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Exam boards will use statistical predictions based on prior attainment at key stage 2 for year-old students. They will use those predictions, based on previous results for year-olds, so that:.
We know that in the first years of a new qualification student performance tends to dip slightly. To avoid disadvantaging students in the first year of these new qualifications, exam boards will rely heavily on statistics in , but senior examiners will be asked to review student work at the grade boundaries suggested by the statistics. Last year we announced our policy on inter-subject comparability.
We said that we will consider the need for one-off adjustments to grade standards where there is a compelling case, although we will not be aligning grade standards statistically across the full range of GCSE and A level subjects. To do that, we will expand on the work we have begun for 6 A level subjects, including French, German and Spanish. Once we have results from the first awards in the summer, we will consider findings from technical and statistical analyses and any other evidence about the effect of the current grade standards. We will also consider the implications of any change for standards, making sure that whatever conclusion we reach the qualification continues to identify the best linguists.
Comment by Cathy Peters posted on on 06 February Setting students up to fail is professionally reprehensible. The questions in the specimen material is flawed to the extent that even fluent teachers and bi-lingual students don't score full marks. Rethink as a matter of the utmost urgency or MFL will disappear! Comment by Bob posted on on 11 May I agree, this is why English people are so poor at foreign languages, our exam boards are simply demotivating and discouraging us from learning a language, which should be a fun experience.
Comment by Anne Thomas posted on on 26 February MFL is already on the way to extinction and the demands of the new exam will only hasten this process. Comment by Jo Williams posted on on 02 March We are now in the process of administering our second set. Having done the speaking and listening papers, I feel that I must once again register my considerable concern at the level of difficulty and inaccessibility.
In the speaking and writing papers, students must first decode the target language ,thus testing their reading skills, not speaking or writing. The listening paper in particular was extremely challenging. Whilst I understand that it is a requirement of Ofqual to make the level of the new GCSEs more challenging, for our lower attaining students in particular, the experience of sitting the foundation paper was demoralising.
There seemed to be little that students expected to grade at 1 2 or 3 could access despite the fact that the paper is aimed at grades My genuine fear is that the nature of the listening and reading exams in particular will dissuade students from persevering with their language. Comment by chrisshadforth posted on on 05 March Thanks Jo I'm afraid I can only clarify that asking questions in the target language is a DfE content requirement, and confirm that we will conduct work after the summer to see how well the questions functioned, including for those students at the lower grades.
Comment by Philippa Ramsumair posted on on 02 March Not only are the questions on the listening specimen material elitist 19th Century French Literature The most able candidates are struggling to make sense of these papers.
I also question the necessity for the bullet points in the speaking role play and writing tasks being in the TL, as this does not reflect a situation that would ever occur in real life. Aren't we actually testing their reading skill in this part of the writing and speaking exams? Comment by mflteacherfornow posted on on 06 March I absolutely agree with all of the comments made by my colleagues above.
Changes were necessary but we have now created an elitist qualification and as a result many schools, especially in deprived areas are now dropping languages as a viable option. This year alone my cohort was reduced from 50 to 16 as the Leadership team felt that achieving a language was an impossible task given the changes.
I quite agree that the choice of literature is misguided and the accompanying questions are often ones an adult would struggle to infer. The listening paper is more like an A-level paper and far too extreme in terms of difficulty.
Modern Foreign Languages
This new exam has dealt a blow to me and my other MFL colleagues who have always struggled to convince Leadership teams and students of the benefits of studying a language. Badly done.
Comment by Jo posted on on 17 March Please can you explain why some pupils are being made to do a language at G. E level.
French - BA (Hons)
When they don't want do, and all the school is saying is that this is what the government wants them to do. To me it takes the choice from the pupil which can be very demoralizing to the pupil and at this time of trying to keep people metal health, healthy duringthis stressful time I think it just puts more pressure on them. Comment by chrisshadforth posted on on 19 March