Is the new GCSE a Conversation Killer?

 The new GCSE is a reaction to the 2009-2017 GCSE which ruined language learning for a generation. In that exam, Controlled Conditions speaking meant pupils memorising long scripted answers containing fancy language. So the new GCSE will be deliberately designed to stop this.

Of course, I hated the Controlled Assessment exam. And was glad to see the back of it. And although not perfect, the current GCSE means that rather than learning lots of answers off by heart, pupils can practise speaking spontaneously using a core and growing repertoire of language, interacting with the teacher in a conversation. They can deploy their core of language to any of the topics, with lots of speaking practice, making up different answers each time, and responding to prompts for more information and to develop their ideas further.

But it would still be possible for some teachers to ask pupils to learn a huge number of answers off by heart, if you are still stuck in the mindset of the old Controlled Assessment GCSE. So the new GCSE is designed to prevent that.

How is it going to do this? And what does it mean for teaching pupils to develop spontaneous answers and interact with further prompting and questioning?

I've looked at the speaking exam for AQA and for Edexcel, with my own personal perspective of hunting for where it rewards pupils' ability to develop spontaneous answers from language they can use across topics. Not just because this is what I want them to be able to do, but because this is how I want my lessons to be and what pupils seem to love doing.

So what does the exam look like, and what are the marks for?

There are the set pieces of the Read Aloud, the Role Plays and the Photo Description. In amongst these, there are the questions pupils will have to respond to spontaneously. These fall into 2 types. What I have called "scripted" (for the teacher) questions, where the teacher has to read the question exactly as set by the board. And "unscripted" (for the teacher) questions, where the teacher can decide what questions to ask and follow it up with further questions to make it into a conversation.

For AQA, all four "scripted" questions are based on the topic of the Read Aloud task. They are worth 10 marks. Then after the Photo Card, there is a Conversation where the teacher can ask their own questions and conduct an interactive conversation. This is worth 20 marks. So in total, there are 30 marks for speaking in response to unprepared questions.

For Edexcel, the four "scripted" questions are split between the Read Aloud task and the Photo task. In total, there are 8 marks for these questions where the teacher has to read the question set by the board. And after the Photo Card there is time for the teacher to ask unscripted questions. This Conversation is worth 16 marks. Giving a total of 24 marks for speaking in response to unprepared questions.

So AQA gives more marks for the unprepared questions overall, both for the ones where the teacher reads the set questions, and for where the teacher can conduct an interactive conversation. This is because Edexcel gives more marks to the Reading Aloud and to the description of the Photo.

It may well be that you like the idea of giving more marks to the set piece tasks that the pupil can make notes on in the preparation time. It might even be the case that I end up going for this, if it turns out I have to abandon teaching spontaneous developed answers. I know to my cost from the 2009-2017 exam that you can't carry on teaching spontaneous developed answers if the exam doesn't reward it.

Next, I looked at what the set questions are like. For AQA and for Edexcel, they are nice open questions. The sort of question that isn't designed to test if the pupil has learned an off pat answer to every obscure question. Or to see if they can remember specific vocabulary or use bits of abstruse grammar. No. They are the sorts of questions designed to invite the pupils to show off what they can say.

These are from AQA, so follow the Read Aloud task.

For both boards, the set questions are like this. Open questions on the sort of topics we are used to for the conversation, often asking for an opinion and details.

But. With Edexcel, when you look at how these are rewarded, you are in for a disappointment if you are looking for opportunities for pupils to show what they can do with their language or in developing an answer.

Marking for Edexcel set questions

The marks are for short correct answers with a verb. Similarly to the current GCSE Role Play marking, it's best to give a short answer to the question. Developing your answer further means no further credit and if by speaking more you make mistakes, it will cost you marks.

AQA looks a little more promising for marking these set questions.

AQA marking for the set questions

Here there is some reward for being able to develop an answer. So although it's not a real conversation with interaction, there is perhaps an opportunity for pupils to start to show what they can do in terms of their ability to use their language, rather than just testing their knowledge of bits of language.

And so to the Conversation itself. This follows the Photo Card and is on a theme determined by which card the pupil has been given.

Edexcel Conversation Marking - Higher

Edexcel do reward developed and extended answers, mentioning use of past, present and future.

AQA Conversation Marking - Higher

AQA Conversation Marking - Higher

AQA also mention developed answers and extended responses. They don't mention past, present and future, but these would be good examples of the wide variety of structures that is called for.

I also looked at the AQA guidance for the Conversation. It specifies open questions, designed to allow the pupils to show off their ability to use the language, and encourages the teacher to push for more detail and explanation with short prompts, like "Why?" rather than a list of different questions. BUT...

And it's a big BUT...

AQA conversation guidance

What do AQA mean by an extended answer? They mean 3 clauses. This is not what I mean by developing an answer. Not when I have pupils who can easily have a 5 minute conversation about a trip to the beach or a theme park or a zoo.

So that's what we've got. Reading Aloud, Role Play, Photo Card prepared and notes written. With some conversation style questions squeezed in between. Some of them are set questions, and some that can develop into more of a conversation. One of the boards, AQA, gives these questions more marks than the other. Edexcel focuses more on the pre-prepared tasks. AQA also has a markscheme that rewards more developed answers for the set questions. Whereas Edexcel want a short correct answer. It's important to note that AQA has used more of its allocation for accuracy marks in the Writing paper. So for AQA, the speaking emphasis is slightly less on accuracy and more on being able to express the information. Both boards do have scope for a Conversation at the end where pupils' ability to use the language is rewarded. There are no marks for interaction. But there are marks for developing answers, even if that means relatively short and simple development.

This was one of my fears for this new GCSE. In its attempt to stamp out the rote learning we saw in the old 2009-2017 GCSE, would it also stamp out spontaneous extended speaking? It's certainly tried. I think what will save it in my classroom, is ironically the Writing paper. Pupils are still going to have to write 150 words, developing ideas spontaneously. So lessons spent practising speaking will directly support that. Even if it's not required or rewarded in the actual Speaking exam anymore.

I am planning to look at other aspects of the Speaking exam such as the Role Plays, Read Aloud task and Photo Card in future posts. So watch out, because as with the Conversation questions, there are big differences between the boards.

This post was based on parts of my talk for the Association for Language Learning in the East. The video of the talk will shortly be available to members on the ALL website Secondary Zone along with Dr. Rachel Hawkes' presentation.