibility cmcnicholl@ccea.org.uk Specification Support Officer edolan@ccea.org.uk Distribution cceadistribution@ccea.org.uk