GCSE Modern Foreign Languages Looking back at the

GCSE Modern Foreign Languages Looking back at the 2018 exams and forward to 2019 Judith Rowland-Jones Head of Curriculum, Languages January 2019

Content of the session • Brief overview of the 2018 outcomes across the languages • Paper 1 Listening • Paper 2 Speaking • Paper 3 Reading • Paper 4 Writing • AQA support and resources 2 Copyright © AQA and its licensors. All rights reserved.

2018 entry by tier and awarding outcomes • • • Entries up in Spanish and German, down in French. Entry split by tier : Tier French German Spanish F 45% 37% 43% H 55% 63% 57% Outcomes for all UK candidates (not just AQA) % 2017 A+ 2018 7+ 2017 C+ 2018 4+ French 23. 4 24. 3 69. 6 70. 5 German 23. 5 24. 0 74. 8 75. 5 Spanish 27. 7 28. 1 70. 8 71. 3 In 2018, wider grade 3 allowed as additional ‘safety net’ on Higher tier (for one year only. 3 Copyright © AQA and its licensors. All rights reserved.

2018 grade boundaries • • • 4 In this new linear specification, students must be entered for Foundation or Higher tier across all four skills. Their final grade is based on the total scaled marks achieved across the four components. Grade boundaries are set using a mix of statistics and expert judgement. Our Centre for Education Research and Practice (CERP) use a range of statistics to make predictions that suggest the most appropriate grade boundaries. The statistical evidence considers the prior attainment of the given cohort as well as the distribution of marks. Senior examiners then review a script sample to confirm the statistically recommended marks are sensible for the grade. Boundary setting is overseen by Ofqual. To find more grade boundaries and learn how they are set, visit aqa. org. uk/examsadministration/results-days/grade-boundaries-and-ums Copyright © AQA and its licensors. All rights reserved.

2018 grade boundaries Subject French 8658 F French 8658 H Max Summer 2018 grade boundaries mark 1 2 3 4 5 240 31 68 105 143 159 240 German 8668 F 240 German 8668 H 240 Spanish 8698 F 240 Spanish 8698 H 240 5 30 28 67 65 72 92 112 104 141 161 66 89 112 102 140 159 66 86 106 Copyright © AQA and its licensors. All rights reserved. 6 7 8 9 132 152 176 201 135 158 179 201 126 146 172 198

Useful links and information about awarding • https: //ofqual. blog. gov. uk/2018/02/06/new-gcses-infrench-german-and-spanish/ • https: //ofqual. blog. gov. uk/2018/01/19/gcse-and-a-levelawarding-in-2018/ • https: //ofqual. blog. gov. uk/2018/08/20/gcse-results-daywhat-to-expect/ 6 Copyright © AQA and its licensors. All rights reserved.

Paper 1 Listening • • Students should be trained to maximise the 5 minutes’ reading time by, for example: o highlighting key words in the rubrics and questions o identifying questions which have two parts to be answered from the same utterance o signposting Section B - answers in the target language. The papers at both tiers are structured in peaks and troughs within a steady incline of difficulty and students should be made aware of this. At Higher tier, two thirds of the paper is aimed at grades 6 and above so there will be questions some students will not be able to answer. Practise a range of task types as part of teaching and learning and ensure students are familiar with the target language rubrics and instructions in section 3. 5. 1 of the specification. 7 Copyright © AQA and its licensors. All rights reserved.

Paper 1 Listening - advice to students • • 8 Maximise the 5 minutes’ reading time by highlighting key words in the rubrics and questions, identifying questions which have two parts to be answered from the same utterance, signposting Section B which is answers in the target language. Read the rubric introduction to the question carefully. This will help you to give sensible answers. Answer every question, especially where you have to write a letter. If in doubt, have a guess! Listen carefully to the whole utterance – don’t base your answer on the first thing you hear. There will be distractors in some questions. Don’t give up if you find a question difficult – some more accessible questions will come up later in the test. Look carefully at the wording of the question – are you giving the specific information required? If you are asked to give one reason or one detail, only give one. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking – general points • • 9 Position the microphone/digital recorder so that it picks up both voices clearly. Examiners cannot credit what they cannot hear. Do a short test recording before the first student’s test. In the Instructions for the conduct of the examinations, you are told how to introduce each student in English at the start of the test. Make sure you use mp 3 for your tests and follow the file naming convention in the Instructions for the conduct of the examinations. Use the target language throughout the exam once you have done the introductions. There is an example of the Detailed Mark Sheet in the Instructions for the conduct of the examinations to use for mocks. The Speaking Score Sheet used by examiners is available in the published mark scheme, along with the detailed mark scheme for all the role-plays and other marking guidance to help you. Keep a copy of your recordings. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking – role play • • 10 Keep to the script as laid out in the Teacher’s Role. Not to do so will mean that the student’s response will receive a mark of zero for Communication in that task. If a student is starting to give the wrong answer to your question, stop him/her and repeat the question. Once the student completes an incorrect answer, a mark of zero for Communication is given for that task, even if you repeat the question and a correct answer is given subsequently. If a student asks for repetition of the question or if there is no answer, you may repeat the question. If there is a two-part question in an unprepared task, ask the first question, wait for an answer, and then ask the second question. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking: advice for students (role play) • • • 11 Read the introduction carefully – it’s there to help you understand the scenario. You can write down exactly what you are going to say for each of the bullet points if you want to. Prepare only the information required by each bullet point - if it says ‘one detail’, only prepare one detail. Listen carefully to the question that your teacher asks you for the unprepared task – it might be in two parts. Make sure you know common question words such as when, what, how, where. You can ask for repetition of a question, but make sure it is in the target language. Practise how to do this. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking – photo card • • 12 You may paraphrase a question, provided the same meaning is maintained. However, be careful that is the case or the student’s reply will not be credited. Ask all five questions in the Teacher’s Booklet, but do not ask any follow-up questions. Keep an eye on the timing. If a student’s replies are very long and it looks as though you may not be able to ask the final question in the two minute/three minute maximum time, you may be better to interrupt an answer and ask the next question. In this part of the test, the marks are for Communication only – there is no extra credit for complex language. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking: advice for students (photo card) • • • 13 Prepare answers of at least three sentences for each of the three questions on the card, using a verb in each one. One of the prepared questions at Foundation tier will require an answer in a time frame other than the present. At Higher, one question will require an answer which refers to a future event and one question will require an answer which refers to a past event. Listen carefully to the unseen questions your teacher asks you. If your teacher interrupts you during any of your answers to the first three questions, it’s to make sure there is time for the two unprepared questions so don’t be put off if this happens. Keep to language you understand – there are no marks in this part of the test for complex language, only for Communication, so keep it simple and clear. You can ask for repetition of a question, but make sure it is in the target language. Practise how to do this. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking (general conversation) • • • 14 Encourage students to vary their language structures and vocabulary as much as possible, eg opinions, adjectives. Train students to give/justify opinions without necessarily being asked. This can form the basis of different starter activities. Be sensitive to the ability of the students – someone who struggles to describe his/her town is not going to be successful discussing more challenging aspects of the Theme, eg the impact of global warming. Try to ask students questions that reflect their interests. Don’t ask all students identical questions. In order to achieve a greater sense of spontaneity in the conversation, follow up a student’s response by asking about what they have just told you. Respond positively to what students say, even if it is not very good. It will encourage them for the rest of the test. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking (general conversation) • • • 15 Keep a close eye on the time - if one of themes lasts for less than 1’ 30”/2’ 30”, there is a deduction of two marks for Communication. Remember to prompt the student to ask you a question if they haven’t asked you one. It is better to get them to ask you the question in their nominated theme so that you don’t forget to do it later on. Make sure the question falls within the time allowed or it will not be credited. If the first question the student asks you makes no sense, get them to ask you another one. Prepare for this in class so if it happens on the day, students understand why you are asking again. The maximum length of the general conversation is five minutes/seven minutes – everything said after that will not be marked. Copyright © AQA and its licensors. All rights reserved.

Paper 2 Speaking: advice for students (conversation) • • • 16 Ask your teacher a question during the discussion of your nominated Theme to make sure you don’t forget. Try to vary the language you use, for example o learn different ways of expressing opinions o have a bank of different adjectives o try and use connectives to make your sentences longer/more complex where possible. Try to remember to give and justify your opinions without always being prompted by your teacher. Don’t worry if you can’t answer a question – your teacher will move on to something else. Work hard on your pronunciation You can ask for repetition of a question, but make sure it is in the target language. Practise how to do this. Copyright © AQA and its licensors. All rights reserved.

Paper 3 Reading • Students should be reminded, as in Paper 1, that the papers are structured in peaks and troughs within a steady incline of difficulty and not to give up if they find a particular question challenging. At Higher tier, two thirds of the paper is aimed at grades 6 and above so there will be questions some students will not be able to answer. Students should always be encouraged to tackle the translation as parts of this task will be more accessible than some of the earlier questions in Section A and Section B. Some key items of vocabulary were not well known, particularly KS 3 vocabulary which can be tested at GCSE. Examples included in the Report on the Exam. Some students answered Section B in the wrong language. Practise a range of task types as part of teaching and learning and ensure students are familiar with the target language rubrics and instructions in section 3. 5. 1 of the specification. • • • 17 Copyright © AQA and its licensors. All rights reserved.

Paper 3 Reading - Advice to students • • • 18 Read the rubric introduction to the question carefully. This will help you to give sensible answers. Answer every question, especially where you have to write a letter. If in doubt, have a guess! Read the whole of the sentence so that you can check that your first reaction is right. If you think the answer is ‘P’ (positive) for example, read on in the text to make sure that the correct answer is not in fact ‘P &N’ (positive and negative). Do not copy whole chunks of the text because you might include the wrong answer as well as the right answer. If you are asked to give one reason or one detail, only give one. Make sure you leave enough time to complete the translation – manage your time across the different sections of the paper. Copyright © AQA and its licensors. All rights reserved.

Paper 3 Reading - translation into English • • 19 Translation in this paper is divided up into a number of sections, with one mark allocated to each section. Students must get the whole section correct to score the mark. Translations largely discriminated well across the ability range. Students should always be advised to attempt the translation as it targets the whole grade range in that paper so some elements will be more accessible than other questions on the paper. Precision is essential and the precise meaning of the whole phrase must be translated. Students should re-read their work to check it makes sense and nothing has been missed out. Examples of acceptable answers provided in the published mark scheme on e-AQA, Secure Key Materials. Copyright © AQA and its licensors. All rights reserved.

Paper 4 Writing - Foundation Question 1 • • 20 This task was well done as expected and it was clear students had been appropriately prepared. Simple language in a short sentence was the most successful approach, for example by using Il y a/Es gibt/Hay four times followed by something they could see in the photo. Writing too much can lead to ambiguity/delay in communication which means only 1 mark out of a possible 2 can be awarded. The same information will not be credited twice, for example ‘il y a des personnes, il y a un parc, and then il y a des personnes dans un parc’, with the latter sentence not being credited. Sentences must refer to what is in the photo, not what is not. ‘I like the photo’ or ‘the photo is black and white’ were not credited as the rubric requires students to refer to what is in the photo. Single words = 0 marks Copyright © AQA and its licensors. All rights reserved.

Paper 4 Writing - Foundation Question 2 • • • 21 All bullets must be covered for a mark in the top band (9 -10) but no need for equal coverage. Everything a student writes is marked, even if it exceeds the suggested word count. Clarity of communication is important and lapses often occurred where students tried to use tenses other than the present – remember that only the present time frame is required in this question. No requirement for complexity of language in this question – only variety so look for ways of varying language, eg different ways of expressing opinions and using different adjectives. If students do not understand a bullet point, encourage them to give an opinion about it rather than missing it out , eg J’aime les bâtiments where bâtiments was not understood. Copyright © AQA and its licensors. All rights reserved.

Paper 4 Writing – FT Q 4/HT Q 1 • No requirement for equal coverage of bullet points but all four must be covered for a mark higher than 6 out of 10 for Content. Bullets targeting past and future time frames were challenging for some students. Expressing opinions done well by the vast majority of students – any positive or negative adjective is accepted as an opinion, eg sport is boring. Two opinions are required for a mark of 7 and above out of 10 to be considered – it is not an automatic mark, however. One opinion must be given for a mark of 3 and above. To score in the top band (5 -6) for Quality of language, there must be reference to all three time frames and to score 3 marks or higher, reference to two time frames. Important to focus on quality not quantity – some longer responses introduced more errors, having an adverse impact on marks for Quality of language. • • • 22 Copyright © AQA and its licensors. All rights reserved.

Paper 4 Writing - Higher Question 2 • • 23 No requirement for equal coverage of bullet points but both must be covered for a mark in the top band for Content. Some students misinterpreted the bullet points. More open ended bullet points in this question but students must relate their response to the bullets in some way. Some examples were seen of pre-learnt material which was not relevant. Expressing opinions and justifications done well by most students. Some students tried to write things which were grammatically too complex for them. Important to focus on quality not quantity – some longer responses introduced more errors, impacting on marks for Accuracy. Mark scheme for each language contains notes on variety of vocabulary and structures and complexity. Also included is a glossary of the terms used in the Writing assessment criteria. Copyright © AQA and its licensors. All rights reserved.

Paper 4 Writing – Advice to students • • 24 Aim to write roughly the suggested number of words. Plan your answer before starting to write. Identify which bullet points target the different time frames Mention all of the bullet points. Attempt to write something about them rather than omitting them. Tick off the bullet points in the rubric once they have been addressed. Make sure you include opinions/justifications as required by the task. Read your piece of writing carefully and check that your verb formation is accurate. In some cases, the language of the bullet points can be manipulated to help you write a successful response. For example, in French Question 4. 1, the first bullet point ‘votre destination de vacances préférée’ is easily adapted to produce ‘ma destination de vacances préférée est. . ’ Copyright © AQA and its licensors. All rights reserved.

Paper 4 Writing - translation • • 25 Really pleasing attempts at this task at both Foundation and Higher tiers. Students had been well prepared. Translations differentiated well across the targeted grades. All grades are covered in the translation so encourage students to have a go, even if some parts appear too challenging Key messages for each translation are listed in the published mark scheme. Evidence of some gaps in vocabulary, particularly KS 3 vocabulary Important to practise high frequency words, eg connectives and prepositions Tell students to check no part of the translation has been missed – little words matter! Make sure they check verb tenses and endings when reviewing what they have written. Copyright © AQA and its licensors. All rights reserved.

Support and resources • • • 26 e-AQA on the AQA website; user name and password required (via Exams Officer) Reports on the examination and mark schemes (in e-AQA, Secure Key Materials) 2018 papers in e-AQA, Secure Key Materials Instructions for the Conduct of the Exam 2019 on AQA website Free webcast on conduct of the speaking tests (on AQA website in Assess tab under Paper 2) Teachit Languages www. teachitlanguages. co. uk Exampro Question Bank www. exampro. co. uk/languages Feedback meeting materials available shortly in e. AQA, Secure Key Materials (Teacher Support materials folder) Effective Exam Prep sessions available to book on Events page www. aqa. org. uk/professional-development Copyright © AQA and its licensors. All rights reserved.