1. Information / Training Seminar March 2006

2. AGENDA  Information items  GCE review – consultation  Modern Languages Micro-site  Improving Performance – General  Improving Performance - AS3 / A23  Finish 3.30 – 3.45

3. Information Items  Move to CD GCSE Short Course 2006 All listening tests 2007 Speaking tests remain on cassette  2006 first examination of GCSE Short Course  Irish Listening Packages GCE Cluas GCSE Cluaisín  Raw > Uniform Marks Raw > Uniform Marks  Alternativelternative  Chief Reports on micro- site only  Future developments  Applied languages course  eGOML  Assistant Examiners

4. Consultation – GCE Review Both GCE & GCSE under review Time scales:  AS first teaching September 08  AS first examination June 09  A2 first teaching September 09  A2 first examination June10  GCSE first teaching September 09  GCSE first examination May 11

5. GCE Review  Current structure is: Complex, Repetitive, Over-assessed  Aim for new structure Slim down without diluting standard 6 units > 4 units (AS - 2 Units A2 - 2 or 3 units) Focus on language skills AO 4 removed Coursework removed Combine skills for assessment  Stretch & challenge

6. GCE Review  Reduce demand of grammar at AS?  Skills agenda?  Range of topics too wide?  Suitability of topics?  No topics?  Future of literature & society?  How should AS link back to GCSE?  How well does current specification work?  What could be retained?  What should be removed?  What else would we like to have ?  Support?

7. Languages Micro-site – Improving Communication  Off-shoot of main CCEA site  All relevant languages materials in one location  All material to go electronic only  New Support material  Improving communication  Regular updates

8. Improving Performance Administration: Do consult guidance notes  Do not send Presentation pro forma to CCEA Do send in titles form Do provide copy for visiting examiner Do ensure full attendance at briefings Speaking test

9. Speaking Test Role-plays: Do read tasks carefully  Do not write out responses to role-plays in full or translate Do give full responses Do pay attention to examiner’s role  Do not repeat material

10. Speaking Test Presentation  Do not make further notes on pro forma Do ensure degree of personal engagement Do ensure appropriate topic for level  Do not try to include too many statistics Do consider pronunciation and intonation more Do stick to times (3 mins AS, 4 mins A2) Do ensure AO4 is adequately covered

11. Speaking Test Discussion:  Do not take on descriptive approach  Do not get bogged down in detailed description of visual stimulus  Should not be another ‘presentation’ Do make notes but not for ‘reading out’ should be interactive discussion Do develop a theme or topic Examiners will have prepared questions to help with development

12. Speaking Conversation  Mainly based on student’s experience  Students should try to develop favourite topic  More expected at A2 level  Avoid ‘automatic pilot’ approach  Grammatical accuracy often sacrificed for fluency  Link question has worked well Order of elements  AS – role-plays > presentation > conversation  A2 –discussion > presentation > conversation

13. Improving Performance AS2 Section A (listening) Do be careful with how true/false responses are assigned Do answer succinctly  Do not transcribe everything in hope of answer  Do not answer in target language Section B (reading / translation)  Separate insert for stimulus material  Pay attention to standard of English in translation

14. Improving Performance A22 Section A (listening) Do keep within word limit in summary Section B (reading)  Do not lift directly from text wholesale in hope of finding answer  General Do present responses carefully and succinctly  Do not use eccentric handwriting Do use double spacing