GCSE 2018 (Teaching 2016)

Edexcel has submitted Draft 2 to Ofqual and

published the revised SAMS with blue
highlighting showing changes
AQA has submitted Draft 2 to Ofqual but will
not publish again until they are approved
(Draft 1 available on website)
OCR has not yet submitted Draft 2 to Ofqual
(due 1st week November and will publish at
that time on their website)
So. what do we know?

1
G

GCSE Grades
2

9
A*

New GCSE: new grading system / new challenge

Joined up
GCSE specifications will be cumulative and progressive
in content and language. They will take account of the
matters, skills and processes specified in the national
curriculum programmes of study for key stages 2 and 3.
They will also build on the foundation of core grammar
and vocabulary outlined in the programmes of study for
key stages 2 and 3, increasing the level of linguistic and
cognitive demand.

Direct build from KS3

translation
use of literary texts / authentic material
grammar
spontaneous speaking
extended writing (from memory)

Features of 2018 GCSE

Higher expectations
Greater emphasis on manipulation
More authentic source material
Greater variety of language structure
Less predictable exams at the end of KS4
Greater demands in terms of long-term
memory

National curriculum aims

The National Curriculum for languages aims to ensure that all pupils:
understand and respond to spoken and written language from a
variety of authentic sources
speak with increasing confidence, fluency and spontaneity, finding
ways of communicating what they want to say, including through
discussion and asking questions, and continually improving the
accuracy of their pronunciation and intonation
can write at varying length, for different purposes and audiences,
using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the
language studied.

GCSE Speaking 2018

unpredictability
the awarding organisation must take all reasonable steps to
minimise the predictability of each such assessment.
preparation time (between 10 and 12 minutes)
teacher-conducted, audio-recorded, awarding body-assessed
conversation (more than one topic, only one of which may be
chosen by the learner in advance of the assessment)
two further tasks, from the following: (role play, response to
visual stimulus, response to textual stimulus, response to
stimulus with visuals and text)
no dictionaries
Foundation 7-9 minutes Higher 10-12 minutes

Key changes to teaching

authentic / harder texts for listening and reading
more explicit teaching of listening and reading skills
focus on grammar, but particularly verb manipulation, and
overall number of verbs know
translation into TL in writing assessments
more long-term memory work (e.g. assessments including
requirement to include language from 2-3 topics, not just
the most recent)
focus on vocabulary acquisition, particularly non-cognate
vocabulary
speaking in the classroom focus on longer, more
developed utterances, building in picture discussion

Listening: ideas for teaching

Maximise use of target language in the classroom
Use strategies to make listening a task not a test
Use authentic materials as much as possible
Mix and match text book / past paper audio
Use listen and read make multiple use of transcripts
Encourage repeated listening to the same passage
Use self-created differentiated passages (hard
easy)
Teach prediction and note-taking explicitly

http://

Speaking: ideas for teaching

Maximise use of target language in the classroom
Teach students how to ask questions and do this often
Consider length of utterance and length of turn
Repeat speaking activities immediately with less / no support
Plan in favour of language use rather than language practice
activities
Increase the opportunities for unscripted interaction in every
lesson
Focus on working from memory as often as possible have
explicit memory / retention strategies

Wie?
Wohe
r?

Wo
?
Was
?
Wan
n?

Wer
?
Waru
m?

Welche(
r) ?

in Italien.
auf
Mallorca.
in Irland.
leider mies!
sonnig, aber
windig.
regnerisch.
das schne Wetter
geniessen.
am Strand liegen.
eine neue Kultur
das Essen probieren.
erleben.
neue Leute kennen lernen.
sich entspannen.

und ich bin

mit

Ich bin

einer
Schulgruppe.
meinen
Groeltern.
in einer
meinem Vater.
Pension.

hier.

Das Wetter ist

Wir wohnenauf einem

Hier kann man

und

ausgezeic
hnet
wunderba
r
unvergess

ch finde es

Campingplatz
.
in einer
Jugendherber
ge.

so schn ist.
so viel zu tun
gibt.
so angenehm ist.

hier, weil es

Im Urlaub

1 W_ b___ d_? (Where are you?)

2 M__ w__ b___ d_? (Who are you with?)
3 W__ i___ d__ W_____?
4 W_ w____ d_ d___?

(What is the weather like?

(Where are you staying there?)

k___ m__ d___ m______?

5 W__
(What can you do there?)
6 W__ f____ d_ e_? (What do you think of it?

Hallo! Ich bin in

Salzburg, in
sterreich mit
meiner Mutter. Wir
wohnen in einem
tollen Ferienhaus.
Das Wetter ist sehr
hei. Hier kann
man sich
entspannen und
eine neue Kultur

Wo: __________________
Salzburg,
Mit wem: sterreich
_______________

Wo: __________________
Mit wem: _______________

Wetter: __________________

Wetter: __________________

Wohnt:_________________

Wohnt:_________________

Aktivitten: _______________

Aktivitten: _______________

____________________________

____________________________

Meinung: _________________

Meinung: _________________

3Wo: __________________

4 Wo: __________________

Mit wem: _______________

Mit wem: _______________

Wetter: __________________

Wetter: __________________

Wohnt:_________________

Wohnt:_________________

Aktivitten: _______________

Aktivitten: _______________

____________________________

____________________________

Meinung: _________________

Meinung: _________________

Gruppenarbeit
Person 1

Person 2

Person 3

Person 4
Richtig /
falsch?

Aussprach
e?

Personen 1, 2, 3 und 4:

There are 4 rounds.

Swap roles each round.
Everyone must do each role once.
(If you have 3 in your group you
have to make it work!)
Organise yourselves into roles
(quickly!)
Everyone writes answers.
No-one speaks English!

KS3 Translation Bee

Stage 1: Present Tense
Students translate from English into German as many
sentences as possible in one minute.
All sentences in Stage 1 are drawn from the vocabulary list.
For example: We travel to Italy. >> Wir fahren nach Italien.
To gain a point, pronunciation and accuracy must be good.

http://thisissurreal.com/shai/flsb/screen/

Stage 1: Present Tense

Ich fahre /
Wir fahren

nach

Spanien / Frankreich / Deutschland / Italien / sterreich

mit

dem Bus / dem Zug / dem Auto / dem Flugzeug / der UBahn

Ich esse /
Wir essen

Pizza / Pommes / Obst / Salat / Reis

Ich trinke /
Wir trinken

Orangensaft / Wasser / Limonade / Tee / Kaffee

Ich lerne /
Wir lernen

Deutsch / Franzsisch / Spanisch / Englisch / Mathe /

Naturwissenschaften / Theater / Kunst / Erdkunde / Geschichte

Ich spiele /
Wir spielen

Fuball / Basketball / Tennis / Golf / Hockey / Rugby / Karten /

Tischtennis / Federball / Volleyball

Ich gehe /
ins Kino / ins Theater / ins Restaurant / zur Schule / nach Hause
Wir gehen
Ich wohne / in einem Dorf / in einer Stadt / auf dem Land / an der Kste / in
Wir wohnen
den Bergen
Ich kaufe / ein T-Shirt / ein Hemd / ein Kleid / einen Rock / einen Pulli / eine
Wir kaufen
Jacke / eine Hose / Socken / Schuhe / Turnschuhe

Qu
va a
pasar
ahora?

Dnde
estamos?
Qu o
quin hay
en la
foto?

Qu
acaba de
pasar?
Cundo
se hizo la
foto?

Qu no
se puede
ver?

Qu se
puede
ver?

Reading: ideas for teaching

Read for different purposes
Read a variety of material
Combine reading with speaking and writing
Combine reading with listening
Read to translate
Read to develop vocabulary

e
b
u
T
u
o
Y
n
e
r
o
ur

f
a
s
u
a
c
i
c
Nadal a
i
b
bre el
n
ao co
t
riunfo
e
n un
ante Fe
a
t
rrer y
reenc
a

ontrar
se
3 con Soderli
ng

c
a
n
Las muertes en
carretera en 2009
descienden 4un 13%
El ganad
or del 'm
ejor
trabajo d
el mund
o',
al borde
de la mu
erte
por una
me

Foundation tier literary text 2

La familia de Pascual Duarte by Camilo Jos Cela
(Local area, holiday and travel)
Read the text. Pascual talks about his village.

Soy de un pueblo de Badajoz; un

pueblo donde todas las casas son
blancas y donde hace mucho sol. En
la plaza est la iglesia. Detrs de la
plaza, a la derecha est Correos.
En el pueblo, como es normal, hay
casas pequeas y casas grandes. La
casa de don Jess es una casa que
tiene dos pisos, con un jardn lleno de
flores.
Mi casa est fuera del pueblo. Es
estrecha, vieja y de un solo piso. Lo
primero que se ve al entrar es la
cocina, al fondo estn el comedor y la
sala, tambin hay dos dormitorios uno
para mis padres y el otro para mi
hermano y yo. El bao est afuera, en
el patio.
(Camilo Jos Cela, 'La familia de Pascual Duarte', Ediciones Destino S.A, 44th)

La multitarea no existe!
Parecen multitarear los adolescentes, dicen que las mujeres estamos orgullosas a veces
de serlo: hablamos por mvil, enviamos un mail, leemos una carta, todo al mismo
tiempo, o eso creemos.
Nos creemos modelos de productividad y eficiencia por conseguir muchas cosas a la
vezpero existe un problema: la multitarea es un mito.
La multitarea implica participar en dos tareas al mismo tiempo, y eso solo es posible. si
se cumplen dos condiciones:
1) al menos una de las tareas es automtica, es decir, no requiere atencin o
pensamiento para desempearla (por ejemplo, caminar o comer) y,
2) las dos tareas necesitan diferentes tipos de procesamiento cerebral. Por ejemplo,
podemos leer mientras escuchamos msica clsica, porque se procesan en diferentes
partes del cerebro.
Sin embargo, no es as al escuchar msica con letra porque ambas tareas requieren la
activacin del mismo centro del lenguaje, o sea, la misma parte del cerebro.

http://www.dreig.eu/caparazon/2011/04/04/desmontando-los-mitos-de-la-multi
tarea/

Answer the following questions in English. You do

not need to write in full sentences.

(a) According to the article, which two groups of

people seem to multi-task?
(b) Why, according to the article, do people engage
in multi-tasking?
(c) Give two examples of activities that dont
require conscious attention.
(d) According to the article, why is it possible to
read and listen to classical music at the same time?
(e) Why is listening to music with words considered
to be different?

Writing: ideas for teaching

Students need to:

know how to form simple, compound and complex

sentences
have a bank of structures and core language that they can
manipulate well across a the range of contexts at GCSE
have language stored in long-term memory
be attentive to detail, able to spot and correct errors
vary vocabulary and structures
write for different purposes, showing an awareness of style
and register

flipped

classroo
m
http://quizlet.com/30143628/vacaciones-infinitivos-flas
h-cards/

Last summer
I visited Spain.
First, I swam in the sea.

El verano
pasado
Visit Espaa.

Then I listened to music

on the beach.
One day, I went for a
cycle ride.
I sunbathed everyday.
In the evening, I danced
in the disco.
I played with new friends.
I took lots of photos.
I relaxed.
de vacaciones
on holiday

Functions

Themes

A Questions

1 Future plans

B Opinions

2 Work experience

C Suggestions

3 Uniform

D What others say

4 Primary school

Likes & dislikes (not

aimer)

Subjects and
teachers

F Habits

6 Extra-curricular

G Comparisons

7 Problems

H Past events

8 School rules

http://www.rachelhawkes.com/PandT/2018_GCSE/2018GCSE.php