Organisational issues

Timetabling

The linear GCSE course should be allocated a time slot in the timetable for one GCSE.  Typically GCSE language courses are delivered in 2 or 3 hours per week or 5 hours per fortnight. Double lessons are not advisable as it is better for students to have smaller amounts of exposure to the language across the week in order to make the most progress.  If double lessons cannot be avoided, it is important to plan the time carefully to ensure that students are on task. Moving to a different classroom or an ICT room for the second half of a double lesson can provide a useful break and enable students to re-focus. Alternatively, teachers could sometimes plan a carousel of self-access activities in the second half of the lesson (reading, independent listening and a computer-based task for example) or make use of a foreign language assistant in one half of a double to work with small groups whilst doing oral activities with the class.

Examination practice

Examination practice should be planned into the scheme of work. With the linear GCSE there are two tiers of entry (Foundation and Higher). Students may not necessarily enter the same tier in all four skills and it is vital that they are entered for the examination at the correct level in order that they achieve their full potential. It is advisable for students to sit a full mock examination prior to sitting the real exam so that teachers can obtain the evidence they need to ensure that students are entered for the correct tier.

Past papers can be obtained from awarding bodies (in most cases they can be downloaded from the website). Recorded material for the listening may need to be ordered from the awarding body. Advice for candidates is also often available in the form of candidate kits/booklets to help them to understand the requirements of the examination. 

Practice oral examinations are advised in order that students may fully understand the requirements of the speaking part of the examination. Time will need to be negotiated with the senior management to enable these to take place. It is important to stress that the speaking represents 25% of the total mark and that students do need to a practice test if they are to achieve their potential. It is good practice to record the test as would be the case in the real exam. This can provide evidence for the teacher, student and parents if there are questions about entry level for example.