Planning the new GCSE: The Vision

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 As I start to plan and resource the new GCSE, my vision is this:

A lovely snowball of French. The pupils' French is compacted together into a big ball. It won't melt. It can roll around between topics. More and more French will stick to it. It belongs to them, and they can have fun with it.

I don't want an even covering. An even covering looks pretty, but you come back next lesson and your French has all melted.

Are textbooks good at building a snowball? Or are they designed to create an even covering? What if they cover everything once, ticking it off on a contents page? What if the language in one topic doesn't transfer to another?

In my teaching I want to recycle the same core of language in every unit. I want as much time as possible for the pupils to get good at using that core of language.  I want it to be the language they need in order to perform the exam tasks and to meet the exam criteria. And I want it to be of GCSE standard from the start.

There are plenty of other posts on this blog about the core of language I want my pupils to be confident using on any topic. Here's some examples of work - you can see the same language in every case.

Holidays

School

Shopping

So the first thing I am going to do is to write a Speaking/Writing booklet pulling together pupils' core repertoire from KS3, and using it across the exam topics. It will have GCSE tasks from the Speaking Exam and the Writing Exam. And it will show pupils, even before they start the course or open the textbook, that they have the French they need to tackle the tasks.

The message will be:

• You have the French. You need to get good at using it.
• You can do the exam. You may not be able to say exactly what you want to say. We will work on that.
• You can do the exam. You may not be getting the grade you want yet. We will work on that.
• You have a snowball of French. Don't let it melt, and more French will stick to it.

Then we will start the book.

I am not entirely sure we will work through the book in order.

Some topics are very similar and are a great opportunity for pupils to practise using their core of language and to practise transferring it across topics: Free Time, Holidays, House, Town and Region, School. As in the examples of work above, I want pupils to be able to deploy their language confidently on any of these topics.

Then topics like Jobs, the Environment, and Technology are slightly less familiar but use more or less the same core language. Pupils can still talk about what they want to do, can do, should do, hope to do, plan to do, usually do... Once they have the snowball of French from the familiar topics, the French from these topics will stick to it.

What topics are left? The ones which are less First Person. Both grammatically and in terms of content. Celebrities, and Culture. We will deliberately tackle the ways in which the language for these topics can be made to stick onto the same snowball. Not to form a separate snowball.

And then there's Self, Relationships, Family. Possibly the most melty topic. Irregular verbs, adjectival agreement. Ser and estar. Short descriptions that don't develop into the same sort of narrative answer. I would want to think about delaying this topic until the snowball is big enough for it to just stick. If it was the first topic, I would be afraid it wouldn't form a strong enough core. I will look very carefully at the role of description in the exams. There are a greater proportion of adjectives on the list than previously. And the sample role play questions (AQA) do ask for a description of someone.

But a short simple description is something I would want to pop into every unit, so it fuses. Rather than trying to build a whole unit out of short descriptions that have nothing to stick to. Reminds me of the rainy day on holiday when I tried to make a man and a dog out of wotsits. If you make the ends wet you can fuse them. But they have no structural integrity and when they dry out they all fall apart. Probably have a photo somewhere.

So I am thinking of re-ordering, combining or revisiting topics. With booklets that sit alongside the textbooks. I am going to deliberately rewrite variations on texts in the book, re-versioning them for a different topic. This will highlight the words that get kept across topics, and make sure they are deliberately revisited.

And in these booklets, I will want to tackle more of the things that perhaps a book can't do well. Things like Unexpected Questions. In the current GCSE there is one unexpected question in the Role Play. And if pupils say a random thing they may or may not get lucky. I have a fantastic example to share from this year once the exam results are all out. In the new GCSE there are 4 of this type of questions. And pupils have to think about giving a developed answer to them. This isn't going to happen without work.

Here are sample unexpected questions (AQA):

The pupil won't see these questions. They will hear them from the examiner. They have to process the question and give a developed answer immediately. What I am doing, is writing texts based on these questions.

We can work on the texts. Maybe for reading aloud or for comprehension, or as model texts. Then I will fire the unexpected questions at the pupils. They will have to process the question. And then the answer is located in the text. They can read it. So the focus is on processing the question. Then we can move on to the pupils giving their own version of the answer.

This kind of work on questions can be done across topics, including coming back to texts we saw in class in previous units. Or we could use texts from the coursebook, that we come back to in later lessons and the pupils have to answer quick fire questions using the text in the same way.

And the last thing that was worrying me was the pupils' snowball of homework vocabulary learning. It will need to:

• Revise words seen in lessons.
• Prepare them for the next lessons.
• Revisit words from previous units.
• Consolidate topic and non topic vocabulary and the highest frequency vocabulary that is in every topic.
• Practise the core repertoire.
• Cover the vocabulary list.

 But it's not worried me before, so I'm going to stop worrying about it now. If I can plan enough revisiting, recycling and crossing over of topics, then when I put together the vocabulary learning for each week, then it should all be taken care of. In a nice big snowball.