Writing for the new GCSE by Sally Barfoot (AST / SLE / Lead Practitioner MFL) [email protected]

Writing for the new GCSE

by Sally Barfoot (AST / SLE / Lead Practitioner MFL)

[email protected]

Quick fire – agree / disagree / comment worthy you have 20 seconds to comment….

“Writing is the most important skill.”

Quick fire – agree / disagree / comment worthy….

“Writing is the most difficult skill to master.”


“Writing needs to be developed as a separate skill – not simply a drilling,

summarising or assessing tool.”


“Writing needs to be practised regularly.”


“Pupils need to move towards independent writing (beyond

writing frames and books).”


“Writing should be a creative and stimulating experience for teachers

and students.”

How do your pupils feel about writing?

How do your pupils feel about writing?

• Pupils confident with literacy love it, others often hate it

• A frequently clear boy / girl divide in attitude

• Some rush to get it done like a ‘necessary evil’

• Some suffer from a general lack of ideas (even in English) and this intimidates them

• Some hate committing things to paper in case they are wrong

I rush my work and make mistakes

I write very slowly and

struggle to write enough

I am dyslexic

I just lack confidence with

my writing

I struggle to come up with

ideas

My literacy is not good in English

I am not very good at

organising my work

I am OK in class but when the teacher is not

there I get stuck

I rarely use my class work or dictionaries when I write

Who are you?

I love writing I always worry that my work will not be accurate

enough

I often think of things in English

and try to translate it

There are always more mistakes in my work than I

thought

I have too many ideas and I find it

hard to keep it simple

I worry my ideas are too simplistic

I can say things quite easily but

can’t write it down

I can write things down but can’t

say them

I check EVERYTHING and

this slows me down

Who are you?

How do you get your pupils interested in writing?

I am rubbish

at writing

I hate writing!

How do you get your pupils interested in writing?

• Use talk as a medium to get the ideas flowing.

• Focus on accuracy and get them excited about constructing phrases and sentences which are correct.

• Keep it short and tightly focussed to start with then build on what they can do well.

• Give them a focus about which they have something to say or is quirky or triggers an emotion.

How are things changing?

• write without support

• be able to adapt and think strategically

• retain vocabulary productively over a longer term

• understand + manipulate tense and sentence structure

• be able to apply knowledge and skills across a range of topic areas

• write creatively whilst remaining accurate and logical

GCSE pupils are going to have to…..

1. To test accuracy

2. To practise language taught

3. To put things down books that can be learnt / revised

4. To test understanding

Why write?

Student survey – why do you think we do writing in class?

1. To test accuracy2. To practise language taught3. To put things down in books that we can learn

4. To play around and experiment with language more5. To create ‘stuff’ (e.g. people / funny stories / scenarios)6. To enjoy the language7. To gain confidence8. To practise accents and apostrophes(!)9. To impress the teacher / peers and show off what we can do10. To read + listen to each other’s work

Why write?

Student survey – what would you like to do with writing in class?

How do we prepare them?

Progression is keyKey stage 2 Key stage 3 Key stage 4• write phrases from• memory, and adapt these

to create new sentences, to express ideas clearly

• describe people, places, things and actions in writing

• apply basic grammar to build sentences

• write prose using an increasingly wide range of grammar + vocabulary, write creatively to express their own ideas +opinions

• use + manipulate a variety of key grammatical structures and patterns, including voices and moods

• develop + use a wide-ranging + deepening vocabulary that goes beyond immediate needs + interests

• give and justify opinions and take part in discussion about wider issues

• complete more than one writing task in a final writing exam at the end of year 11, based on a more ‘stretching’, essay-based system

• demonstrate knowledge and application of grammar

• apply languages in personal, academic and employment-related contexts

1. How much + what types of writing activity do your KS3 pupils do?



Progression is key

How much continuity and progression is there from

and to each Key Stage + is there space for more creativity?

• Assessing

• Note-taking

• Drilling

• Responding to L+R

• Practising responses

Writing at KS3

Creating inventive text

Playing with structure

Manipulating grammar

Creating L+R

Writing with genuine purpose

Creating poetry / stories

Where are the opportunities to do more creative writing?

• This is me! (Creative collage)• Colours (Portrait chinois)• My year (Janvier je…..) – present tense verbs• Descriptions (Mr Men)• Brothers + sisters (Sibling for sale!)• My family (Superheros – les indistructibles)• My house (My ideal home – Rightmove)• 100 words I know

Year 7

Extending writing can be reinforced through listening and reading………




http://bouche-a-oreille.pagesperso-orange.fr/fichiers%20Word/Portrait%20chinois.htm


• Diary of a famous person• Holiday club timetable• Hobbies collage• Dieppe - a fantasy / factual tourist guide• Profile of a favourite singer / actor• The Queen – fashion icon• Designer for a week• Last meal menu• Postcard from Dieppe

Year 8


• Why I chose my options• Film review• Life without my mobile phone / x-box• My life as your trainers!• Environment collage• Hello magazine article on Year 11 prom• Survival kit

Year 9

The Shelterbox ChallengeThere has been an earthquake in Haiti and many people have lost their homes. Design a Shelterbox for a family choosing 15 items the 15 items that you think will be crucial to help that family get back on their feet after this natural disaster. Justify your choices. How will every single item make a difference? Remember to write in French!You can choose how to present your Shelterbox (poster, PPT, video)

Survival Kit

• What CAN I write?

• What do I WANT to write but can’t – can I adapt / rephrase it?

• What do I NEED to write in order to score the highest marks possible?

Key messages:

WHAT CAN I WRITE?

INCREASINGLY IMPORTANT

Foundation + Higher Writing exam 2018:

3. ‘Free writing’ on a given topic

e.g. • Say what you watch on TV• Describe a recent visit to the cinema• Say what type of music you like• Say what you do to keep fit• Say what you will do next weekend

2 sentences per bullet point / 2 opinions overall / variety / 90 words

Tackling content

Higher Writing exam 2018:

4. ‘Extended writing’ on a given topic

e.g. • Write a leaflet to advertise and promote your school.

You must include the following:• The subjects you enjoy• What you would like to improve• A school trip you went on + your opinion of it• Why you think your school would be a good

choice for others

3 sentences per bullet point / 2 opinions + reasons overall / variety / 150 words

Tackling content

Content Suggestions:

1. Pupils often think accuracy is more important. Emphasise the low marks for accuracy and high marks for content

e.g. KS5 mark scheme – 20 points for content but 5 for accuracy.

Tackling content

Constrict them – bizarrely it frees them up!

20 words……..

50 words……..

100 words……..

200 words……..

20 words

Restricted Writing

Der Schneemann Ist weißUnd er trägt einenroten Schal. Er hat eine Karotte für eineNase. Er ist süß

50 words

Restricted Writing

Der Schneemann hier heißt Bob,und er ist sehr freundlichund nett. Er hat einen Bruder namens Bill. Sie wohnenin Corfu aber manchmal istes zu heiß dort. Ichfinde Bob genail denn erist lustig. Er mag Fußballaber er findet es schwierigdenn er hat keine Füße!

Nice homeworks + ties in to the drive for spontaneous speaking

Add words they HAVE TO include

Der Schneemann hier heißt Bob,

und er ist sehr freundlich

und nett. Er hat einen

Bruder namens Bill. Sie wohnen

in Corfu aber manchmal ist

es zu heiß dort. Ich

finde Bob genail denn er

ist lustig. Er mag Fußball

aber er findet es schwierig

denn er hat keine Füße!

undaberichsehrdann er

Use these words…..Ich mag liebe hasse nicht

sehr den Sommer denn die Sonne

und aber mein Bruder er schwimmen

gehen essen trinken spielen fahren

machen toll wunderbar fantastisch prima

schrecklich heiß gut interessant doof

Spaß lustig meine Familie wir denn

immer manchmal wenn es regnet zum Park

in die Stadt ins Café mit meinen Freunden

alleine zu Hause

besser als nicht so gut wie glücklich traurig Schwimmbad


• What do I WANT to write but can’t – how do I adapt / rephrase it?


Writing at KS4 – pupils need to ask themselves……

What I WANT to write?

WANTING to write what you CAN

write requires a new way of

thinking for most pupils





This is about training pupils to use the language they have rather than trying to say things they instinctively think of

in English and then desperately try to translate.

• Christmas – give me 10 basic ideas1. Its great2. I love the presents3. I love the food4. Grandad is always annoying5. I eat too much6. I watch too much TV7. I go to church8. Mum cooks9. On Boxing Day we go for a walk10. My best present last year was my X-box

KS3: Think in primary school English…...

• Mobile phones – give me 10 basic ideas1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Give it a go…..

Datum: Mittwoch den 15. Juli

Titel: Meine Schuluniform

Use phrases and words they know on a daily basis but in a contrived way……

Datum: Heute ist Mittwoch den 15. Juli, und ich bin froh, denn die Sonne scheint und ich fühle

mich wohl.

Titel: Meine Schuluniform ist blöd, und ich würde viel lieber eine Jeanshose und ein T-shirt tragen.

Objectives: wir werden Schuluniforme diskutieren – magst du deine Uniform oder nicht?

wir werden viele verschiedene Adjecktive benutzen

wir werden männliche (m)/ weibliche (f) / sächliche (n) Wörter diskutieren

Use phrases and words they know on a daily basis but in a contrived way……

Objectives: on va discuter l’uniforme scolaire

on va utiliser des adjectives variés

on va discuter la différences entre masculin, feminin et pluriel

Give them chance to experiment and get creative so they can see how they can manipulate the language they have………

Was können die Kätzchen sehen?

Wie heißen die Kätzchen?

Was denkt die Katze ganz links?

Was haben die Kätzchen vorher

gemacht?

Was werden die Kätzchen nachher

machen?

Wie findest du die Kätzchen?

Give them chance to experiment and get creative………

Es war Sommer und die 6 Kätzchen, Bruno, Bilbo, Bernd, Barbara, Bettina und Boris waren im Garten. Sie wollten spielen und Spaß

haben. Sie haben ein Flugzeug gebaut und das Flugzeug war fantastisch. Boris wollte Pilot sein und er ist überall im Garten

herumgeflogen. Es war ein fantastischer Tag und die 6 Kätzchen haben viel Spaß gehabt. Sie werden es nie vergessen. Ich denke,

dass Boris sehr mutig war.

How to support the writing to help pupils realise what language they CAN use…..

Writing frames are a good place to start building writing skills….

School:J’____ m____ c ____ , c ____ c’____ t ____ i ____

Use initial letters to lead the way…..

J’adore mon collège, car c’est toujours intéressant

M____ j____ p____ e____ l____ v_____ p____j’____ l____ b_____.

Mon jour préféré est le vendredi parce que j’ai la biologie

Missing vowels….

School:

Quand ____ suis ____ collège, ____ porte ____ uniforme ____. En ____ je ____ mon ____ scolaire ____ je ____ porter ____ jean ____ un ____, mais ____ sais ____ l’uniforme ____ pratique. ____ déteste ____ blazer _____ mon ____ car ____ ne _____ pas _____.

Alternative word writing task…..

Annotate!schwierig zu leben ohne Handy

eine Sucht

eine Mode

ein Statussymbol

zu viele Leute verbringen zu vielZeit auf dem Handy

unsozial - ironisch

nützlich

man kann simsen

man kann Informationenleicht + schnell finden

man kann Freunde anrufen

soziale Medien

blödnervigsinnlosgesellschafts-feindlich





• What exactly will the pupils have to do well to get the marks they need…..?

EITHER Your teacher has asked you to prepare a description of your home town or area to send to your partner school in Switzerland.

• Describe the area where you live.

• Say whether you like living there.

• Describe what you have done recently in your local area.

• Say what there is for tourists to do in your area.

• Say where you will live in the future.

Remember: in order to score the highest marks, you must write at least two sentences for each bullet point. You must give at least two opinions in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 90 words in German. [16 marks]

OR You are writing about your school and your future plans for your German friend who reads your blog.

• Say what your favourite subject is.

• Describe what you do during the lunch break.

• Describe one of your teachers and say whether you like him/her.

• Say what you did in a lesson last week.

• Explain what you will do after your GCSE exams in September.

Remember: in order to score the highest marks, you must write at least two sentences for each bullet point. You must give at least two opinions in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 90 words in German. [16 marks]

This is a possible response (indicative content):

Ich wohne in einer Stadt in der Nähe von Leeds in Nordengland. In meiner Stadt gibt es ein altes Rathaus und einen großen Park. Ich wohne sehr gern in meiner Stadt, weil meine Freunde auch hier wohnen. Letztes Wochenende bin ich im Wald wandern gegangen und ich habe meine Großmutter besucht. Meine Gegend hat viel für Touristen – es gibt ein historisches Schloss und die Landschaft in der Gegend ist wunderschön. In der Zukunft werde ich in London wohnen, denn ich möchte eine gute Stelle haben.

(85 words) [16 marks]

EITHER Question 2.1 You are taking part in a German internet forum about food and healthy living. You must include the following information.

• What you like to eat and whether you have a healthy diet.

• A description of a recent occasion when you ate out.

• How in your opinion we can lead a healthy life.

• What you think the biggest health problem facing young people today is.

Remember: in order to score the highest marks, you must write at least three sentences for each bullet point. You must give at least two opinions, with reasons, in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 150 words in German. [32 marks]

OR Question 2.2 Your teacher has asked you to write about traditional media (eg television or cinema) and new media (eg the internet). You must include the following information.

• A description of a recent visit to the cinema.

• A description of a television programme that you like.

• How you use the internet in your daily life.

• Whether you prefer traditional media or new media.

Remember: in order to score the highest marks, you must write at least three sentences for each bullet point. You must give at least two opinions, with reasons, in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 150 words in German. [32 marks]

Translate the following passage into German:

I get on very well with my brother. We went last year to Spain together and we swam in the sea and ate in many restaurants. Next September I will go to another school. In the future I would like to be a doctor, although I do not like biology.

[12 marks]

No errors allowed; accents, however, should not be penalised unless they change the meaning of the word.

Missing punctuation, eg hyphens, apostrophes, capital letters should not be penalised

Key grammatical areas which will need development :

Adjectives

Adverbs

Verbs and tenses

Connectives

Idiom

Word order (especially in German)

Verbs will be vital!

Ich werde ins Kino gehen

Ich werde nicht ins Kino gehen

Ich muss ins Kino gehen

Ich möchte nicht ins Kino gehen

Ich möchte ins Kino gehen

I will go to the cinema

I will not go to the cinema

I have to go to the cinema

I would not like to go to the cinema

I would like to go to the cinema

Ich würde gern ins Kino gehen

Ich würde nicht gern ins Kino gehen

Ich würde lieber ins Kino gehen

Ich würde am liebsten ins Kino gehen

Ich darf (nicht ) ins Kino gehen

I would like to go to the cinema

I would not like to go to the cinema

I would rather go to the cinema

I would like to go to the cinema most

I am (not) allowed to go to the cinema

Questions……?

Willst du… Möchtest du…Kannst du…

Wirst du…Magst du… Darfst du…

Wolltest du…Willst du… Würdest du

gern….

Questions……?

Do you want to… Would you like

to…Can you….

Will you…Do you like…

Are you allowed to….Did you want

to….Do you want to….

Would you like to…..

einkaufenGeld

Zeit

Geschenke

Spaßmit Freunden

eine Zeitverschwendung

Geschäfte

mit meiner Mutter

teuer

am Samstag

in meiner Freizeit


Accuracy will come from:

UnderstandingPractice and repetitionConfidence

Racing TranslationsPeer Dictations

Word for word readingLearning text by heart

Translation Maze


Generic phrases and learning mats will be very useful! A good starting point might be to review these:

Adjectives Adverbs Connectives Time phrases

When Where With whom How

Present Past Future Conditional

Idiom

Fill the grid with the numbers 1 to 37.

Your objective is to find your way out of the maze by shading a path of correct answers.

The winner is the first to get out. But beware… correct answers will be numbered randomly. Good luck!

The Wonderous Translation Maze

Question 1Translate ONE of the following sentences:

• Last week I went to the cinema• Next week I will go to the

cinema

Past - 13Future - 8


• Yesterday I went swimming• Tomorrow I will go cycling

Past – 1 Future – 20


• On Friday I played tennis• On Tuesday I will play

badminton

Past – 6 Future – 11

Marking matters:

Always copy the best response in the class and share it (or at least the good bits).

Always Examine common errors in detail with the class.

Using a literacy code can support pupils in finding and correcting errors.

Peer and self assessment is vital

Regular and reliable testing is imperative for predictions and intervention.

Literacy Code

Marking matters

Plan the first writings at KS4 in detail with the pupils and often the plan needs to be done in ENGLISH – especially with weaker pupils.

In the beginning give every writing a SINGLE grammatical focus and grade that rather than everything – this can help build confidence and prevent pupils feeling overwhelmed.

Documents

Writing for the new GCSE by Sally Barfoot (AST / SLE / Lead Practitioner MFL) [email protected]