Category Archives: GCSE

MPs and Peers in urgent call to delay controversial changes to Modern Languages GCSE

Posted on by Posted in APPG, DfE, GCSE

The All-Party Parliamentary Group on Modern Languages has today issued a statement calling on the Department for Education to address concerns raised by stakeholders in relation to the review of the Modern Languages GCSE.

The APPG calls the review “risky” and “untested”, and asks that the review “… be delayed to give more time for consensus across the sector”.

The statement has been issued with the full support of sixteen organisations representing teachers, school leaders, linguists and education experts, including NALA. Other organisations backing the statement include the Association for Language Learning (ALL), the Association of School and College Leaders (ASCL), National Education Union (NEU) and the University Council of Modern Languages (UCML).

To read the full statement and add your support, please visit this link.

Download the statement, including the full list of supporters, at this link.

GCSE MFL consultation outcomes

Posted on by Posted in GCSE, Ofqual
We have today received the following message from Ofqual following their consultation on changes to exams in 2021 in which they decided that students taking GCSE modern foreign language exams in 2021 could have their spoken language skills assessed by their teachers in a more flexible way than normal.
Today we have published a number of documents following the consultation on the proposed Subject Level Conditions and Requirements (SLC) for GCSE Modern Foreign Languages (MFL): the consultation analysis report, the decisions document, and the final SLC.
The SLC include the assessment criteria teachers should use when assessing speaking skills, along with further details on the assessment approach:

https://www.gov.uk/government/news/gcse-mfl-spoken-language-assessment-criteria-and-approach

We also published recently the entry data for the autumn 2020 exam series for GCSE, AS and A level:

https://www.gov.uk/government/statistics/entries-for-gcse-autumn-2020-exam-series

Interim findings – language curriculum and disadvantaged and vulnerable students

Posted on by Posted in GCSE, Languages

The National Association of Language Advisers (NALA) is carrying out a nation-wide survey of language teachers to investigate the extent to which the current secondary curriculum content disadvantages certain groups of pupils by asking them personal questions on topics where their own experience is limited or sensitive.

So far 375 language teachers, consultants and teacher trainers have responded.  Initial findings show that the current secondary GCSE language assessments discriminate against vulnerable pupils, particularly those from socio-economically deprived backgrounds.

  • 85% of respondents said that, given the social backgrounds of their pupils, some or all of their pupils would have difficulty answering GCSE speaking and/or writing test questions. Most teachers said that when pupils have to invent answers, their outcomes are less good.
  • 95% said that their pupils find it difficult to make up answers to questions on topics about which they have no experience and that this disadvantages them.
  • 96% said that the personal content of GCSE speaking and/or writing tests makes pupils feel uncomfortable and that this has a significant impact on their performance and motivation.

“Pupils without disposable income or experience of travel and many other privileges feel alienated by a lot of the topics.”

“I was this child at school who always had to ask e.g. ‘How do I say dead?’ when the question was to describe your dad.”

“One photo card last year expected pupils to talk about a skiing holiday. Some of mine live on the 14th floor and have never left Wigan.”

“Modern languages examination specifications view poverty as something that happens to other people, as if our children live in some kind of middle-class bubble.”

 

The survey will close on Monday, 7 September 2020. Access the survey here.

A full report of the findings will be published in Autumn 2020.

Languages curriculum – vulnerable and disadvantaged students

Posted on by Posted in GCSE, Languages, MfL

Background and aims

The languages curriculum, including GCSE exams, requires students to have the potential to answer a whole range of questions on travel, social issues, their home situation, celebrations with their family, or to discuss possibilities about university. The speaking and written elements focus largely on students responding about personal experiences.

NALA is keen to investigate to what extent the content of the language curriculum, including GCSE exams – and in particular the speaking and written elements – is further disadvantaging particular groups of vulnerable and disadvantaged students.

We would like to consider to what extent the exams and curriculum content pose issues for these students and would like to gather the views of the languages teaching community.

We would therefore be grateful if you could take a few moments to give your opinions in this short survey to help our research. Please share the survey with your relevant contacts as well. The aims of the survey are to identify:

  1. To what extent the current curriculum content at KS3 and KS4 disadvantages certain groups of students.
  2. To what extent the current curriculum content at KS3 and KS4 has the potential to demotivate and disadvantage some students by asking them personal questions on topics where their own experience is limited or sensitive.

Additional contextual information: vulnerable and disadvantaged students

Whilst answering the survey we would like you to consider the following student:

Student 1 (vulnerable pupil with Child Protection Plan)

This student may be suffering or may have suffered previously from neglect, and is living in a family where there is drug addiction and some violence. He / she is part of a child protection plan.

Student 2 (vulnerable and low income pupil premium student)

This student lives in a low-income family, possibly in a family where adults have struggled to work for more than one generation. The student may have little experience of travelling outside of the immediate local community.

Student 3 (vulnerable Looked-After Child or post Looked-After Child)

This is a student who may have suffered neglect and/or abuse when young and who has been in Local Authority care for years but is now in a stable household, either adopted or in long term foster care. The student has access to some additional support as part of a personal plan to support social and emotional needs, but these difficulties might not appear to pose any great barrier to learning specific subjects.

Additional contextual information: curriculum and GCSE exam content

We would like you to consider the content of the 2018 and 2019 GCSE exams and the content of your GCSE and KS3 curriculum, and reflect on whether this might disadvantage students, particularly those who fall into vulnerable categories.

For example, here are some speaking question suggestions which might ‘typically’ appear in classrooms as part of preparation for GCSE content:

  • How have you got on with your family recently?
  • Describe your house.
  • What do your parents do for a living?
  • What are the advantages and disadvantages of ski holidays?
  • What did you do in the last holidays?
  • Where would you like to study at university?
  • Why do people take drugs?

 

Thank you for taking the time to consider this background information and for responding to our survey. If, after completing the survey, you have any further comments you would like to be considered, please email communications@nala.org.uk.

 

 

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