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Controlled Assessment Workshop

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MFL Controlled Assessment Workshop for St. Michael's parents

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Controlled Assessment Workshop

  1. 1. Objectives:• To understand the format of the MFLGCSE controlled speaking and writingassessments.• To learn some techniques to help youmemorise the drafts in French youwrite.• To practise some of these techniquesand find out which ones suit you best.
  2. 2. MFL GCSE Controlled AssessmentsUnit 3 :SpeakingControlled Assessments – 30%Internally assessedTwo tasks submitted formoderationUnit 4 :WritingControlled Assessments – 30%Externally assessedTwo tasks submitted for marking• Role of the class teacher• Role of the student• Role of the parent/carer
  3. 3. Process• Paragraphs prepared, marked and re-drafted in class time / for homework• Task issued to pupils – after this hashappened no more teacher interventionallowed.• Pupils learn their paragraphs / preparefor the assessment and make their 40word prompt sheet (if desired)
  4. 4. Speaking Task:You are talking to your Frenchfriend about school. Answer the following questions:• Tell me about your school. Do you like it? Why?• What subjects do you learn? Which do you like? Why?• Do you wear a school uniform? What do you think of it?Why?• Describe a school day.• What do you want to do in the future? Why?• !Writing task:• Write about your town and local area.
  5. 5. 40 word sheet• Pupils are allowed a prompt sheet of 40words in the assessment with them.• No full sentences• No conjugated verbs
  6. 6. Role of the parent/carer• Letter home and e-alert• Help pupil to split draft into learnableparagraphs and make revision timetable.30 minutes regularly is more effectivethan 5 hours the night before theassessment.• Monitor that the revision is taking place.• Test your son/daughter
  7. 7. Technique 1 (speaking)• Look at first sentence in the paragraph you arelearning and read it out loud. Close your eyesand say the first sentence without looking at it.• Repeat the step above but this time with thefirst two sentences.• Next, try it with three and then four.• Repeat until you have memorised it all.• Try this with paragraph 1 on your sheet.
  8. 8. Technique 2 (Speaking)The Roman Room Method• Picture a room in your house and select several items in it (if it’syour bedroom then perhaps your bed, lamp, window, wardrobe etc.).• Place your sentences at these points in your room. You could usepost its/revision cards.• You then walk round your room, stopping at each item to read thesentences aloud. Eventually the items should act as prompts for thesentences and you shouldn’t need to read from your notes.• Your route around your room should help you recite a wholeparagraph from memory.• Use a different room for each question.
  9. 9. Technique 3 (Speaking)• Record you answers on MP3 player,mobile phone and listen regularly.• Your teacher can also record it for you,if you arrange with them a time atlunchtime / after school to do this
  10. 10. Technique 4 (Writing)• LCWC.• Look at your first sentence, cover it, writeit on a piece of paper and the check itagainst your draft (focus on spelling,accents, verb endings etc.).• Keep adding another sentence until youhave memorised the whole paragraphaccurately.
  11. 11. Technique 5 (writing and speaking)Write paragraph number or question hereWrite paragraph here Write a list of keywords (notconjugated verbs)hereOnce you are more confident reduce the numberof key words to approximately 5 or 6 and writethem here.
  12. 12. Use technique 4 or 5 to memoriseparagraph 2 on your sheet.
  13. 13. Final advice.• Start early!• Revision timetable• Little but often• Parents/carers to check that revision takes place• Practise writing for the written assessment (Don’t just sayaloud!)• If using 40 words practise with them. Don’t decide to usethem at the last minute.• Be positive together. Visualise the assessment going well.Increased confidence will mean you are more relaxed in theassessment.
  14. 14. Advice from current Year 11sLearn small sections at a timeMake sure you vary your methodsPut it into a songHighlight words you don’t know as well as the othersLearn it in English so you can translate it. If you onlyknow the French it’s just meaningless soundsGet your teacher to record it so you know what it soundslike
  15. 15. And finally…

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