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?
GCSE Grades
G
1
2
3
4
F
E
D
C
5
B
6
7
A
8
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
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“ 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 bodyassessed
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


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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://www.rachelhawkes.com/PandT/2018_GCSE/2018GCSE.php
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?
Wo?
Wer?
Woher?
Warum?
Was?
Wann?
Welche(r) ?
Ich bin
in Italien.
auf Mallorca.
in Irland.
und ich bin mit
einer Schulgruppe.
meinen Großeltern.
meinem Vater.
in einer Pension.
Das Wetter ist
leider mies!
sonnig, aber windig.
regnerisch.
Hier kann man
das schöne Wetter geniessen.
am Strand liegen.
eine neue Kultur erleben.
Wir wohnen
auf einem
Campingplatz.
in einer
Jugendherberge.
und
das Essen probieren.
neue Leute kennen lernen.
sich entspannen.
Ich finde es
ausgezeichnet
wunderbar
unvergesslich
hier.
hier, weil es
so schön ist.
so viel zu tun gibt.
so angenehm ist.
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?)
W__
k___
m__
d___
m______?
5 (What can you do there?)
6 W__ f____ d_ e_? (What do you think of it?
1
Hallo! Ich bin in
Salzburg, in Österreich
mit meiner Mutter. Wir
wohnen in einem tollen
Ferienhaus. Das Wetter
ist sehr heiß. Hier kann
man sich entspannen
und eine neue Kultur
erleben. Ich finde es
prima hier!
1
Salzburg, Österreich
Wo: __________________
2
Wo: __________________
Mit wem: _______________
Mit wem: _______________
Wetter: __________________
Wetter: __________________
Wohnt:_________________
Wohnt:_________________
Aktivitäten: _______________
Aktivitäten: _______________
____________________________
____________________________
Meinung: _________________
Meinung: _________________
3 Wo: __________________
4 Wo: __________________
Mit wem: _______________
Mit wem: _______________
Wetter: __________________
Wetter: __________________
Wohnt:_________________
Wohnt:_________________
Aktivitäten: _______________
Aktivitäten: _______________
____________________________
____________________________
Meinung: _________________
Meinung: _________________
Gruppenarbeit
Person 1
Person 2
Person 3
Person 4
Richtig / falsch?
Aussprache?
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
Ich esse /
Wir essen
Ich trinke /
Wir trinken
Ich lerne /
Wir lernen
Ich spiele /
Wir spielen
Ich gehe /
Wir gehen
Ich wohne /
Wir wohnen
Ich kaufe /
Wir kaufen
nach
Spanien / Frankreich / Deutschland / Italien / Österreich
mit
dem Bus / dem Zug / dem Auto / dem Flugzeug / der UBahn
Pizza / Pommes / Obst / Salat / Reis
Orangensaft / Wasser / Limonade / Tee / Kaffee
Deutsch / Französisch / Spanisch / Englisch / Mathe /
Naturwissenschaften / Theater / Kunst / Erdkunde / Geschichte
Fußball / Basketball / Tennis / Golf / Hockey / Rugby / Karten /
Tischtennis / Federball / Volleyball
ins Kino / ins Theater / ins Restaurant / zur Schule / nach Hause
in einem Dorf / in einer Stadt / auf dem Land / an der Küste / in
den Bergen
ein T-Shirt / ein Hemd / ein Kleid / einen Rock / einen Pulli / eine
Jacke / eine Hose / Socken / Schuhe / Turnschuhe
¿Qué va a
pasar
ahora?
¿Dónde
estamos?
¿Qué
acaba de
pasar?
¿Qué o
quién hay
en la foto?
¿Cuándo se
hizo la
foto?
¿Qué no se
puede ver?
¿Qué 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
1
2
3
Las muertes en carretera en
2009 descienden un 13%
4
Foundation tier literary text 2
La familia de Pascual Duarte by Camilo José 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 está la iglesia. Detrás de la
plaza, a la derecha está Correos.
En el pueblo, como es normal, hay
casas pequeñas y casas grandes. La
casa de don Jesús es una casa que
tiene dos pisos, con un jardín lleno de
flores.
Mi casa está fuera del pueblo. Es
estrecha, vieja y de un solo piso. Lo
primero que se ve al entrar es la
cocina, al fondo están el comedor y la
sala, también hay dos dormitorios uno
para mis padres y el otro para mi
hermano y yo. El baño está afuera, en
el patio.
(Camilo José 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 móvil, 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
vez…pero 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 automática, es decir, no requiere atención o
pensamiento para desempeñarla (por ejemplo, caminar o comer) y,
2) las dos tareas necesitan diferentes tipos de procesamiento cerebral. Por ejemplo,
podemos leer mientras escuchamos música clásica, porque se procesan en diferentes
partes del cerebro.
Sin embargo, no es así al escuchar música con letra porque ambas tareas requieren la
activación 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-multitarea/
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 multitasking?
(c) Give two examples of activities that don’t 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
http://quizlet.com/30143628/vacaciones-infinitivos-flash-cards/
Last summer…
I visited Spain.
First, I swam in the sea.
El verano pasado…
Visité España.
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
E
Likes & dislikes (not
‘aimer’)
5
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