Transcript Slide 1

Key Stage 2 and 3 curriculum from 2014.
Key Stage 4 teach from 2016 and assess 2018.
New GCSE is being design to build on prior
knowledge from Key stages 2 and 3.
We need to factor into our planning the fact current
year 6 and 7 will not have experienced the new Key
Stage 2 curriculum, but will be taking the new GCSE
– whatever that may look like.
KEY STAGE 2
Listening
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and
meaning of words
Speaking
 engage in conversations; ask and answer questions; express opinions and respond to those of others; seek
clarification and help
 speak in sentences, using familiar vocabulary, phrases and basic language structures
 develop accurate pronunciation and intonation so that others understand when they are reading aloud or
using familiar words and phrases
 present ideas and information orally to a range of audiences
Reading
 read carefully and show understanding of words, phrases and simple writing
 appreciate stories, songs, poems and rhymes in the language
 broaden their vocabulary and develop their ability to understand new words that are introduced into
familiar written material, including through using a dictionary
Writing
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly
 describe people, places, things and actions orally and in writing
Grammar
 understand basic grammar appropriate to the language being studied, such as (where relevant): feminine,
masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of
the language; how to apply these, for instance, to build sentences; and how these differ from or are
similar to English.
KEY STAGE 3
Listening
 listen to a variety of forms of spoken language to obtain information and respond appropriately
 transcribe words and short sentences that they hear with increasing accuracy
Speaking
 initiate and develop conversations, coping with unfamiliar language and unexpected responses, making
use of important social conventions such as formal modes of address
 express and develop ideas clearly and with increasing accuracy, both orally and in writing
 speak coherently and confidently, with increasingly accurate pronunciation and intonation
Reading
 read and show comprehension of original and adapted materials from a range of different sources,
understanding the purpose, important ideas and details, and provide an accurate English translation of
short, suitable material
 read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop
creative expression and expand understanding of the language and culture
Writing
 write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their
own ideas and opinions, and translate short written text accurately into the foreign language.
Grammar
 identify and use tenses or other structures which convey the present, past, and future as appropriate to
the language being studied
 use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as
appropriate
 develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and
interests, allowing them to give and justify opinions and take part in discussion about wider issues
 use accurate grammar, spelling and punctuation.
GCSE
 all four skills worth 25%
 Reading and writing can both be assessed by exam – set and marked by exam boards.
There is some suggestion that dictionary access for an unseen writing task should be allowed. This is under
consultation.
 Listening - exam set and marked by boards
 Speaking – proposing that tasks set and marked by the board but conducted by teachers. Consultation is
considering, though, that is orals are marked by teachers, how to ensure consistency.
 Ofqual currently considering the notice of tasks given by the boards and the timing of the oral exam. All
exam boards must have one common approach.
 All exams will be tiered but students can only sit either foundation or higher so that assessments and
vocabulary are targeted clearly at higher or foundation level but there will still be some crossover of tasks.
 UMS mark scales will be removed.
 languages using logographic systems or characters such as Japanese may set or questions and instructions
in English.
 lists of grammar requirements will be drawn from existing lists produced in the Ofqual GCSE Subject
Criteria. There will also be an indication of structure that students will be expected to recognise only and not
produce independently.
Literary texts can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters,
short stories, essays, novels or plays from contemporary and historical sources.
Listening
 demonstrate general and specific understanding of different types of spoken language
 follow and understand clear standard speech at normal speed, using familiar language across a range of specified
contexts.
 identify the overall message, key points, details and opinions in a variety of short and longer spoken passages,
involving some more complex language, recognising the relationship between past, present and future events.
 deduce meaning from a variety of short and longer spoken texts, involving some complex language and more
abstract material, including short narratives and authentic material addressing a wide range of relevant and
contemporary and cultural themes.
 recognise and respond to key information, important themes and ideas in more extended spoken text, including
authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information,
summarise, evaluate and draw conclusions.
Speaking
 communicate and interact effectively in speech for a variety of purposes across the range of specified contexts.
 take part in a short conversation, asking and answering questions, and exchanging opinions.
 convey information and narrate events coherently and confidently, using and adapting language for new purposes.
 speak spontaneously, responding to unexpected questions, points of view or situations, sustaining
communication by using rephrasing or repair strategies, as appropriate.
 initiate and develop conversations and discussions, producing extended sequences of speech.
 make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more
complex forms, with reference to past, present and future events.
 make creative and more complex use of the language, as appropriate, to express and justify their own thoughts
and points of view.
use accurate pronunciation and intonation so as to be understood by a native speaker.
Reading
 understand and respond to different types of written language.
 understand general and specific details within texts using high frequency familiar language across a range of
contexts.
 identify the overall message, key points, details and opinions in a variety of short and longer written passages,
involving some more complex language, recognising the relationship between past, present and future events.
 deduce meaning from a variety of short and longer written texts from a range of specified contexts, including
authentic sources involving some complex language and unfamiliar material, as well as short narratives and
authentic material addressing a wide range of contemporary and cultural themes.
 recognise and respond to key information, important themes and ideas in more extended written text and
authentic sources, including extracts from relevant abridged and adapted literary texts.
 demonstrate understanding by being able to scan for particular information, organise and present relevant details,
summarise, draw inferences in context and recognise implicit meaning where appropriate.
Translate a short passage from the assessed language into English.
Writing
 communicate and interact effectively in writing for a variety of purposes across a range of specified contexts.
 write short texts, using simple sentences and familiar language accurately to convey meaning, ask and answer
questions and exchange information.
 produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately
for different purposes and in different settings.
 make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to
describe and narrate with reference to past, present and future events.
 manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and
fluency for new purposes, including using appropriate style and register.
 make independent, creative and more complex use of the language, as appropriate, to note down key points,
express and justify individual thoughts and points of view, in order to interest, inform or convince.
 translate sentences and short texts from English into the assessed language to convey key messages accurately
and to apply grammatical knowledge of language and structures in context.