1. GCSE Spanish
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
Recording and submission of tasks:
One task per candidate must now be recorded and retained in the centre for moderation purposes. This must be done on digital recorder.
The submission date for tasks will be the 1st of May.

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?
Resources for teaching media and communication:
No – the topic is a broad one that encompasses work covered in the legacy GCSE specification like likes and dislikes about cinema, TV, music etc.
Social issues:
This will not be assessed in the CCEA listening and reading papers. I centres choose to, they can set a controlled assessment task from this very broad topic area, but there is no requirement for them to do so.

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?
Both these questions will be addressed in the GCSE resource packs, which will be available on the micro site by the end of June 2009.

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?
These questions will be addressed in the GCSE resource packs which will be available on the micro site by June 2009.

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?
Speaking tasks must be recorded on submitted on MP3 format.
Guidance on applying the mark schemes is available in the specification and we will be holding training events in October / November 2009.
CCEA will produce a document – Guide to the Speaking tasks. It will be available on the micro site by September This document will provide a bank of questions across all topic areas. Teachers will not be required to use these questions but may choose to do so.

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 Topic Listening Reading Relationships
Yes
Local environment
Activities
Health and lifestyle

11. Contexts for learning Citizenship Topic Listening Reading
Social issues No
Travel and tourism
Yes
Environmental issues
Media and communications
Celebrations

12. Contexts for learning Employability Topic Listening Reading
School life
Yes
Part-time jobs
Future plans

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
The resource packs will be available on the micro site by June 2009.

14. Resource packs – Section 1 (extract)
Topic
Learning
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.
Listos 3:
Chapter 1
Aventura Nueva:
Chapter 3
Mucha Suerte:
Chapter 4
Caminos 3:
Chapter 14

15. Resource packs Section 2
Extra speaking tasks
Context
Topic
Type
Individual
Local environment
Conversation
Citizenship
Travel and tourism
Health and lifestyle
Presentation and discussion
Celebrations
Employability
School life
Interview
Future plans

16. Resource packs Section 2
Extra writing tasks
Context
Topic
Type
Employability
Part time jobs
Informative
Citizenship
Travel and tourism
Individual
Activities
Comparative
School life
Health and lifestyle
Persuasive

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
This slide shows how a controlled assessment task for writing can be adapted by a centre

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 – 1st May
If there is more than one teaching group in a centre submitting speaking tasks for moderation, the centre must carry out internal standardisation to ensure the CCEA mark scheme has been applied correctly and consistently in the centre.

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 ( / )
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
Setting task:
This is when teachers actually give candidates the details of the task they will have to complete. As soon as the details of the task are known, the preparation stage has started when there are restrictions on time, feedback and collaboration.
Word length:
These are guidelines. If a candidate writes less than 200 words for a task, it does not mean that they cannot achieve a grade C.

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
Pro-forma
Candidates are allowed a maximum of 40 words – CCEA places no other restrictions – they can write single key words, phrases or full sentences.

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.
In the grammar and structures mark grid, the explicit reference to tenses has been removed. Candidates are expected to be able to use tenses competently, but they must be able to use other structures also. Competent tense usage alone is not enough.

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 answers / 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 purposes
If candidates are being assessed in pairs / groups and this is to be the recorded task, centres would need to arrange for this to be videoed, with the candidates identified so that moderators can identify the candidate and the marks awarded to them.
Teachers are reminded that the time limit for tasks is 4-6 minutes per candidate. Therefore, if there are 2 candidates being assessed together, the time limit for the task goes up to 8-12 minutes.
Each candidate must do 2 tasks, only one of which must be recorded and retained for moderation purposes. It is up to the centre to decide which task to record.

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
CCEA will supply a list of candidates who have been selected for moderation. Recorded evidence of these candidates must be sent to CCEA by the submission date.
If the sample does not include the top and bottom marks from the centre, these must be added to the sample.
CCEA moderates the centre’s marking. If the marking is found to be outside tolerance, the marking for the centre may be adjusted. if marks are adjusted, it is across the centre and marks for both tasks will be adjusted.

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
A DVD is being produced by the regulators and will be distributed to centres. It has been designed to give centres ideas on how to approach the setting and teaching of speaking tasks.
A Guide to the Speaking tasks will be produced by CCEA and will be available on the micro site by September 2009.

42. Controlled Assessment- speaking
Support for marking of speaking tasks
Training events autumn term 2009
Agreement trials subsequent years
CCEA will be holding training events for the marking of the speaking tasks in October / November 2009.
The dates for these events will be on the micro site by June 2009.

43. Controlled Assessment- speaking
Recording and submission of speaking tasks
CDs / digital recordings
2011 – only digital recordings from this point
In 2010, if centres wish to record candidates ion to CD, they may do so and submit the CDs to CCEA for moderation.
In subsequent years, only digital recordings will be accepted.

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
These recordings should be submitted to CCEA on MP3 format.

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

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
Specification Support Officer
Distribution