FAQs about the new GCSEs

1. When do I start teaching the new specifications?
Teaching of the new specifications begins in Autumn 2009.

2. Who has decided what is contained within the new GCSE in MFL?
Each examination board must follow the GCSE controlled assessment regulations laid down by QCA. Most of the new language GCSEs will feature controlled assessments for the speaking and writing units. The regulations for Modern Foreign Languages may be found on pages 74-78 of 'Controlled assessment regulations - February 2008', a pdf document, which can be downloaded from the QCA controlled assessment regulations web page.

Please note:
Certain lesser-taught languages have been exempted from controlled assessment requirements. Lesser-taught languages may also have different assessment weightings from the main languages. Some lesser-taught language GCSEs are 100% externally assessed.

The subject criteria for languages can be downloaded from the QCA website.

3. What are the weightings for each skill in the new GCSE?
The regulations allow awarding bodies flexibility to choose within the following boundaries:

4. How much controlled assessment will the new specifications contain?
A minimum of 60% controlled assessment must relate to Speaking (A02) and Writing (A04). Please refer to points 20 and 21 in the subject criteria.

5. Who will set the tasks for speaking and writing?
Each awarding body must provide exemplar tasks and guidance on how to access the higher grades. Teachers may use the exemplar tasks provided, or adapt these, or design tasks of their own, all within parameters clearly laid down by the awarding body.

6. What rules must awarding bodies follow on the conduct of the speaking?

• Speaking must be conducted under informal supervision
• The awarding body must provide guidance on the use of stimulus material, preparatory work, use of materials from other sources and preparation for the final speaking
• The awarding body must specify the level of teacher support allowed and how this is to be recorded
• The minimum and maximum timings for the speaking must be stated by the awarding body
• Work in groups is permitted, but each candidate must provide an individual response
• Specifications must state the support available to candidates. No dictionaries are allowed in the speaking, but candidates may have access to notes or a visual stimulus.
  

7. Who will mark the speaking?
Teachers mark the speaking in line with mark schemes or criteria provided by the awarding body. The awarding body will then moderate the speaking in line with requirements of the GCSE, GCE, GNVQ and AEA Code of practice, April 2007. This applies to the main languages, but not to some of the less commonly taught languages where the speaking will be externally marked.

8. What rules must awarding bodies follow on the conduct of the writing?

1. All preparation for the writing must be done under informal supervision
2. The awarding body must provide guidance on the use of stimulus material, preparatory work, use of materials from other sources and preparation for the final written work to be assessed
3. The awarding body must specify the level of teacher support allowed and how this is to be recorded
4. The awarding body must agree timings for completion of all written work
5. Candidates must complete work independently
6. Candidates must be allowed access to dictionaries when writing a final version under formal supervision
7. Candidates are not allowed access to drafts when writing a final version but may refer to notes. Awarding bodies must provide guidance for these notes
8. Candidates may not have access to online resources such as spellcheckers and grammar reference, but may access online dictionaries.
   

9. Who will mark the writing?
The awarding body will mark the writing.

10. Which awarding bodies can I choose from?
The following awarding bodies write specifications for Modern Foreign Languages.

• AQA 
• CCEA
• Edexcel
• OCR
• WJEC 
  

All of these provide GCSE courses in the most commonly taught languages (French, German, Spanish). 

For less common languages, teachers should consult individual awarding body websites or the accredited qualifications website. The table below gives an overview of languages offered in summer, 2008. Check the websites of individual awarding bodies for any further revisions.

11. What is the subject content for each awarding body?
These tables compare the content of the GCSE for the most commonly taught modern languages of each of the awarding bodies. Specification content for less common languages may vary from this and you are advised to read individual specifications.

• Current specifications (doc, 41KB)
• New specifications for use from 2009 (doc, 54KB)
  

12. Can I still do a short course from 2009?
A new style 2- skills short course– will be offered.  (Either Listening and Speaking or Reading and Writing). Please consult the websites of individual awarding bodies to download the specifications for more information. Weighting of skills will be 60% for the productive skills (Speaking and Writing) and 40% for the receptive skills (Listening and Reading).

13. Can I still do a modular GCSE course?
No. The old specification offered only by AQA will no longer be available. However, the new GCSEs are now unitised across the awarding bodies and this affords teachers and learners more flexibility than the current specifications. For example, in the speaking and writing units they allow for learners to be assessed ‘when ready’ rather than in a specific end window.

14. What are the features common to all specifications?

Four units weighted as follows: Listening 20%, Speaking 30%, Reading 20%, Writing 30%.

This applies to the main languages, but not all languages. Please consult individual specifications for less commonly taught languages. 

• Listening and reading are externally set and assessed and no dictionaries to be used
• Listening and reading – tiered papers (Foundation and Higher) with some questions which are common to papers in both tiers
• Speaking and writing: controlled assessment. Some differences between the boards but teachers select the tasks, set them and supervise them. No tiering but tasks are differentiated by outcome
• Teachers select the topic or theme for speaking and writing, choosing from the themes in the specification. Sample tasks are provided, which may be used or adapted, or teachers may devise their own
• Speaking: two separate tasks are undertaken during the course. The awarding bodies are still awaiting agreement on recording requirements, so it may not be necessary to record both tasks. No final oral examination is necessary. It is possible that some centres may still wish to assess in this period. Marked by teacher and sample sent to board for moderation.
• Writing: marked by the board
• QCA definitions are used for structures, and grading criteria. QCA definitions are used for grammar across French, German and Spanish.
• Minimum core vocabulary lists are provided by all boards.
  

15. What are the main differences between the specifications of the different boards?

Edexcel offers the following distinctive features:

• Possibility of completing and submitting either the speaking or writing in January (for French, German, Spanish)
• Development of on-screen testing of reading and listening likely. This will be an OPTION in French/German/Spanish for 2011 assessments
• Four common core topic areas identified for reading and listening, but FOCUS on one ‘theme’ from prescribed choice or centre-devised possible for the speaking and writing.
• The option to aim the course at either a particular vocational area or adopt a more general approach (Applied/General or mixed pathways possible)
• Listening and Reading units are written in peaks and troughs format at the foundation tier
• Centres are to receive Foundation and Higher Listening and Reading papers for all candidates. This acknowledges that candidates’ performances can change after their mocks and centres can revisit their tier of entry without a fee
• Free ‘Results plus’ facility – online breakdown of student results in centre across reading and listening papers with question- by- question and student- by- student analysis, comparison with other centres etc.
• Dedicated ‘Ask the expert’ help and enhanced customer service including new Languages advisers.  
  
  OCR allows the speaking unit to be submitted electronically if desired.

The themes and contexts vary with each awarding body. Check question 11 for the subject content for each awarding body.

Also download an overview document (doc, 83KB) which gives more detail about the awarding bodies’ specifications, including the awarding bodies' controlled assessment conditions for the speaking and writing components.