1. CCEA Support Events GCSE Languages Controlled Assessment Writing

2. Agenda 10-10.15 - Introduction 10.15-12.30 – 12.30 – 1.15 – Lunch Second Session 1.00 Introduction 1.30 – 3.30

3. General rules on controlled assessment writing tasks The 3 main stages of CA writing tasks Mark schemes – what is being assessed? Types of tasks Getting started Submitting Tasks Supporting You Q & A Agenda We are going to look at:

4. General rules on controlled assessment writing tasks Each task must be a topic from one of the three contexts. The two tasks must not be from the same context. It is permissible to do a writing and a speaking task from the same context, but the topics must be different.

5. The 3 main stages of CA writing tasks Stage 1:Pre-preparation –At this stage, candidates must not know the details of the task they will be taking. Teachers will know the task that they will set for their candidates. –At this point, there are no restrictions in terms of time, resources or feedback permitted. This means that there is no limit on the amount of time that teachers can spend teaching the topic. –Candidates are permitted to use all the resources that are available to them. –Teachers are permitted to give candidates feedback and correct candidates’ work. This may involve setting and correcting class work and homework.

6. The 3 main stages of CA writing tasks Stage 2: Task setting Teachers spend up to 30 minutes outlining the nature of the task to the students, explaining: the format and purpose of the task; the time allowed for the preparation and taking of the task; the word limit; the nature of the preparation allowed; and which resources they may use during their preparation time. During this period students can ask questions and you can direct them to resources most useful to completing the task included homework, class work, textbooks, worksheets etc. Once the task has been set, teachers may not revert to whole class teaching until the task has been completed.

7. The 3 main stages of CA writing tasks Task setting In this 30 minute period break down and outline the task. You should start by telling the students; –the focus of the task, for example, ‘Persuasive’. –Explain what persuasive language is and how it can be used Talk the students through each of the bullet points explaining; –the vocabulary and grammar they may need in each of them in order to attain the highest band. Explain how the work they produce will be assessed and draw their attention to the mark scheme. Once the task has been outlined to candidates, the preparation stage has begun for the candidates.

8. The 3 main stages of CA writing tasks Stage 3: Preparation Stage Candidates have 5-6 hours for a writing task once it has been outlined to them. In this preparation stage, candidates must reach their own conclusions. This means that teachers may not correct candidates’ work. They may give the candidates feedback and should advise them on which band in the CCEA mark scheme the work they are preparing would fit in to. Teachers may suggest resources that candidates could use to help improve their work but they may not correct mistakes or point out specific mistakes that candidates have made.

9. What is being assessed in the writing task? Band 5: Description of Performance: Communication The candidate communicates the task very clearly and concisely and displays very good knowledge of the topic. Ideas and opinions are expressed and justified. In order to reach Band 5 ‘Communication’, candidates should: Address all bullet points. Make sure the purpose (to inform / persuade / compare) has been achieved. Offer relevant information. Make sure the information given is concise. Demonstrate very good knowledge of the subject area. Express opinions and justify them.

10. What is being assessed in the writing task? Band 5: Description of Performance: Grammar and Structures There are few errors. The writing is well ordered and coherent. The candidate uses a wide range of vocabulary and structures. There is good evidence of idiomatic language In order to reach Band 5 ‘Grammar and Structures’, candidates should: Produce work with almost no errors. Produce writing which is well ordered and articulate. Produce a wide range of vocabulary and structures which could include; tenses, prepositions, articles, adjectives and conjunctions. Include idiomatic language where appropriate.

11. Types of tasks Informative – Magazine Article Celebration of an event in the country / community where the target language is spoken Comparative – Different lifestyles A report comparing lifestyles now with people in the past Persuasive – Leaflet A leaflet to persuade people to be more environmentally friendly

12. Getting started Informative Writing Select a Context of Learning: Context 2: Citizenship Select an element of the Specification Content Celebrations: Festivals and Customs Select a format: The candidate writes an article for a magazine about a celebration in a country/community where the target language is spoken. Give a purpose: To display the ability to research, plan and inform Set the time limit: 1 hour Give a word limit: Candidates aiming for grades D–G: 100–150 words Candidates aiming for grades A*–C: 200–300 words

13. Getting started Guidance for students Topic: Festivals and customs A magazine editor has asked you to write an article about a celebration in a country/community where the target language is spoken. Your work may include information on some or all of the following: – the background to the celebration; – where and when it is celebrated; – how it is celebrated; – who celebrates it; and – your opinion.

14. Setting your bullet points Bullet pointThis will allow the students to:Meeting the grade band by Point 1: The background to the celebration 1.Use the past tense regarding the background to the festival 2.Use associated varied vocabulary such as the festival name or/and the reasons why it exists 3.Offer clear background knowledge such as when this festival first started 4.Tell how long this has been going on 1.using a variety of structures including the past tense 2.offering a variety of specific vocabulary 3.giving an order and coherence to the task by giving a timeframe 4.showing background knowledge of the event

15. Setting your bullet points Bullet pointThis will allow the students to:Meeting the grade band by Point 2: Where and when it is celebrated 1.reference towns or other relevant names 2.reference relevant counties or regions 3.give concise time periods such as dates/days/months/years 4.to include time periods during the year 1.offering a variety of specific vocabulary 2.offering a variety of specific vocabulary and knowledge of the topic 3.showing variety of structures 4.giving an order and coherence to the task by giving a timeframe

16. Setting your bullet points Bullet pointThis will allow the students to: Meeting the grade band by Point 3: How it is celebrated 1.Specify what special events take place such as fireworks, bonfires 2.Tell of any religious or historical input there may be 1.Showing knowledge of the event and using specific vocabulary 2.Showing knowledge of the event and using specific vocabulary

17. Bullet pointThis will allow the students to: Meeting the grade band by Point 4: Who celebrates it 1.Explain how a specific set of people take part in the celebration 2.Talk about how this evolved 3.If people other than those from the specific town/region travel to take part 1.Showing knowledge of the event and using specific vocabulary 2.Using a variety of structures including the past and present tense 3.Giving concise information on those taking part in the event Setting your bullet points

18. Bullet pointThis will allow the students to: Meeting the grade band by Point 5: Your opinion 1.Offer their own opinion of the celebration, positive or negative points 2.To justify their opinions positive/and or negative 1.Giving an opinion 2.Justifying their opinions including idioms appropriate to the event in the conclusion which gives structure and coherence 3.Giving concise information on those taking part in the event Setting your bullet points

19. Submitting Tasks The unit consists of 2 pieces of work and only when both have been completed can they be submitted The unit can be submitted this year (2010) on 12 th May 2010 The submission date will always be in the first two weeks of May in any given year

20. Let’s get going! This is your opportunity to design your own task. Does the task allow candidates to: Express ideas and opinions Justify ideas and opinions Use a variety of vocabulary Use a variety of structures Show they can write for a particular purpose

21. Let’s get going! Context: Topic: Purpose: Bullet points; 1 2 3 4 5

22. Q & A Any additional questions which have not been answered yet?

23. Supporting You Subject Officers: Clare McNicholl / Seán McNally smcnally@ccea.org.uk cmcnicholl@ccea.org.uk Specification Support Officer Eimear Dolan edolan@ccea.org.uk