Launch Support GCSE Modern Languages French German Irish

Launch & Support GCSE Modern Languages: French, German, Irish and Spanish February/March 2017

Agenda Revision of GCSE Qualifications (for first teaching September 2017) • Introduction • Overview of new Specification • Specimen Assessment Materials (SAMs) • Support Materials • Q&A

Regulatory Framework General Conditions of Recognition CCEA will ensure that each qualification offered is fit for purpose Accreditation Process • N Ireland GCE and GCSE Qualifications Criteria • Two-stage process – Stage 1: submission of qualification strategies for approval – Stage 2: submission of qualification materials for review and accreditation

Qualification Strategies CONTENT - Rationale for the proposed: • inclusion of internal assessment, where relevant • weighting of internal and external assessment • wording and weighting of assessment objectives • assessment of mathematical skills: Biology, Chemistry, Physics, Economics, Business Studies • assessment of QWC and • subject content

Qualification Strategies ASSESSMENT – Rationale for the: • subject content for Specimen Assessment Materials (SAMs) • content in assessments ensuring full coverage over the lifetime of the qualification • duration of examination papers • allocation of marks in examination papers, where appropriate • number and type of questions in examination papers, where appropriate • word limit or time limit for internal assessment and • allocation of marks for internal assessment

Specification and Specimen Assessment Material (SAMs) The Northern Ireland Regulator will carry out: • an administrative review • a subject-specific review • a review of regulatory requirements

Collaborative Approach to the Revision • Desk top Research • Writing Teams – Teachers – Higher Education • Consultation – Existing Specifications – Draft Specifications • Consultation with students – Relevant content – Prepared for further study/work

Quality Assurance • Higher Education - A Level Content Advisory Board (ALCAB) criteria, Higher Education Panel and Subject Advisory Team • Industry - Industry Panel and Subject Advisory Team • Teachers - Subject Advisory Team • Equality Panel - Access for all • Final CCEA Quality Assurance panel - Review of consultation comment logs and comment logs associated with all QA panels

Quality Assurance • Equality Panel – Access for all • Final CCEA Quality Assurance panel – Review of consultation comment logs – Review of comment logs associated with all QA panels Only when CCEA Quality Assurance panel is satisfied that all issues raised have been appropriately addressed will the Specification and Sample Assessment material be submitted for accreditation

GCSE (Modern Languages) Unique features Employability • This is a unitised course with two units [R & W] available from Summer 2018, all units available from Summer 2019 [NB 40% terminal rule] • The AOs match the Units AO 1: Unit 1 Listening 25% AO 2: Unit 2 Speaking 25% AO 3: Unit 3 Reading 25% AO 4: Unit 4 Writing 25% • Listening, Reading and Writing units have Foundation and Higher tier entry and there is flexibility with mixed tier entry/re-sit [once] • Candidates can prepare for one of their two Speaking conversation topics in advance of the examination • The qualification builds on the Northern Ireland Curriculum at Key Stage 3 [Specification Section 1] • The qualification supports progression to AS and A level study • The qualification aims to provide candidates with knowledge, understanding and skills as a basis for further learning opportunities and career progression • The qualification is a potential pathway into further and/or higher education, vocational training and a range of careers

Assessment Objectives 4. 2 Assessment Objectives There are four assessment objectives each weighted at 25%. Candidates must: • understand respond to different types of spoken language [AO 1]; • communicate and interact effectively in speech [AO 2]; • understand respond to different types of written language [AO 3]; and • communicate in writing [AO 4].

GCSE Modern Languages 3. 1 Contexts for Learning 3. 2. 1 Context for Learning 1: Identity, Lifestyle and Culture • Myself, my family, relationships and choices • Social media and new technology • Free time, leisure and daily routine • Culture, customs, festivals and celebrations

GSCE Modern Languages 3. 1 Contexts for Learning 3. 2. 2 Context for Learning 2: Local, National, International and Global Areas of Interest • My local area and the wider environment • Community involvement • Social and global issues • Travel and tourism

GSCE Modern Languages 3. 1 Contexts for Learning 3. 2. 3 Context for Learning 3: School Life, Studies and the World of Work • My studies and school life • Extra-curricular activities • Part-time jobs and money management • Future plans and career

Specification at a glance Content Assessment • Unit 1: Listening [F & H tier] • External examination marked by CCEA • Unit 2: Speaking [single tier] • External examination, teacherconducted and marked by CCEA • Unit 3: Reading [F & H tier] • External examination marked by CCEA • Unit 4: Writing [F & H tier] • External examination marked by CCEA

Specification at a glance Content Unit 1: Listening [F & H tier] Assessment 25% • External examination paper Candidates answer 12 questions • Available from Summer 2019 Section A has 8 questions [English] Section B has 4 questions [TL] There are four common questions • Foundation tier 35 minutes approx. Responses include: • selection • gap-filling • answering questions in English • answering in the Target Language • Higher tier 45 minutes approx.

Specification at a glance Content Unit 2: Speaking [single tier] Assessment 25% Each examination includes: • two role-plays, both from the same Context for Learning; and • a general conversation on two topics, one from each of the other two Contexts for Learning • Pre-release of Conversation Topic 1 title via the CCEA subject micro site in the September prior to the Summer exam • One teacher-conducted examination marked by CCEA - available from Summer 2019 • One hour preparation session, in normal class time, using a Candidate Preparation Sheet • 10 minute preparation time using Candidate Role-play Response Sheet each role-play lasts up to 2 minutes • Within the general conversation, each topic lasts up to 4 minutes • Teacher must record, authenticate and submit all evidence to CCEA

Specification at a glance Content Unit 3: Reading [F & H tier] Assessment 25% • External examination paper Candidates answer 12 questions • Available from Summer 2018 Section A has 8 questions [English] Section B has 4 questions [TL] There are four common questions • Foundation tier 50 minutes Responses include: • selection • gap-filling • answering questions in English • answering in the Target Language • translating short sentences from TL into English • Higher tier 1 hour

Specification at a glance Content Unit 4: Writing [F & H tier] Assessment 25% Candidates answer four questions There is one common question Responses include: • a listing and short phrase question in TL [F tier only] • a short phrase/sentence response question [F & H tier] • short responses in TL to one or more pieces of text [H tier only] • translation of short sentences from English into TL [F & H tier] • one structured, extended writing task in TL from a choice of three [F & H tier] • External examination paper • Available from Summer 2018 • Foundation tier 1 hour • Higher tier 1 hour 15 minutes

Specimen Assessment Materials (SAMS) Overview of the SAMs: Specimen Question Papers • • Unit 1 Listening Foundation Tier 35 minutes approx. Unit 1 Listening Higher Tier 45 minutes approx. Unit 2 Speaking Role-playing Situations each up to 2 mins. Unit 3 Reading Foundation Tier 50 minutes Unit 3 Reading Higher Tier 1 hour Unit 4 Writing Foundation Tier 1 hour Unit 4 Writing Higher Tier 1 hour 15 minutes

Specimen Assessment Materials (SAMS) Overview of the SAMs: Specimen Mark Schemes • General Marking Instructions • Unit 1 Listening Foundation Tier Mark Scheme, Transcript • Unit 1 Listening Higher Tier Mark Scheme, Transcript • Unit 2 Speaking Role-playing Situations Teacher’s Booklet • Unit 3 Reading Foundation Tier Mark Scheme • Unit 3 Reading Higher Tier Mark Scheme • Unit 4 Writing Foundation Tier Mark Scheme • Unit 4 Writing Higher Tier Mark Scheme

GCSE Support Type of Support Date Sample assessment materials Rolling basis from January 2017 Student guides/subject Snapshots Rolling basis from January 2017 Microsites Rolling basis from January 2017 Planning Frameworks Rolling basis from January 2017 Fact files Rolling basis from March 2017 Bespoke Materials Rolling basis from March 2017 Support Events Ongoing

Support • • • Specification Specimen Assessment Materials [SAMs] Support days for teachers Guidance for candidates Past papers and Mark Schemes Chief Examiner’s reports FAQs Centre support visits

Support • Specification – Appendix 4 Minimum Core Vocabulary • Resources – some [legacy] resources will be retained on the microsite, as appropriate • Planning Frameworks [all four units] • Fact Files [all main skill areas] • Power. Point presentations [all main skill areas] • Activity sheets [linked to the Power. Points] • Specification clarification information: Q&A

Why choose CCEA? We support Learners - CCEA puts the learner at the centre of everything we do. We think about what learners need for life and work and then build solutions to meet those needs. We do this for the entire curriculum – from Foundation and Early Years to A level and beyond. We are Local - CCEA is Northern Ireland’s awarding body. We understand local needs and we are focused on providing services and products for learners in Northern Ireland. This also means we’re near you, should you need help or support. We are Listening - CCEA listens to those who use its products and services; this means listening to teachers, employers and learners, and taking action to ensure better outcomes for learners. This approach ensures that we develop relevant, high quality and innovative specifications and support.

Working with CCEA The benefits: – teacher cover provided [as appropriate] – first-hand experience of how the examining system works – user insight to the standards required for the assessment – opportunity to examine assessments across a range of abilities – improved learning and teaching outcomes – creates links with CCEA personnel/subject officer/NICILT – opportunity to network with other professionals – provides recognition and enhances the professional development of teachers

Keeping you informed • The Re. Vision microsite – ccea. org. uk/therevision • Essential updates • Specifications & SAMs • Monthly e-Vision newsletter • Subject specific e-alerts Face to face • Social media • Twitter @ccea_info • Facebook ccea. info • Don’t forget to register for your updates on the microsite – ‘keep up to date’ section www. ccea. org. uk/therevision

Contacts: GCSE Modern Languages Education Manager [with overall responsibility for GCSE French and German]: Jayne Fitz. Gerald Telephone: 028 90 261200 Ext 2255 Email: jfitzgerald@ccea. org. uk Education Manager [with overall responsibility for GCSE Irish and Spanish]: Seán Mc. Nally Telephone: 028 90 261200 Ext 2325 Email: smcnally@ccea. org. uk Subject Support Officer: Joan Jennings Telephone: 028 90 261200 Ext 2552 Email: jjennings@ccea. org. uk Specification, sample assessment and support materials available on the subject microsite at www. ccea. org. uk

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