1. GCSE Spanish
November 2008

2. 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.

3. 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.

4. 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

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

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

7. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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

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

15. 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

16. 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

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

18. 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

19. 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

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

21. 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

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

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

24. 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

25. 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

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

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

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

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

30. 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

31. 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

32. 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

33. Officer with Subject responsibility
Contact details
Officer with Subject responsibility
Clare McNicholl
Specification Support Officer
Vacant
Distribution