After 7 weeks teaching the new GCSE for MFL, I would like to write a series of posts analysing my approach to teaching and my thoughts on the whole new qualification. After teaching the new syllabus for 7 weeks, the good news is that there's not much difference from the old syllabus in relation to teaching and learning. This is great, as whatever worked for us before should work now too!
Having said that, there are some fundamental changes:
- The use of specific vocabulary
- A dictation task as part of the listening exam
- A reading aloud task as part of the speaking exam
After all the controversy regarding the specific vocabulary lists, the topics under which the vocab is taught, are very similar to the old GCSE, not surprise here as there's only a limit of topics to talk about at GCSE level! However, whatever your thoughts about specific vocabulary lists, I think this is a great opportunity to really boost languages in schools. It is a great selling point to tell students and parents that if you learn this vocabulary, in theory, students can access the listening/reading exams without any issues.
Having this fixed list also allows us, as departments, to start teaching it as early as Year 7 and always have it in mind when we create our SoWs at KS3: how many of these words can we actually teach from day one as from Y7? According to cognitive science, it takes considerable time to take information from our working memory to our long-term memory, which is a prerequisite to be fluent in the target language. This means that the earlier our students have exposure to the established vocabulary and structures, the easier it will be to store such vocabulary into the long term memory, so, why not start at Year 7? Let's retrieve this key vocabulary and structures over and over again. Our goal is to lead our students to automatise the use of this key vocabulary in a given context, topics, with the application of grammatical rules so that they can communicate in the target language and get a good grade in their GCSE exam, of course.
It is a long process to achieve this goal: FLUENT COMMUNICATION, especially given the curriculum time UK schools give to languages and the different contexts and backgrounds surrounding our pupils. That's why what we do in that precious curriculum time should be extremely well thought out and crafted to reach automatization and fluency. The only way to do this, following Rosenshine's Principles of instruction, is via Meaningful Modelling, breaking content in small steps, purposed structured practice, purposed independent/fluency practice, timely and purposeful feedback and RETRIEVAL, RETRIEVAL, RETRIEVAL hand in hand with checking for understanding.
The 5 Magical Powers
Using three time tenses as from Y7 by using what we called the nuggets: modal verbs followed by infinitives to tackle different tenses. Suelo/solía/voy a/ me gustaría/ empecé a/ decidimos + infinitive. The use of the nuggets to tackle different tenses is key to achieving fluency, making students feel clever and dealing with cognitive overload. We do grammar, of course, but our aim is for students to be able to express ideas in different tenses quickly and mechanically as from Y7 using the nuggets and it works!
Giving opinions, again in different tenses: Me gusta, Me gustaba, lo que más me gusta, lo que más me gustaba.
Giving reasons with key structures and chunks that can be applied to any topic/ context and which will help students achieve fluency: porque siempre he querido hacerlo (because I have always wanted to do it) porque me ayuda a relajarme (because it helps me relax) dado que se me da bien (given that I am good at it) ya que puede ser + adjective (since it can be, instead of "is" + adjective)
Reported speech or talking about someone else. This is crucial in everyday communication and also an element that translates into extra marks in the oral and written examination. That's why, as from Y7, students learn mi madre/amigo dice que (my mother/friend says that) a mi madre/amigo le gusta (my mother/friends likes) mi amigo suele + infinitive (my friend tends to)
High Impact expressions. These include high frequent expressions and chunks such as cuando sea mayor, puede ser, si tuviera la oportunidad and a variety of fun idioms! Some of the reasons and nuggets are actually part of our High Impact expressions.
Once we established our 5 Magical Powers, we made sure that these are present in any topic we teach and surrounding all the topical vocabulary prescribed by the new GCSE syllabus. We use Sentence Builders to deliver our lessons following a lexicogrammar approach, rooted in Rosenshine's Principles and, as part of our commitment to achieve fluent communication, these 5 Magical Powers are present in every topic and sentence builder we teach, so that these 5 common elements get embedded in our students long-term memories together with the GCSE key vocabulary. For an example of Sentence Builder in Y10, topic of Free Time, click here.
To create our Sentence Builders, we use the site Sentence Builders.com which has proved to be great value for money, not only to create professional looking, interactive Sentence Builders, but also as a key tool to help students memorise the language we teach through the sentence builders.
So retrieval, will not only be part of the language learning/teaching journey in a traditional way, but it is also the core of how we have grouped the themed vocabulary around the 5 Magical Powers, as from Y7. We believe so much in the 5 Magical Powers that our Mark Scheme for key written tasks at KS3, evolve around them. Click here to view our Writing KS3 Mark Scheme based on the 5 Magical Powers.
In Part 2, I will tackle Retrieval at the Modelling Stage of the learning journey at KS4.
That’s a great insight! It’s reassuring to know that many of the effective teaching strategies we’ve used in the past can still be applied to the new GCSE. I’m curious to hear more about your approach to teaching retrieval practice and vocabulary acquisition. Thanks for sharing your experiences!
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