tag:blogger.com,1999:blog-29215844398148112172024-03-12T04:51:08.546+00:00Helen MyersLanguage teaching ideas and links.Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.comBlogger129125tag:blogger.com,1999:blog-2921584439814811217.post-8270596859030556842024-01-24T01:05:00.001+00:002024-01-24T01:12:16.332+00:00Francophone songs for teaching: an indexI love using songs when teaching French. They help to introduce language and culture, they make a lesson memorable, and they can motivate learners to keep listening after the lesson.<div><br /></div><div>TEACHING</div><div>Here's a sequence I can recommend:</div><div><br /></div><div><ol style="text-align: left;"><li>Listen to the song</li><li>Follow a gap fill version - the gaps are all at the ends of the sentences, and the words needed are all listed alphabetically at the side</li><li>Select the words to fill the gaps - this could be done by guessing them in advance of hearing a second time</li><li>Listen and perhaps pause at the end of each line</li><li>Check answers against a version which has a translation</li><li>Read aloud with a partner</li><li>Only at the end - watch the video! (This is the carrot!!)</li><li>OPTIONAL: sing along / dance.</li><li>IDEAL: Add to personal playlist and collect more from singers you like.</li></ol></div><div><br /></div><div>I find that this sequence works for all learners, and that comprehension of the words is not necessary to make it a worthwhile exercise. Recognising sound/spelling is rewarding on its own.</div><div>Usually there is a natural desire to know what the words mean, but that can come later.</div><div><br /></div><div>RESOURCES</div><div>I have created <a href="https://sites.google.com/view/miss-myers-learning-french/songs" target="_blank">a section in my 'Miss Myers Learning French' Google site </a>devoted to songs and on the home page of the section I have just published a link to<a href="https://docs.google.com/spreadsheets/d/1nfr7CSfkmDNBsJAG2nHH-DAk6kRRTGrO/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank"> a spreadsheet </a>listing songs which I have used with my French classes. There are more to come, including links to online exercises I have created using TeachVid and Textivate. I have put examples below the spreadsheet.</div><div><br /></div><div>The columns are as follows:</div><div><ul style="text-align: left;"><li>Artist - usually full name</li><li>Title - song title</li><li>Date - approximate date (I found these in seconds via ChatGPT - they may not be totally accurate)</li><li>Topic - my own judgement of topic - most of them are 'relationships' unsurprisingly!</li><li>Language - if I have selected song for a specific language reason, I write it here</li><li>Resource link - link to a document in my Google drive. Usually (but not always) French / translation / gap-fill exercise </li><li>Video - usually referenced in document, but I hope to get around to putting direct link on the spreadsheet.</li></ul></div><div>Hope someone finds this useful! There are bound to be typos / mistakes, and I would welcome any corrections or advice.</div><div><br /></div><div>I have written a <a href="https://helenmyers.blogspot.com/2024/01/chatgpt-recommendations-francophone-song.html" target="_blank">separate blogpost</a> with some ideas for other singers which may appeal to teachers and/or students here.</div><div><br /></div><div><i>Thanks to Caroline Grant for inspiring me to do this! All the best to her lucky students!</i></div><div><br /></div>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-46678718429408783062024-01-23T23:51:00.005+00:002024-01-23T23:51:51.183+00:00Chat GPT finds dates of songs in seconds<p>I am putting together a list of songs I've used in my teaching. I have written a list in an Excel spreadsheet. I was painstakingly going through each one to find an approximate date of release. Then I decided to try out ChatGPT. Again, I am AMAZED at the speed with which it can come up with the information.</p><p>Of course there is a caveat from ChatGPT: "Please note that some of these songs may have been released in different versions or as part of albums with different release years. The years provided are based on the most well-known or original releases." I'm fine with that!</p><p>Here's a copy and paste of the first part. It even copes with my many typos / mistakes!</p><p>Wow. Just, wow. </p><p><span style="color: #2b00fe;">User:</span></p><p><span style="color: #2b00fe;">When were these songs released? </span></p><p><span style="color: #2b00fe;">ChatGPT</span></p><p>I'm sorry, but you haven't provided a list of songs for me to check their release dates. Could you please provide the names of the songs you're interested in, and I'll do my best to provide their release dates?</p><p><br /></p><p><span style="color: #2b00fe;">User</span></p><p>Bori+B13:C105s Vian<span style="white-space: pre;"> </span>Le déserteur</p><p>Calogero<span style="white-space: pre;"> </span>Les feux d'artifice</p><p><span style="white-space: normal;"><span style="white-space: pre;"> </span>C'est ma terre</span></p><p>Christophe Mae<span style="white-space: pre;"> </span>Belle demoiselle</p><p>Claude Nougaro<span style="white-space: pre;"> </span>Assez</p><p>Claude Nougaro<span style="white-space: pre;"> </span>Tu verras</p><p>Claudio Capéo<span style="white-space: pre;"> </span>Ça va</p><p>Corneille<span style="white-space: pre;"> </span>Seuk au monde</p><p>Corneille<span style="white-space: pre;"> </span>Le bon dieu est une femme</p><p>Desireless<span style="white-space: pre;"> </span>Voyage voyage</p><p>Diam's + Vitaa<span style="white-space: pre;"> </span>Confessions nocturnes</p><p>Eddt de Pretto<span style="white-space: pre;"> </span>Normal</p><p>Edith Piaf<span style="white-space: pre;"> </span>Je ne regrette rien</p><p>Edith Piaf<span style="white-space: pre;"> </span>Je ne regrette rien</p><p>Flight of the Conchords<span style="white-space: pre;"> </span>Foux de fa fa</p><p>Francis Cabrel<span style="white-space: pre;"> </span>Octobre</p><p>Francis Cabrel<span style="white-space: pre;"> </span>Petite Marie</p><p>Francis Cabrel<span style="white-space: pre;"> </span>Repondez-moi</p><p>Francis Cabrel<span style="white-space: pre;"> </span>L'encre de tes yeux</p><p>ChatGPT</p><p>Here are the release years for the songs you provided:</p><p><br /></p><p>Boris Vian - "Le déserteur" - 1954</p><p>Calogero - "Les feux d'artifice" - 2014</p><p>Calogero - "C'est ma terre" - 2007</p><p>Christophe Maé - "Belle demoiselle" - 2008</p><p>Claude Nougaro - "Assez" - 1989</p><p>Claude Nougaro - "Tu verras" - 1995</p><p>Claudio Capéo - "Ça va" - 2016</p><p>Corneille - "Seul au monde" - 2003</p><p>Corneille - "Le bon dieu est une femme" - 2005</p><p>Désirless - "Voyage voyage" - 1986</p><p>Diam's + Vitaa - "Confessions nocturnes" - 2006</p><p>Eddy de Pretto - "Normal" - 2018</p><p>Édith Piaf - "Non, je ne regrette rien" - 1960</p><p>Édith Piaf - "Non, je ne regrette rien" - 1961</p><p>Flight of the Conchords - "Foux du fafa" - 2008</p><p>Francis Cabrel - "Octobre" - 1980</p><p>Francis Cabrel - "Petite Marie" - 1977</p><p>Francis Cabrel - "Répondez-moi" - 1994</p><p>Francis Cabrel - "L'encre de tes yeux" - 1979</p><div><br /></div>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-82057097940768880492024-01-23T10:11:00.001+00:002024-01-23T10:13:23.679+00:00ChatGPT recommendations: francophone song<p> I have recently been asked for recommendations for
francophone singers to use in the FLE classroom.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>I selected my <a href="https://www.zazofficial.com/" target="_blank">Zaz/ISA CD album</a> to listen to in the background (-yes, I still like having physical CDs!),
and asked these 3 questions. I am just SO
impressed!</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b><span style="color: #2b00fe;">User</span></b></p>
<p class="MsoNormal"><span style="color: #2b00fe;">Please list francophone singers who are popular with
teachers</span><o:p></o:p></p>
<p class="MsoNormal"><b>ChatGPT<o:p></o:p></b></p>
<p class="MsoNormal">Certainly! It's important to note that musical preferences
can vary widely among individuals, including teachers. However, I can provide a
list of francophone singers who have gained popularity and recognition across
different audiences. Keep in mind that popularity may change over time, and new
artists may have emerged since my last knowledge update in January 2022. Here
are some francophone singers who have been well-received:<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Édith Piaf - Known for her iconic voice and timeless
classics.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Charles Aznavour - A prolific singer-songwriter with a vast
catalog of emotional and poetic songs.<o:p></o:p></p>
<p class="MsoNormal">Jacques Brel - A Belgian singer-songwriter whose work is
highly regarded for its depth and storytelling.<o:p></o:p></p>
<p class="MsoNormal">Céline Dion - A global superstar with a powerful voice and
numerous hits.<o:p></o:p></p>
<p class="MsoNormal">Johnny Hallyday - Often referred to as the "French
Elvis," he was a rock and roll icon in the French-speaking world.<o:p></o:p></p>
<p class="MsoNormal">Zaz - A contemporary singer known for her unique voice and a
mix of jazz, French chanson, and gypsy music.<o:p></o:p></p>
<p class="MsoNormal">Stromae - A Belgian artist who blends electronic music with
insightful lyrics, gaining international acclaim.<o:p></o:p></p>
<p class="MsoNormal">Francis Cabrel - A singer-songwriter known for his poetic
and introspective songs.<o:p></o:p></p>
<p class="MsoNormal">Mylène Farmer - An influential figure in French pop music,
recognized for her artistic and theatrical performances.<o:p></o:p></p>
<p class="MsoNormal">Jean-Jacques Goldman - A highly successful songwriter and
performer with a significant impact on French music.<o:p></o:p></p>
<p class="MsoNormal">These artists cover a range of genres and styles, so you
might find something that resonates with different tastes. Keep in mind that
music preferences are subjective, and teachers may have diverse tastes as well.<o:p></o:p></p>
<p class="MsoNormal"><span style="color: #2b00fe;"><o:p> </o:p><b>User</b></span></p>
<p class="MsoNormal"><span style="color: #2b00fe;">Please list francophone singers who are popular with
francophone teenagers</span><o:p></o:p></p>
<p class="MsoNormal"><b>ChatGPT<o:p></o:p></b></p>
<p class="MsoNormal">As of my last knowledge update in January 2022, the
popularity of singers among francophone teenagers can be dynamic and subject to
change. New artists may have emerged, and trends may have shifted. However,
here are some francophone singers who were popular with teenagers around that
time:<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Angèle - A Belgian singer-songwriter known for her catchy
pop songs and relatable lyrics.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Aya Nakamura - A French-Malian pop and R&B artist with
energetic and danceable tracks.<o:p></o:p></p>
<p class="MsoNormal">Nekfeu - A French rapper and member of the group
L'Entourage, appreciated for his thoughtful lyrics.<o:p></o:p></p>
<p class="MsoNormal">Orelsan - A French rapper and songwriter, known for his
clever and humorous approach to storytelling.<o:p></o:p></p>
<p class="MsoNormal">Lomepal - A versatile artist blending rap and melodic
elements in his music.<o:p></o:p></p>
<p class="MsoNormal">Ninho - A popular French rapper with a distinctive style and
numerous hits.<o:p></o:p></p>
<p class="MsoNormal">Vitaa - A French R&B singer known for her collaborations
with other artists and solo work.<o:p></o:p></p>
<p class="MsoNormal">Slimane - Winner of The Voice France, his soulful voice and
pop-infused songs have gained popularity.<o:p></o:p></p>
<p class="MsoNormal">PNL - A French rap duo consisting of two brothers, known for
their atmospheric and introspective style.<o:p></o:p></p>
<p class="MsoNormal">Aloïse Sauvage - A singer, rapper, and actress whose music
often explores personal and social themes.<o:p></o:p></p>
<p class="MsoNormal">Remember that music trends can evolve quickly, and new
artists may have risen to popularity since my last update. It's always a good
idea to check current charts, social media, and streaming platforms for the
latest information on popular francophone artists among teenagers.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b><span style="color: #2b00fe;">User</span></b></p>
<p class="MsoNormal"><span style="color: #2b00fe;">Could you give me ten more examples for each category?</span><o:p></o:p></p>
<p class="MsoNormal"><b>ChatGPT<o:p></o:p></b></p>
<p class="MsoNormal">Certainly! Here are ten more examples of francophone singers
who were popular around 2022, considering both general popularity and appeal to
teenagers:<o:p></o:p></p>
<p class="MsoNormal"><b><i>Popular with Teachers:</i></b></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Raphaël - A singer-songwriter known for his poetic and
introspective songs.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Carla Bruni - An Italian-French singer-songwriter with a
soothing and elegant style.<o:p></o:p></p>
<p class="MsoNormal">Benjamin Biolay - A singer and composer recognized for his
sophisticated and melodic compositions.<o:p></o:p></p>
<p class="MsoNormal">Louane - A singer and actress who gained fame through The
Voice France and her role in the film "La Famille Bélier."<o:p></o:p></p>
<p class="MsoNormal">Michel Sardou - A veteran singer with a vast repertoire of
classic French chansons.<o:p></o:p></p>
<p class="MsoNormal">Vanessa Paradis - An actress and singer, known for her early
hit "Joe le taxi" and later, more mature work.<o:p></o:p></p>
<p class="MsoNormal">Calogero - A pop-rock artist with a successful solo career
and collaborations with other musicians.<o:p></o:p></p>
<p class="MsoNormal">Alain Souchon - A singer-songwriter celebrated for his witty
and poetic compositions.<o:p></o:p></p>
<p class="MsoNormal">Christophe Maé - A pop and folk-influenced artist with a
soulful voice and catchy melodies.<o:p></o:p></p>
<p class="MsoNormal">Julien Doré - A singer-songwriter with a charismatic and
playful style.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b><i>Popular with Francophone Teenagers:</i></b><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Lous and The Yakuza - A Congolese-Belgian singer known for
her unique blend of pop, R&B, and rap.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Koba LaD - A French rapper recognized for his energetic and
streetwise style.<o:p></o:p></p>
<p class="MsoNormal">GIMS (Maitre Gims) - A singer and rapper who was part of the
group Sexion d'Assaut and later pursued a successful solo career.<o:p></o:p></p>
<p class="MsoNormal">Claudio Capéo - A singer and accordionist known for his
catchy and folk-influenced songs.<o:p></o:p></p>
<p class="MsoNormal">Dadju - A French singer and songwriter, part of the musical
group The Shin Sekaï and successful solo artist.<o:p></o:p></p>
<p class="MsoNormal">Slimane & Vitaa - A collaboration between Slimane and
Vitaa, combining their talents in the French music scene.<o:p></o:p></p>
<p class="MsoNormal">Lefa - A rapper and former member of Sexion d'Assaut, known
for his solo work as well.<o:p></o:p></p>
<p class="MsoNormal">Hoshi - A singer-songwriter with a powerful voice and
emotionally charged songs.<o:p></o:p></p>
<p class="MsoNormal">Bigflo & Oli - A hip-hop duo consisting of two brothers,
known for their thoughtful and socially conscious lyrics.<o:p></o:p></p>
<p class="MsoNormal">Aloïse Sauvage - Repeated from the previous list, as she
resonates well with both teenagers and a broader audience.<o:p></o:p></p>
<p class="MsoNormal">These artists represent a mix of genres and styles,
reflecting the diverse musical landscape in the French-speaking world. Keep in
mind that popularity can shift, so it's a good idea to check more recent
sources for the latest trends.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b><span style="color: #2b00fe;">User</span></b></p>
<p class="MsoNormal"><span style="color: #2b00fe;">I recommend Souleymane Diamanka.<span style="mso-spacerun: yes;"> </span>Do you know his work?</span><o:p></o:p></p>
<p class="MsoNormal"><b>ChatGPT<o:p></o:p></b></p>
<p class="MsoNormal">As of my last knowledge update in January 2022, Souleymane
Diamanka is a French rapper and slam poet. He is known for his engaging and
thought-provoking lyrics, often exploring social issues, identity, and personal
experiences. Diamanka's work is characterized by a poetic and intellectual
approach to rap and slam poetry.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>However, the popularity of artists can change over time, and
there may have been developments in Souleymane Diamanka's career since then. If
there have been new releases or changes in his status within the music scene, I
recommend checking more recent sources for the latest information on Souleymane
Diamanka and his work.</p><p class="MsoNormal"><b>User</b></p><p class="MsoNormal">Thank you. You are amazing!</p><p class="MsoNormal"><b>ChatGPT</b></p><p class="MsoNormal">You're very welcome! I'm glad I could assist you. If you have any more questions or if there's anything else I can help you with, feel free to ask. Enjoy exploring the world of francophone music!</p><div><br /></div><p class="MsoNormal"><o:p></o:p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-2940051608610132942023-10-28T10:52:00.002+01:002023-10-28T10:52:21.763+01:00Comments on posts: apologies from me!<p> May I apologise to people who have kindly left comments on posts over the past nine years and who have not been acknowledged! I was playing on the computer this morning an (re)discovered the 'comments' tab. I think I have now 'approved' ones which seem to be non-spam! Thank you for taking the time to write! </p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-54350162309948884142023-10-27T23:30:00.006+01:002023-10-27T23:33:21.491+01:00GCSE 2024 French: Formative assessment grids<p>As an Association for Learning Languages Volunteer, I have recently written an article about the new GCSE 2024 and included implications for our teaching. In that article I suggested preparing formative assessment criteria and promised to share them here.</p><p>So...</p><p><span style="white-space-collapse: preserve;">I have prepared formative assessment grids to accompany the new GCSE 24 for AQA and Edexcel at Foundation and Higher along the lines of ones I have done for the current specification.</span></p><p><span style="white-space-collapse: preserve;">Why have done this and shared them?!</span></p><p><span style="white-space-collapse: preserve;">Well ....</span></p><p></p><ul style="text-align: left;"><li><span style="white-space-collapse: preserve;">This has helped me to get my head around the differences and will help for some forthcoming</span> <span style="white-space-collapse: preserve;">sessions I am doing with some schools and at the Language Show talk</span></li><li><span style="white-space-collapse: preserve;">They could inform the way you might adapt current KS3 internal assessment criteria. My next task is to put together composite grids for each of the skills which could be used in mixed ability settings. (Watch this space!).</span></li></ul><div>I hope this document is of help to someone - they took a long time do! Any kindly worded suggestions and corrections are welcome! (Every time I check I find a mistake!) On Twitter I am @HelenMyers </div><p></p><div><div>It would also be great if you could <a href="https://www.all-languages.org.uk/join/" target="_blank">join ALL</a> if you are not already a member!</div></div><p></p><div><span style="white-space-collapse: preserve;">Thank you!</span></div><div><span style="white-space-collapse: preserve;"><b><span style="font-size: large;"><br /></span></b></span></div><div><b><span style="font-size: large;"><span style="white-space-collapse: preserve;">I have </span><span style="white-space-collapse: preserve;">added them as numbers 9-12 on this <a href="https://helenmyers.blogspot.com/2023/06/gcse-fgs-2024-spec-comparison-latest.html" target="_blank">blogpost</a> which I am using as my 'GCSE Home page'. </span></span></b></div><div><span style="white-space-collapse: preserve;"><br /></span></div><div><span style="white-space-collapse: preserve;">I know, I must sort out a better system for sharing! I am meaning to set up a Google site .. and I shall do this one day!</span></div><p></p><p><span style="white-space-collapse: preserve;"><br /></span></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-62357456401222444692023-08-21T21:28:00.005+01:002023-08-21T21:33:12.970+01:00Grade boundaries in AL French German and Spanish June 2023<p> <i>This post about grade boundaries is in the context of Ofqual’s decision to return to 2019 grading in 2023.</i></p><p class="MsoNormal"><i>There has been discussion on social media about the grade boundaries in AL Fr, Gn and Sp, and so David Blow, <a href="https://www.all-languages.org.uk/about/awards/fellowship-awards/" target="_blank">ALL Fellow</a>, who has done much statistical analysis for the ML community has prepared the description below and <a href="https://docs.google.com/spreadsheets/d/11IwRwDkxF30JF5bGO1xysvIDd5u3DrXn/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">this spreadsheet.</a> (Stored on my Google Drive).</i></p><p class="MsoNormal">There is often much confusion in the media about <b>grade boundaries</b> and <b>standards</b> and the number of grades awarded, and how “comparable outcomes” works in practice to ensure that there is consistency from one year to the next in each subject. It should be normal for there to be variations from year to year in grade boundaries to reflect the increase or decrease in difficulty of particular exam papers depending on the precise questions which happen to have been set that year. It is important to stress that this is nothing to do with “severe grading”. The latter is whereby in subjects such GCSE ML, systematically, arising from a historical anomaly, students on average get half a grade lower in their GCSE ML compared with their other EBacc subjects, leading to a false perception that they are not as good at ML as other subjects. This is explained more fully on the <a href="https://all-london.org.uk/severe-grading/" target="_blank">ALL London site here</a>.</p><p class="MsoNormal">2023 saw the return to "normal" i.e. pre-pandemic
grading at both AL and GCSE.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b>Ofqual on grade
boundaries</b></p>
<p class="MsoNormal"><a href="about:blank"><span style="mso-bidi-font-weight: bold;">https://www.gov.uk/government/news/guide-to-as-and-a-level-results-for-england-summer-2023</span></a><span style="mso-bidi-font-weight: bold;"> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;">Ofqual has said:
“Exam boards have set grade boundaries this summer based on a combination of
qualitative and quantitative evidence. As in previous years when exams took
place, there has been an important role for examiner judgement in reviewing the
quality of students’ work.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span>Grade boundaries
typically change each exam series to reflect any differences in the difficulty
of the assessments. This means that some grade boundaries are lower than 2019,
while others are higher. The approach to grading this summer has protection
built into the grading process so, irrespective of the grade boundaries,
students can be confident that the disruption they have faced has been taken
into account.”</p>
<p class="MsoNormal"><o:p> </o:p><b>Situation in AL Fr, Gn, Sp</b></p>
<p class="MsoNormal">In all three subjects, there was a higher percentage of
"top" (A* & A) grades awarded in 2023 than 2019. The FFT
Datalab analysis<o:p></o:p></p>
<p class="MsoNormal"><a href="about:blank">https://ffteducationdatalab.org.uk/2023/08/a-level-and-other-level-3-results-2023-the-main-trends-in-grades-and-entries/</a><o:p></o:p></p>
<p class="MsoNormal">on the second page as a graphic shows for all subjects how
the percentage of top grades has varied since 2019, and how they have all
returned close to 2019.<o:p></o:p></p>
<p class="MsoNormal">I've produced a <a href="https://docs.google.com/spreadsheets/d/11IwRwDkxF30JF5bGO1xysvIDd5u3DrXn/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">spreadsheet</a> where I've drawn together the
relevant information from AQA, Edexcel and JCQ websites regarding the A-level
exams in French, German and Spanish. You'll see from the figures in the
spreadsheet just how complex the situation is.</p><p class="MsoNormal">The spreadsheet can be downloaded <a href="https://docs.google.com/spreadsheets/d/11IwRwDkxF30JF5bGO1xysvIDd5u3DrXn/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">here</a></p><p class="MsoNormal">Screenshots from each tab are pasted below the commentary for each one.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><b><o:p> </o:p>tab - "JCQ nos"</b> - this gives the cumulative
percentages for each grade in French, German and Spanish. You can see that for <a name="_Hlk143541136">all the subjects, there was a higher percentage of
"top" (A* & A) grades awarded in 2023 than 2019. </a>
Therefore if the top grade boundaries had been lower, then there would have
been additional top grades which would have put Fr, Gn, Sp out of line with
other subjects.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirkYUR8p86o0Q34qt7iGQeIwFmC4rt64CEByycm_Qpemu9TpHsTLH33d14XiMXbw_4D7oEJpAhoRNOGGkYNwD4jBqcayvDYVFh5CxJF80qloyX_4syNXgsQQECyA-hbhFNGtuYRY2toK7u7f1rZfFYKZvKUA7U6Jib85Fna0ZpT8h4xlxja_5y9IvUxyHM/s776/Screenshot%20jcq%20data.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="776" data-original-width="511" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirkYUR8p86o0Q34qt7iGQeIwFmC4rt64CEByycm_Qpemu9TpHsTLH33d14XiMXbw_4D7oEJpAhoRNOGGkYNwD4jBqcayvDYVFh5CxJF80qloyX_4syNXgsQQECyA-hbhFNGtuYRY2toK7u7f1rZfFYKZvKUA7U6Jib85Fna0ZpT8h4xlxja_5y9IvUxyHM/s16000/Screenshot%20jcq%20data.png" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><b><o:p> </o:p>tab - "Edexcel"</b> - this gives the grade boundaries
for Fr, Gn Sp and the notional component boundaries. You can see that although
the percentages getting top grades in each subject are all just up from 2019,
there are marked variations in the grade boundary movements between the
subjects, with French having significant movement upwards, and German and
Spanish also going up but by less. It also highlights that it is Paper 1
in French which has seen the biggest increase.<p></p><p class="MsoNormal"><br /></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIAtXb5ZxwoERe1VWyAI5mtKxHkKUxJwvmWjORSN4xj7bMGGzEAzdzz0tnH3z6BAwTc3anGejxVNrdfC2Egh5oGLnx4LH69atKJvxk3pkUQGjE4GtA9Id9wKINsWfnEfzZCn32Jbp8_-l9CHr62AnLO312M37gus1nt34-QYtdFj4McLcWwJyZ7aH9OjK0/s574/Edexcel%20French%20AL%20screenshot.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="394" data-original-width="574" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIAtXb5ZxwoERe1VWyAI5mtKxHkKUxJwvmWjORSN4xj7bMGGzEAzdzz0tnH3z6BAwTc3anGejxVNrdfC2Egh5oGLnx4LH69atKJvxk3pkUQGjE4GtA9Id9wKINsWfnEfzZCn32Jbp8_-l9CHr62AnLO312M37gus1nt34-QYtdFj4McLcWwJyZ7aH9OjK0/s16000/Edexcel%20French%20AL%20screenshot.png" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOZCIRlxE6Yn2pMXfnDbXMnL-YVAjOdgAg4hm5kdBL5UDJiyYe9ZQ66If2R7FOBX7adKZmJUOqOXHMCtKK6KIZaUISDh7D62A4a8pyyDDIfNo1VZxk6xOJf-WWffKvexL8NQ0AfgeOoPUjwnw_8Fy5Id4Me3NyOzcjwmN4NAMSuGQ97vcUKjI8FE4YcAjj/s577/Edexcel%20German%20AL%20screenshot.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="374" data-original-width="577" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOZCIRlxE6Yn2pMXfnDbXMnL-YVAjOdgAg4hm5kdBL5UDJiyYe9ZQ66If2R7FOBX7adKZmJUOqOXHMCtKK6KIZaUISDh7D62A4a8pyyDDIfNo1VZxk6xOJf-WWffKvexL8NQ0AfgeOoPUjwnw_8Fy5Id4Me3NyOzcjwmN4NAMSuGQ97vcUKjI8FE4YcAjj/s16000/Edexcel%20German%20AL%20screenshot.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBjuyUXJkbCReRkuxBL4mda6-jYqwydnVtt8P5aM1wYUpcShaGuNik1I3PZpr3jHsTN3JM99swQDFfF1KcTUOp3Bsw6QN4NVRfsJ_UB305NRweYTAx_4WfUUSjPYIFAZLlTSRR1Xh2iWrG31Sa2B3IdGpJ31h_vDwDj2YIfOgZp25lRHap6A2kGbyU3otR/s593/Edexcel%20Spanish%20AL%20screenshot.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="370" data-original-width="593" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBjuyUXJkbCReRkuxBL4mda6-jYqwydnVtt8P5aM1wYUpcShaGuNik1I3PZpr3jHsTN3JM99swQDFfF1KcTUOp3Bsw6QN4NVRfsJ_UB305NRweYTAx_4WfUUSjPYIFAZLlTSRR1Xh2iWrG31Sa2B3IdGpJ31h_vDwDj2YIfOgZp25lRHap6A2kGbyU3otR/s16000/Edexcel%20Spanish%20AL%20screenshot.png" /></a></div><br /><p class="MsoNormal"><br /></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p><br /></o:p></p><p class="MsoNormal"><o:p> </o:p><b>tab - "AQA"</b> - this gives the grade boundaries for
Fr, Gn Sp and the notional component boundaries. Note the way AQA give both raw
marks and notional component scores in italics and smaller font. In AQA, the top grade boundaries in French
have risen a little and C downards have dropped; German sees a big swing in both
directions, and Spanish rises for most grades.</p><p class="MsoNormal"><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC2sg0XUEowMWvrBfwfPkGSQ9cziINP_ZYiaTa0lTXNssO94F98dl0t8GhhN5OBrAnc6Y-nXD71E1zuDW1YxVU58r671Scsn_Ywd0-evmnCwNCeJhpCKQprgnbf-8S2txXzNLJb5VZpeCkBganKIScoUbpeOjrWNYONe7-nmU3kh3v5GumY2vJCJfgms90/s692/AQA%20overall.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="316" data-original-width="692" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC2sg0XUEowMWvrBfwfPkGSQ9cziINP_ZYiaTa0lTXNssO94F98dl0t8GhhN5OBrAnc6Y-nXD71E1zuDW1YxVU58r671Scsn_Ywd0-evmnCwNCeJhpCKQprgnbf-8S2txXzNLJb5VZpeCkBganKIScoUbpeOjrWNYONe7-nmU3kh3v5GumY2vJCJfgms90/s16000/AQA%20overall.png" /></a></div><br /><p class="MsoNormal"><br /></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixRTNESNZofc14xlGfpUV-pRJOPILnYVxS6FcLGFJRgKPiosBQKw_pcnIk0FFNRl6ylhMK-jxHGQNSWqjBW29kJ5LAEmf8rjmIi8G90N7sh2glspzg2NYKGw4lAJomuCxopcmsWRNjK_hRTdySE_8P-o39ZHBVgj5ppcsrfzR5eUlJYlV996x7-Z8WRBa3/s686/AQA%20French%20AL%20screenshot.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="439" data-original-width="686" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixRTNESNZofc14xlGfpUV-pRJOPILnYVxS6FcLGFJRgKPiosBQKw_pcnIk0FFNRl6ylhMK-jxHGQNSWqjBW29kJ5LAEmf8rjmIi8G90N7sh2glspzg2NYKGw4lAJomuCxopcmsWRNjK_hRTdySE_8P-o39ZHBVgj5ppcsrfzR5eUlJYlV996x7-Z8WRBa3/s16000/AQA%20French%20AL%20screenshot.png" /></a></div><br /><o:p><br /></o:p><p></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: left;"><br /></div><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiOtCOpZRHpECIVSawJ1hri7lrzJUb1Hy0RWiTouZ-V9Hcn8EakTG6yFNQ2Whj5zxwKliO6UYJ33w0W20_Rk46VTC_G7EvkEtNdrf2jEC_-2N23H_1voDVzrRDdzgEa5UvD1AenV2b8bKvO37knczRNsLd5MWnOQWPNYAR70Og2Lz1HPJZEgGtbor9khn7/s679/AQA%20German%20AL%20screenshot.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="349" data-original-width="679" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiOtCOpZRHpECIVSawJ1hri7lrzJUb1Hy0RWiTouZ-V9Hcn8EakTG6yFNQ2Whj5zxwKliO6UYJ33w0W20_Rk46VTC_G7EvkEtNdrf2jEC_-2N23H_1voDVzrRDdzgEa5UvD1AenV2b8bKvO37knczRNsLd5MWnOQWPNYAR70Og2Lz1HPJZEgGtbor9khn7/s16000/AQA%20German%20AL%20screenshot.png" /></a></div><br />
<p class="MsoNormal"><o:p> </o:p></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0WLOtCaAG3ydgY1_6YSD0i92sUrvtQ-rbF5EvzAFYXtRgckXISiDfjCKUyRBFg4VljY2dAGjxnmhGB04LaAfr8ZzRXv-tz5hGkqpuo6op1d1iXcU6EMG_X-qu7dtVxAxS3w5WQ-eJ4qsHzW2qsHn6kgPpODGLqs3sP9Y7KsE_vnC6xnB6yI8IZ_T3f5OL/s669/AQA%20Spanish%20AL%20screenshot.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="388" data-original-width="669" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0WLOtCaAG3ydgY1_6YSD0i92sUrvtQ-rbF5EvzAFYXtRgckXISiDfjCKUyRBFg4VljY2dAGjxnmhGB04LaAfr8ZzRXv-tz5hGkqpuo6op1d1iXcU6EMG_X-qu7dtVxAxS3w5WQ-eJ4qsHzW2qsHn6kgPpODGLqs3sP9Y7KsE_vnC6xnB6yI8IZ_T3f5OL/s16000/AQA%20Spanish%20AL%20screenshot.png" /></a></div><br /><o:p><br /></o:p><p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-84400992648183043972023-07-15T17:51:00.002+01:002023-07-17T20:51:14.984+01:00GCSE 2024 FGS Update<p> <a href="https://helenmyers.blogspot.com/2023/06/gcse-fgs-2024-spec-comparison-latest.html" target="_blank">Please follow this link</a> to this post for new and updated content relating to the new GCSE 2024</p><p><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">I've spent ages comparing 2016+2024 GCSE French German and Spanish specs + specifically AQA and Edexcel French SAMs. My <a href="http://helenmyers.blogspot.com/2023/07/up-date-to-gcse-french-2024-support.html" target="_blank">updated blogpost</a> (please follow link) has links to </span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"><span style="font-weight: 600;">5 </span></span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">docs which may help people-including very informal, unrefined<a href="https://youtube.com/playlist?list=PLpcO4gjCbvuU9Qd68VjBWF11qshnO6i3F" target="_blank"> YouTube videos</a>! (If you watch them, I recommend setting the speed to at least x1.5!) . </span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">As always, please tell me if I have to remove / edit / add anything. My main recommendations: don't panic, take your time, and seriously consider what (if anything) you need to change for KS3. Schools are still bound to deliver the National Curriculum or a similarly ambitious curriculum for KS3.</span></p><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">There are some helpful aspects from the perspective of the pupil experience in the new GCSE assessment:</span><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">- comprehension </span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"><span style="font-weight: 600;">questions in English</span></span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"> + speaking and writing tasks set in English (so valid + reliable results and more authentic tasks)</span><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">- </span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"><span style="font-weight: 600;">defined grammatical elements</span></span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"> (so, not blanket terms such as 'irregular verbs' - the irregularities are defined);</span><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">- </span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"><span style="font-weight: 600;">no surprise words</span></span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"> (just such a scandal that exam boards were forced to select from such an unrepresentative corpus of so-called High Frequency words, despite complaints from an extremely wide range of professional associations and many teachers)</span><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">- a continuation of being able to talk and write about their OWN experience with </span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"><span style="font-weight: 600;">equal credit for words outside the list.</span></span><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;"> (At least that battle was won, thanks to overwhelming response to the consultation).</span><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><br style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px;" /><span face=""Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif" style="background-color: white; color: #050505; font-size: 15px;">As ever, one of the dilemmas for teachers is that what might be an 'easier' exam nevertheless, because of comparable outcomes, needs to have similar grades and, as a result, there can be clustering of marks/lack of discrimination. However, something like the comprehension questions in English, does make it a more valid test.</span>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-27401265129128125292023-07-07T13:34:00.002+01:002023-07-07T13:34:26.926+01:00Up-date to GCSE French 2024 support documents.<p> Thanks to AQA for spotting some errors in my comparison documents (At-a-glance and detailed).</p><p>I have updated them and posted links within my blogpost <a href="https://helenmyers.blogspot.com/2023/06/gcse-fgs-2024-spec-comparison-latest.html" target="_blank">here</a>.</p><p>I have also included a draft overview of verbs required for AQA + Edexcel, an itemised grammar list.</p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-84926400918966104132023-06-16T08:31:00.034+01:002023-11-11T16:16:27.176+00:00GCSE FGS 2024 Specification Comparison - latest versions<h2><span style="font-size: medium;"><b><span style="color: red;">Up-dated</span> <span style="color: red;">Saturday 11th November 2023</span> </b></span></h2>For each specification since 2008, I have carried out an objective detailed analysis comparing the Awarding Organisations and people have told me that this has been helpful.<div><br /></div><div><div>While I reorganise my website, I will try to use this blogpost as a home for links to my latest analyses relating to the new GCSE 2024 specification which I will store in my Google Drive as pdfs or Google docs.</div><div><br /></div><div>Devising high-stakes, summative assessments for very large-scale testing is a skill, and the process of analysing approaches has taught me a great deal about the elements needed for such testing which may not be those we use in a formative, teaching context. </div><div><br /></div><div>I think that the AOs have done a superb job in producing these specifications, responding to changes which they did not initiate and about which they were hardly consulted. </div><div><br /></div><div>Two of the three AOs have been accredited for French by Ofqual, and I think that the result of the accreditation process has been to make tasks and their criteria more valid, reliable, transparent and inclusive. Eduqas is awaiting accreditation for French. The official timeline expects German and Spanish specifications to be accredited by the Summer term. You can then use the Autumn term to make your decision in preparation for the Year 9 Options process.</div><div><div><br /></div><div>I hope this document is of help to someone, if only as a starting point for asking questions. Any kindly worded suggestions and corrections welcome! (Every time I check I find a mistake!) On Twitter I am @HelenMyers </div></div><div><br /></div><div>It would also be great if you could <a href="https://www.all-languages.org.uk/join/" target="_blank">join ALL</a> if you are not already a member!</div><div><br /></div><div>Here is a list of documents which relate to the new GCSE 2024. They are stored in my Google Drive. They are under regular review, and when I edit a document, I upload it again and it has a new link. </div><div><br /></div><h2 style="text-align: left;"><span style="font-size: medium;">LATEST VERSION:<span style="color: red;"> </span></span><span style="color: red; font-size: large;">Up-dated</span><span style="font-size: large;"> </span><span style="color: red; font-size: large;">Saturday 11th November 2023</span><span style="font-size: large;"> </span><b style="font-size: large;"> </b></h2><div><ol style="text-align: left;"><li><span><a href="https://docs.google.com/document/d/1q-i4VFkAaJ77I_QGYYyZhyro8qEhpqIH/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank"><span>Link to 'At a Glance' comparison</span></a><span> (word) <span style="color: red;">(Revised 7/11/23)</span></span></span></li><li><span><a href="https://docs.google.com/document/d/1xlCI-EeE7qStVS6gNvVOLDLKlYYHSEl6/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to detailed specification comparison</a> <span>(V12 - updated 15/7/2023)</span></span></li><li><span><a href="https://docs.google.com/document/d/1etsdh9irzJyjo7wUDolJc67RiM4aGvVz/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to Verb analysis - which verbs needed, anchor verbs + those which pattern them</a> (word)</span></li><li><span><a href="https://docs.google.com/spreadsheets/d/1mjbSce784v7OADclsqCVcsytsaGGBps_/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to Grammar - itemised to facilitate review</a> (spreadsheet)</span></li><li><span><a href="https://docs.google.com/document/d/1bnrLsfGO383e9hBwzj2-0S02nT525y2j/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to document detailing YouTube video Playlist</a>.<span style="color: red;"> </span><span>(new 15/7/23)</span></span></li><li><span><span style="color: red;"><a href="https://drive.google.com/file/d/14g_aeAbxO0nTulkrRu10SlmKw8XRmT98/view?usp=drivesdk" target="_blank">Link to Presentation for Teachmeet Icons,</a> </span><span>Manchester Saturday 7th October 2023 (New 7/10/23)</span></span></li><li><span><span><span><a href="https://all-london.org.uk/webinars/a-webinar-with-helen-myers-getting-to-grips-with-the-new-gcse/" target="_blank">Link to ALL London webinar page</a> (with links to YouTube video, pdf of presentation, chat etc) </span></span><span style="color: red;">(New 26/10/23)</span></span></li><li><span><span><span><a href="https://docs.google.com/spreadsheets/d/1sTzZbF5fWITJHG29Dfw40VgguvlMuALU/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to spreadsheet comparing defined vocabulary of AQA and Edexcel.</a> Use tab 'comb sort'. NB - this is work in progress- we plan to refine it! But it may be that others have already done a better version, in which case I will pause! Credit to David Blow for his spreadsheet skills! </span></span><span style="color: red;">(Revised 8/11/23) </span><span><a href="https://docs.google.com/document/d/1rcxkFyHjGGzS62in1pAh-zh4dWIlzXmg/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Vocabulary spreadsheet key</a></span><span style="color: red;"> </span></span></li><li><span><a href="https://docs.google.com/document/d/158Vqr9_7gWnE_6jznw-Mz2QNqm3N7AKT/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to AQA GCSE 2024 Foundation Formative Criteria for Dictation, Speaking and Writing</a> </span><span> </span><span style="color: red;">(Revised 7/11/23)</span></li><li><span><a href="https://docs.google.com/document/d/1UEjjOpsftUqXDuiBERWp2_v1LegojZO8/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to AQA GCSE 2024 HigherFormative Criteria for Dictation, Speaking and Writing</a></span><span> </span><span style="color: red;">(Revised 7/11/23)</span></li><li><span><a href="https://docs.google.com/document/d/1WGTDLIMHDeo745dmn0nerQWUDK1GXQh7/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to Edexcel GCSE 2024 Foundation Formative Criteria for Dictation, Speaking and Writing</a></span><span> </span><span style="color: red;">(Revised 7/11/23)</span></li><li><span><a href="https://docs.google.com/document/d/19BRC34pC35dkzYEILuOiMy1gB2UkCgt9/edit?usp=drive_link&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to Edexcel GCSE 2024 Higher Formative Criteria for Dictation, Speaking and Writing</a></span><span> </span><span style="color: red;">(Revised 7/11/23)</span></li><li><a href="https://docs.google.com/document/d/1PJhldG4yc6jzHvAJ-3l1Jxz3yS4s58DQ/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Verbs and tenses revision course</a> (reference for learners, links to Flippity games + classroom routine dialogues) <span style="color: red;">(New 8/11/23)</span></li><li><a href="https://drive.google.com/file/d/1AaXpCBVS-1r30lDOwbLFOAHRiYeF2EEv/view?usp=sharing" target="_blank">Link to Presentation for Ely schools </a>9th November 2023 (458 slides!!!) <span style="color: red;"> (New 11/11/23)</span></li><li><a href="https://drive.google.com/file/d/16DsUhQtCdToLVpRFeVQXPxVhjaKkZAw2/view?usp=sharing" target="_blank">Link to Presentation at Language Show</a> 11th November 2023 (180 slides)<span style="color: red;"> (New 11/11/23)</span></li></ol><div><span style="font-size: medium;"><b>Added 27/10/23</b>: assessment grids with criteria for dictation, speaking and writing exams for both boards which you may find useful for adapting to your internal assessments.</span></div></div><div><span style="font-size: medium;"><b>Revised 7/11/23</b>: At a glance includes Eduqas draft 2. Assessment grids now include Translation onto English grids.</span></div><div><span style="font-size: medium;"><b>Revised 8/11/23</b>: Vocab spreadsheet</span></div><div><span style="font-size: medium;"><b>Added 8/11/23:</b> Vocab spreadsheet key</span></div><div><span style="font-size: medium;"><b>Added 8/11/23</b>: Verbs and tenses revision course, including Flippity games (More Flippity games + Associated 'Classroom routines' to be completed)</span></div><div><br /><div><div><br /></div></div></div><div><br /></div></div>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-45261429503003094892023-06-09T23:50:00.003+01:002023-06-11T08:01:29.264+01:00Analysis of GCSE French 2024 Specifications June 2023AQA and Pearson Edexcel GCSE French 2024 specifications have been accredited. Eduqas has not yet been accredited. It seems that there has been a very thorough accreditation process, and although there are some curious anomalies (for example a discrepancy between which AO the Role Play belongs to ) on the whole, the result of those accredited promises a transparent exam. In particular it is helpful to have more clarification of terms used and more exemplification of mark schemes. <div><br /></div><div>I am starting to up-date the GCSE specification comparison which I prepared for the 3 drafts. It will take time! (Always longer than I think it will!). Meanwhile, here is an 'at-a-glance' comparison of the accredited AQA , the accredited Edexcel, and the draft Eduqas. There may be errors. I will update them here.</div><div><br /></div><div>It can be downloaded <a href="https://docs.google.com/document/d/1C_cA0InoZqTvpauu6Y9DdQkRqsGSgZrL/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">here.</a></div><div><p class="MsoNormal"></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">DRAFT – TO BE
CHECKED<span style="mso-spacerun: yes;"> </span>- GCSE specifications comparison
‘at a glance’<o:p></o:p></b></p>
<p class="MsoNormal"><o:p> </o:p>Grammar: all have the same requirements, but may choose
different illustrations for some features, and different layout.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Vocabulary: all have<span style="mso-spacerun: yes;">
</span>same constraint (85% of most frequent top 2,000 words, 30 multi word
phrases + 20 cultural items)<o:p></o:p></p>
<p class="MsoNormal">Assessment Objectives : all the same, but have distributed
weightings differently.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1024; width: 623px;">
<thead>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid black; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt; width: 49.4pt;" valign="top" width="66">
<p class="MsoNormal">Element<o:p></o:p></p>
</td>
<td style="border-left: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal">AQA <span style="mso-spacerun: yes;"> </span>- Final <a href="https://www.aqa.org.uk/subjects/languages/gcse/french-8652/assessment-resources?_cldee=nNYqDzM5pPYN90m4AUfXn9VDdMumkDFmaB8PUFVMQJtDT0nDjjW-62BmhOEe0BKv&recipientid=contact-193184eb8a09e3118b7a984be16dae53-859122f479e84256a0a694c7ed34ba7a&esid=1abdaa1b-8e5f-ed11-9561-000d3a2e495e"><span style="color: #1155cc;">Link</span></a><o:p></o:p></p>
</td>
<td style="border-left: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0cm 5.4pt; width: 5cm;" valign="top" width="189">
<p class="MsoNormal">Edexcel- Final <a href="https://www.pearson.com/uk/educators/schools/subject-area/modern-languages/2024-pearson-edexcel-gcse-mfl-qualifications.html?utm_source=teachit&utm_medium=email-affiliate&utm_campaign=GBSELA0922GQ24&utm_content=1st-email"><span style="color: #1155cc;">Link</span></a><o:p></o:p></p>
</td>
<td style="border-left: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0cm 5.4pt; width: 155.95pt;" valign="top" width="208">
<p class="MsoNormal">Eduqas - Draft <a href="https://www.eduqas.co.uk/qualifications/french-gcse/#tab_keydocuments"><span style="color: #1155cc;">LInk</span></a><o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 49.4pt;" valign="top" width="66">
<p class="MsoNormal">Themes<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Theme 1: People
and lifestyle <o:p></o:p></b></p>
<p class="MsoNormal">Topic 1: Identity and relationships with others <o:p></o:p></p>
<p class="MsoNormal">Topic 2: Healthy living and lifestyle <o:p></o:p></p>
<p class="MsoNormal">Topic 3: Education and work <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Theme 2: Popular
culture <o:p></o:p></b></p>
<p class="MsoNormal">• Topic 1: Free-time activities <o:p></o:p></p>
<p class="MsoNormal">Topic 2: Customs, festivals and celebrations <o:p></o:p></p>
<p class="MsoNormal">• Topic 3: Celebrity culture <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Theme 3:
Communication and the world around us <o:p></o:p></b></p>
<p class="MsoNormal">Topic 1: Travel and tourism, including places of interest
<o:p></o:p></p>
<p class="MsoNormal">• Topic 2: Media and technology <o:p></o:p></p>
<p class="MsoNormal">• Topic 3: The environment and where people live<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 5cm;" valign="top" width="189">
<p class="MsoListParagraphCxSpFirst" style="margin-left: 15.95pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: 0cm;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">My
personal world <o:p></o:p></b></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 15.95pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: 0cm;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Lifestyle
and wellbeing <o:p></o:p></b></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 15.95pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: 0cm;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">My
neighbourhood <o:p></o:p></b></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 15.95pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: 0cm;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Media and
technology <o:p></o:p></b></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 15.95pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: 0cm;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Studying
and my future <o:p></o:p></b></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 15.95pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: 0cm;"><!--[if !supportLists]--><span style="mso-list: Ignore;">6.<span style="font: 7pt "Times New Roman";">
</span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Travel and
tourism</b><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Possible subjects within any of the contexts:<o:p></o:p></p>
<p class="MsoNormal">•family •friends •relationships <o:p></o:p></p>
<p class="MsoNormal">•equality •physical well-being <o:p></o:p></p>
<p class="MsoNormal">•mental well-being •food and drink •sports •places in
town <o:p></o:p></p>
<p class="MsoNormal">•shopping •transport<span style="mso-spacerun: yes;">
</span>•the natural world<span style="mso-spacerun: yes;">
</span>•environmental issues •social media and gaming<span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal">•future opportunities (e.g. work, travel)<span style="mso-spacerun: yes;"> </span>•school •music TV and film
•accommodation<span style="mso-spacerun: yes;"> </span>•tourist attractions<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 155.95pt;" valign="top" width="208">
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">1.<span style="mso-tab-count: 1;"> </span>Identity</b>: for example, personal
attributes, cultural background, languages spoken and learning, national,
racial, gender stereotypes, family, friends, relationships<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">2.<span style="mso-tab-count: 1;"> </span>Everydaylife</b>:for example,
education, school life, routines, activities, sport, being
healthy/unhealthy, entertainment, social media<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">3.<span style="mso-tab-count: 1;"> </span>My future</b> :for example, future
plans (work, education, aspirations),role models<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">4.<span style="mso-tab-count: 1;"> </span>Exploring</b> : for example, places
and people, travel, including geography, customs and traditions, festivals,
famous lives, historical stories<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">5.<span style="mso-tab-count: 1;"> </span>Global matters</b> :for example, the
natural world, environment/climate change, attitudes, inequalities, poverty,
prejudice, war/peace, citizenship<o:p></o:p></p>
</td>
</tr>
</thead>
</table>
<span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="break-before: page; mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><o:p> </o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1024; width: 623px;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid black; mso-border-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 10pt;">Listening (incl dictation)<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 1’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 35 mins <b style="mso-bidi-font-weight: normal;">40</b> marks (32+8) NB – scaled up to 50<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 45 mins <b style="mso-bidi-font-weight: normal;">50</b> marks (40 + 10)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">25%<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">5 mins reading time at
start, 2 mins checking time at end<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 2’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F:45 mins H: 60 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 9pt;">50</span></b><span style="font-size: 9pt;"> marks <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">25%<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">5 minutes reading time<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Component 2’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 35 mins H: 45 mins <o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 9pt;">50</span></b><span style="font-size: 9pt;"> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">25%<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 10pt;">Speaking<o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 2’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">NEA - F: 7-9 mins - H: 10-12
mins - 50 marks - 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 1’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">NEA - F: 7-9 mins - H: 10-12
mins - 50 marks - 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Component 1’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">NEA - F: 7-9 mins - H: 10-12
mins - <b style="mso-bidi-font-weight: normal;">50</b> marks - 25%<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p align="right" class="MsoNormal" style="text-align: right;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10pt;">Speaking Role play<o:p></o:p></span></i></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H <b style="mso-bidi-font-weight: normal;">10</b> marks, 1.5 mins<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H: <b style="mso-bidi-font-weight: normal;">10</b> marks recommend 1-1.5 minutes<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H: <b style="mso-bidi-font-weight: normal;">10</b> marks 1-1.5 minutes<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p align="right" class="MsoNormal" style="text-align: right;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10pt;">Speaking Read aloud + unseen questions<o:p></o:p></span></i></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H 5 + 10<span style="mso-spacerun: yes;"> </span>= <b style="mso-bidi-font-weight: normal;">15</b>
marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: min 35 words, 2.5mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: min 50 words, 3.5 mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">4 unseen questions<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">8+<span style="color: red;">4</span>
= <b style="mso-bidi-font-weight: normal;">12</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">2 unseen questions =4<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 1.5-2 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 2- 2.5 minutes<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H <b style="mso-bidi-font-weight: normal;">15</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Read aloud Up to 1 minute<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Unprepared conversation
1-1.5 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">3 unseen questions<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p align="right" class="MsoNormal" style="text-align: right;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10pt;">Speaking – visual stimuli<o:p></o:p></span></i></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H 1x photo card with 2
photos 5+15+5 = 25 marks [<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: <span style="color: red;">4</span>-5
mins H: <span style="color: red;">6</span>-7 mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">No compulsory questions<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H 28 [12 + 16] 28 marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">1 photo card (choice from 2
photos)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">2 compulsory questions + 1
compulsory subject opening<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 1.5-2 + 3-3.5 = 4.5-5.5
mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 2-2.5 + 5-5.5 = 7-8
minutes<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">F+H <b style="mso-bidi-font-weight: normal;">25</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Sequence of 4 photos<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">4-5 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">4 Compulsory questions <i style="mso-bidi-font-style: normal;">(scripted paraphrase if needed – but
penalised if used too much)</i><o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 10pt;">Reading incl dictation<o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 3’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 45 mins <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 1 hour<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">50</b>
marks [40 + 10], 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 3’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 45 mins H: 60 mins<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 9pt;">50</span></b><span style="font-size: 9pt;"> marks (40
+ 10) 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Component 3, Section A’ (Part
of 2-hour paper)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Section A = <b style="mso-bidi-font-weight: normal;">50</b> marks (44+6), 25%<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;"><o:p> </o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 10pt;">Writing (incl translation)<o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F: 1 hour <span style="color: red;">10 mins</span><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 1 hour 15.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">50</b>
marks (40 + 10)25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">F:<span style="mso-spacerun: yes;"> </span>1 hr 15 mins <b style="mso-bidi-font-weight: normal;">50</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 1 hr 20 min <b style="mso-bidi-font-weight: normal;">50</b> marks 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Component 3, Section B’
(Part of 2-hour paper)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Section B= <b style="mso-bidi-font-weight: normal;">50</b> marks (40+10), 25%<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 7; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid black; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 77.75pt;" valign="top" width="104">
<p class="MsoNormal"><span style="font-size: 10pt;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.45pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 4’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: <span style="color: red;">4</span>
tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Photo prompt – 5 statements
(<b style="mso-bidi-font-weight: normal;">10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: red; font-size: 9pt;">5</span><span style="font-size: 9pt;"> bullet point prompt – <span style="color: red;">5</span>0
words (<span style="color: red;">5</span>+ 5 = <b style="mso-bidi-font-weight: normal;">10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: red; font-size: 9pt;">Grammar m/c - 5<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Translation <b style="mso-bidi-font-weight: normal;">(</b>5+5<b style="mso-bidi-font-weight: normal;"> = 10)</b><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">3 bullet point prompt – 90
words (choice of 2) (10 + 5 = <b style="mso-bidi-font-weight: normal;">15</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: <span style="color: red;">3
</span>tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Translation <b style="mso-bidi-font-weight: normal;">(10)<o:p></o:p></b></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">3 bullet point prompt – 90
words (choice of 2) (10 + 5 = <b style="mso-bidi-font-weight: normal;">15</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">2 bullet point question –
150 words (choice of 2) (<span style="color: red;">15</span> + <span style="color: red;">10</span> = <b style="mso-bidi-font-weight: normal;">25</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 120.5pt;" valign="top" width="161">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Paper 4’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 3 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Photo prompt – 4 statements
(<b style="mso-bidi-font-weight: normal;">8</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">3 BP prompt – formal context
- 40-50 words (choose 1 of 2) (9 + 5 = <b style="mso-bidi-font-weight: normal;">14</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">4 BP prompt –informal
context - 80-90 words (choice of 2) (AO1 13 + AO3 5 = <b style="mso-bidi-font-weight: normal;">18</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Translation 5 sentences [6+4
= <b style="mso-bidi-font-weight: normal;">10</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 2 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">4 bullet point prompt –
informal context<span style="mso-spacerun: yes;"> </span>80-90 words (choice
of 2) (13 + 5 = <b style="mso-bidi-font-weight: normal;">18</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">4 bullet point question –
formal context - 130-150 words (choice of 2) (17 + 5 = <b style="mso-bidi-font-weight: normal;">22</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Translation (6+4=<b style="mso-bidi-font-weight: normal;">10</b>)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid black; border-left: none; border-right: 1pt solid black; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0cm 5.4pt; width: 148.85pt;" valign="top" width="198">
<p class="MsoNormal"><span style="font-size: 9pt;">‘Component 3, Section B’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">F: 3 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">En word prompt – 5 sentences
(<b style="mso-bidi-font-weight: normal;">8</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">3 BP<span style="mso-spacerun: yes;"> </span>- 60-80 words (<b style="mso-bidi-font-weight: normal;">12</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Open ended with written
French prompt (<b style="mso-bidi-font-weight: normal;">20</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Translation (<b style="mso-bidi-font-weight: normal;">10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">H: 2 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Open ended with written
French prompt (<b style="mso-bidi-font-weight: normal;">20</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">3BP – 150-170 words (15+5 = <b style="mso-bidi-font-weight: normal;">20</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;">Translation (<b style="mso-bidi-font-weight: normal;">10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 9pt;"><o:p> </o:p></span></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><o:p> </o:p></p><br /><p></p></div>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-1828173278514317772022-12-17T12:26:00.009+00:002022-12-19T10:01:29.005+00:00ChatGPT, Immersive reader, Word translate and Word layout for parallel text<p>I love playing with new technology and learning languages,
and have thoroughly enjoyed exploring the newly-released ChatGTP Open AI which
you can access via <a href="https://openai.com/blog/chatgpt/" target="_blank">its blog</a>.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><a href="https://openai.com/blog/chatgpt/">https://openai.com/blog/chatgpt/</a><o:p></o:p></p>
<p class="MsoNormal">I have produced a 9 minute video recording my adventure! </p><p class="MsoNormal"><br /></p><div>Here's the video:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/IVfxlavF9Ls" width="320" youtube-src-id="IVfxlavF9Ls"></iframe></div><br /><div><br /></div><div><br /></div><p class="MsoNormal">Here's the sequence:<o:p></o:p></p>
<p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls" target="_blank">00:00</a> Accessing the program (via browser )<o:p></o:p></p><p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls?t=24">00:24</a> Opening
a 'new chat' and asking giving ChatGPT a task.
(A dear Twitter friend had drawn attention to the fact that today was
'la journée du bonheur', so I decided that I'd like advice about how to achieve
happiness ...!). Being amazed by the
quality of the answer, from both content and language perspectives.<o:p></o:p></p><p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls?t=57">00:57</a> Copying
and pasting the output into a word document, then using Word's Immersive reader
function to hear the text read aloud.<o:p></o:p></p><p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls?t=328">05:28</a> Using
Word's Translate function to translate the text<o:p></o:p></p><p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls?t=365">06:05</a> Using
Word's layout menu to create a parallel text.<o:p></o:p></p><p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls?t=445">07:25</a> Giving
a corny but sincere recommendation<o:p></o:p></p><p class="MsoNormal">EPILOGUE<o:p></o:p></p><p class="MsoNormal"><a href="https://youtu.be/IVfxlavF9Ls?t=471">07:51</a> Screen
capture of ChatGPT generating its response to my question. (1 minute)<o:p></o:p></p><p class="MsoNormal">And by the way, I am amazed at the way that YouTube picks up
the sections described above and gives chapters with the headings I have given - so I did not need to go to the trouble of sharing individual sections. I just wrote the timings in the description of the YouTube video, and it just did it! Wow.
Just, wow!</p><p class="MsoNormal"><o:p></o:p></p><p></p><div><br /></div><div><br /></div><div>Other videos which I produced when I first discovered ChatGTP are pasted below.</div><div><br /></div><div><b>A poem about the importance of learning languages: (Quite successful!)</b></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/X_sjE2VijNw" width="320" youtube-src-id="X_sjE2VijNw"></iframe></div><br /><div><b>La Marseillaise - song about the importance of learning French: (less successful!)</b></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/pwRACAF0o4M" width="320" youtube-src-id="pwRACAF0o4M"></iframe></div><br /><div><br /></div><div>A great intro to explain what ChatGTP is:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/o5MutYFWsM8" width="320" youtube-src-id="o5MutYFWsM8"></iframe></div><br /><div><br /></div><p></p><p>Amusez-vous bien!</p><p><br /></p><p><br /></p><p><br /></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-71254823212067280812022-12-07T02:00:00.004+00:002022-12-07T02:45:53.907+00:00Comparing GCSE 24 French draft specifications<p><span style="font-family: arial;"><span style="background-color: white; color: #050505; font-size: 15px;">Here is a rather massive document (96 sides) in which I compare the </span><span style="background-color: white; color: #050505; font-size: 15px;"><span style="font-weight: 600;">draft </span></span><span style="background-color: white; color: #050505; font-size: 15px;">specifications for French 2024 from AQA, Edexcel and Eduqas. </span></span></p><p><a href="https://docs.google.com/document/d/1lFuiSBgDc2edY928W86jwxS-nsrgpnnF/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" style="font-family: arial; font-size: 15px;" target="_blank">Here's a link to the document in my G drive</a></p><p><span style="font-family: arial;"><span style="background-color: white; color: #050505; font-size: 15px;">People told me this helped when I did it in 2008 and <a href="http://helenmyers.blogspot.com/2016/06/gcse-ml-specifications-2016-overview.html" target="_blank">2016</a>, so I thought it worth doing. </span></span></p><p><span style="background-color: white; color: #050505; font-family: arial; font-size: 15px;">ALL London is including a session on GCSE specs 21st Jan 23 at the BFI. </span><a href="https://www.eventbrite.co.uk/e/all-london-the-january-event-2023-tickets-429143518817" style="font-family: arial; font-size: 15px;" target="_blank">Please register on Eventbrite</a><span style="background-color: white; color: #050505; font-family: arial; font-size: 15px;"> if interested!</span></p><p><span style="font-family: arial;">Below is a </span><span style="font-family: arial;">copy and paste of the introduction to the document.</span></p><p><span style="font-family: arial;">I now need to get some sleep ....!!!!</span></p><p><span style="background-color: white; color: #050505; font-family: arial; font-size: 15px;">[By the way, the short overview is in </span><a href="https://helenmyers.blogspot.com/2022/11/analysis-of-gcse-french-2024-draft.html" style="font-family: arial; font-size: 15px;" target="_blank">this post</a><span style="background-color: white; color: #050505; font-family: arial; font-size: 15px;"> which I have just discovered had 1490 views.. so perhaps there's a need for this!]</span></p><p><br /></p><p></p><h1 style="text-indent: 36pt;"><a name="_Toc121261073">INTRODUCTION TO THIS
DOCUMENT</a><o:p></o:p></h1>
<p align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: 11pt;">Helen Myers December 2022<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size: 11pt;">AIM<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size: 11pt;">This document is a ‘work in
progress’ which I have prepared to assist teachers and managers as they plan
for GCSE first teaching 2024, first testing 2026.<span style="mso-spacerun: yes;"> </span>It is intended to be an objective description
of what is being proposed.<span style="mso-spacerun: yes;"> </span>When the
final versions are approved (Spring 2023) I will up-date it accordingly.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><b><span style="font-size: 11pt;">DISCLAIMER</span></b><span style="font-size: 11pt;"> There will be errors in it, and so I am sharing it as
a link to my Google drive, where I will update it on an ongoing basis. Please always check for the latest version
<a href="https://docs.google.com/document/d/1lFuiSBgDc2edY928W86jwxS-nsrgpnnF/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">here</a>. Please let me know of errors.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><b><span style="font-size: 11pt;">SHARING</span></b><span style="font-size: 11pt;"> </span><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">It has taken many, many hours to produce, and there is no charge. But please, if it has been of help, consider</span><a href="https://www.all-languages.org.uk/join/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"> joining AL</span></a><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">L – an association with charitable status for teachers to help other teachers. If you use it / adapt it, please acknowledge and do not charge for the information. Thank you.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><b><span style="font-size: 11pt;">THE SOURCES ANALYSED</span></b></p>
<p class="MsoNormal"><span style="font-size: 11pt;">Awarding Organisations [AOs,
also referred to as exam boards] submitted their draft specifications for
French only in November.<span style="mso-spacerun: yes;"> </span>Ofqual will
decide whether or not they conform to the Subject content set out by the DfE in
Jan 2022 and the associated Ofqual Conditions and Guidance. Exam boards will
then produce and publish the German and Spanish specs.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">This document analyses the DRAFT specifications as they stand for </span><a href="https://www.aqa.org.uk/subjects/languages/gcse/french-8652/assessment-resources?_cldee=nNYqDzM5pPYN90m4AUfXn9VDdMumkDFmaB8PUFVMQJtDT0nDjjW-62BmhOEe0BKv&recipientid=contact-193184eb8a09e3118b7a984be16dae53-859122f479e84256a0a694c7ed34ba7a&esid=1abdaa1b-8e5f-ed11-9561-000d3a2e495e" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">AQA</span></a><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">, Pearson </span><a href="https://www.pearson.com/uk/educators/schools/subject-area/modern-languages/2024-pearson-edexcel-gcse-mfl-qualifications.html?utm_source=teachit&utm_medium=email-affiliate&utm_campaign=GBSELA0922GQ24&utm_content=1st-email" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Edexcel</span></a><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="https://www.eduqas.co.uk/qualifications/french-gcse/#tab_keydocuments" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Eduqas</span></a><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. It is extremely important to be aware that these may change, and so no definite decisions should be made on the basis of these. However they may give an indication of the AOs’ overall approach to testing the new subject content with new conditions and guidelines.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><b><span style="font-size: 11pt;">SEQUENCE OF CONTENTS</span></b></p>
<p class="MsoNormal"><span style="font-size: 11pt;">The document starts with a
summary of a talk I have given which gives a context for the changes and
summarises the DfE and Ofqual instructions which bind the AOs.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">It includes my ‘headlines’
for each element and my comments on the approach teachers may take towards
making decisions, balancing the benefits and drawbacks of different
approaches.</span><span style="font-size: 11pt;"> </span><span style="font-size: 11pt;">I wrote these headlines
after the analysis, and I am aware that there may be many other elements which
could be picked out.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">The main focus is the table
with 3 columns where I attempt to do a direct comparison for each element of
the exam, pretty much in order of the DfE Subject content- though using
headings with which teachers are likely to be the most familiar: Themes –
Vocabulary – Grammar – Assessment</span><span style="font-size: 11pt;">
</span><span style="font-size: 11pt;">Objectives, Reading, Listening, Writing, Speaking.</span><span style="font-size: 11pt;"> </span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">For each of the elements, I
look at what the AO intentions are, as stated in specifications (e.g. question
types, content, timing, number of marks awarded, organisation of difficulty,)
and then look at the Sample Assessment Materials (SAMs) to comment on
similarities and difference between the AOs. I include criteria, indicative
content and accessibility considerations in this area. Where I feel there are
significant differences, I have highlighted them in colour as follows:</span></p>
<p class="MsoNormal"><span style="background: aqua; font-size: 11pt; mso-highlight: aqua;">AQA</span><span style="font-size: 11pt;"> (turquoise) <span style="background: yellow; mso-highlight: yellow;">Edexcel</span> (yellow) and <span style="background: lime; mso-highlight: lime;">Eduqas</span> (green).<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">Areas which I know I need to
check are highlighted in </span><span style="background: red; font-size: 11pt;">red,</span><span style="font-size: 11pt;">
and a few personal questions are highlighted in </span><span style="background: fuchsia; font-size: 11pt;">pink</span><span style="font-size: 11pt;">.</span><span style="font-size: 11pt;"> </span><span style="font-size: 11pt;">If I
believe there may be a typo / error in the specs /SAMS, I write this </span><span style="color: red; font-size: 11pt;">in red.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">I think that they follow a
fairly logical order, but I may make changes.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><b><span style="font-size: 11pt;">A PERSONAL VIEW</span></b></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">I think that the AOs have
done a superb job in producing these specifications in a relatively short time,
responding to changes which they did not initiate and about which they were
hardly consulted.</span><span style="font-size: 11pt;"> </span><span style="font-size: 11pt;">Thank you!</span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">Devising high-stakes, summative
assessments for very large-scale testing is a skill, and the process of
analysing approaches has taught me a great deal about the elements needed for
such testing which may not be those we use in a formative, teaching context.</span><span style="font-size: 11pt;"> </span></p>
<p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span><span style="font-size: 11pt;">I hope this document is of
help to someone, if only as a starting point for asking questions.</span><span style="font-size: 11pt;"> </span><span style="font-size: 11pt;">Please note, I am not asking for any
evaluation of this work…..but kindly worded suggestions and corrections
welcome! (Every time I check I find a mistake!)</span></p><br /><p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-13781093570158796642022-11-20T23:39:00.007+00:002022-11-21T13:20:59.377+00:00Setting up my Mastodon account<p>I am a committed member of ALL (The Association for Language Learning) and love meeting up with people who share my love of languages and language teaching, face-to-face. <a href="https://www.all-languages.org.uk/join/" target="_blank">Here's a link to join</a>!</p><p>I also love making contacts and learning more via social platforms, and I blatantly use them to promote membership of ALL! I make good use of Facebook and use S<a href="https://www.facebook.com/groups/secondarymflmatters" target="_blank">econdary mflresources </a>and <a href="https://www.facebook.com/groups/primarylanguages" target="_blank">Languages in Primary schools</a> as my 'go to' for thriving communities of people happy to share. Catherine Cheater is a wonderful Administrator and a lovely person.</p><p>I'm still on <a href="https://twitter.com/HelenMyers" target="_blank">Twitter</a>, and have found it OK as far as trolling/nasty stuff is concerned as there is a mute button, and you do not have to follow 'trending'! As well as using Twitter to follow the great international 'mfltwitterati' community (thanks for introducing us all, @joedale !) I also use Twitter to develop interests beyond language teaching (art, politics, music, fun, meeting native speakers!) </p><p>I don't want to be left out if anything happens to Twitter, so thought I should join the bandwagon of those setting up accounts. Twitter users seem to be putting their Mastodon profile name in their Twitter profile.. a good way of finding people!</p><p>I have found some helpful links about setting up a Mastodon account. It took me about 30 minutes to faff around searching for posts on how to do it, then about 5 minutes to actually set it up once I had selected a server. </p><p>Anyway, <a href="https://mastodon.world/@HelenMyers" target="_blank">Here I am</a> on Mastodon. The photo is the one I nearly always use, and the header is one I took last week at <a href="https://www.painshill.co.uk/" target="_blank">Painshill Park</a> - a wonderful 18th century landscaped garden not far form where I live.</p><p>I'll use this post to blog my experience!</p><p><b>SETTING UP </b></p><p>Here are 4 posts which helped me:</p><p></p><ul style="text-align: left;"><li><a href="https://www.wired.com/story/how-to-get-started-use-mastodon/" target="_blank">Justin Pot </a>(the most helpful for me)</li><li><a href="https://www.axios.com/2022/11/19/mastodon-social-twitter-alternative-elon-musk" target="_blank">Scott Rosenberg</a></li><li><a href="https://www.hitc.com/en-gb/2022/11/08/which-is-the-best-server-to-join-on-mastodon-and-which-celebrities-can-i-follow/" target="_blank">Daniel Munro</a>.</li><li><a href="https://screenrant.com/join-mastodon-pick-server-how-beginners-guide/" target="_blank">Nicholas Cates</a></li></ul><div>Extras added later:</div><div><a href="https://fedi.tips/" target="_blank">Feditips</a></div><p></p><p><b>WHICH SERVER?</b></p><p>I searched for servers in 'all regions' and covering' 'all topics; on <a href="https://joinmastodon.org/servers" target="_blank">this page</a> and I've chosen to go with <a href="https://mastodon.world/about" target="_blank">Mastodon.world </a>and see how it goes! I liked the write up by the administrator (<a href="http://@ruud@mastodon.world">@ruud@mastodon.world</a>) in the 'about' section [Freelance Database Administrator - Father of 2 - Husband of 1 - Music collector - Pool player] and the 'world' part of the name appealed! But it seems that you are not confined to one server .. you can communicate with others! I filled in the profile and was accepted immediately. Thank you </p><p>I confess that I do not quite get how to verify an account, but I am hoping that by inserting a code in this post I will do this!</p><p> <a href="https://mastodon.world/@HelenMyers" rel="me">Mastodon</a></p><p><b>HOW TO FIND / FOLLOW OTHERS?</b></p><p>Stuff I've gleaned: </p><p>(1) To match to Twitter people, advice seems to be to put our Mastodon names in Twitter profiles. Then search in Twitter for Mastodon and filter by 'People you follow'. </p><p>(2) By typing even part of the name in the search of your server - you find them + can follow, whatever server they use if you are searching within your server. </p><p>(3) If you search outside your server, you get a code for their name which you then post into the search of your server.</p><p>(4) Just follow people followed by other like-minded people! Click on their 'following' and 'followers' and add</p><p><br /></p><p>Hope this helps! </p><p><br /></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com1tag:blogger.com,1999:blog-2921584439814811217.post-3599269084306686842022-11-17T23:55:00.002+00:002022-11-17T23:55:15.064+00:00Summary of context for GCSE 2024 drafts<p>Here is a summary of the context for GCSE 2024 drafts. Hoep it is useful. Happy to be corrected!</p><p>Download <a href="https://docs.google.com/document/d/1EyCG1Vgp0DhlIm2J8FUBN16F57-4EriM/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">here </a></p><p></p><div style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-element: para-border-div; padding: 1.0pt 4.0pt 1.0pt 4.0pt;">
<p class="MsoNormal" style="border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding: 0cm;"><b style="mso-bidi-font-weight: normal;">Context<o:p></o:p></b></p>
</div>
<p class="MsoNormal" style="margin-left: 18.0pt; mso-list: l10 level1 lfo4; tab-stops: list 18.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->T&L Pedagogy review; GCSE Review; Ofsted Curriculum
Research<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 18.0pt; mso-list: l5 level1 lfo2; tab-stops: list 18.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Parents of pupils already been through KS4 /
colleagues will have an idea of what to expect.<span style="mso-spacerun: yes;">
</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 18.0pt; mso-list: l5 level1 lfo2; tab-stops: list 18.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->DfE produce the GCSE criteria to which the
boards have written draft specifications then Ofqual has to approve
specifications<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 18.0pt; mso-list: l5 level1 lfo2; tab-stops: list 18.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->these are NON-NEGOTIABLE<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">GCSE qualification criteria</b>(for all
subjects) <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 18.0pt;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">GCSE subject criteria for modern foreign
languages </b><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l4 level1 lfo5; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Introduction<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l4 level1 lfo5; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Subject
Aims <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l4 level1 lfo5; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Subject
content<s> </s><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l4 level1 lfo5; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Appendix:
grammar requirements<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Ofqual subject
level conditions and requirements for French, German and Spanish<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Ofqual subject
level guidance for French, German and Spanish<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 18.0pt;"><o:p> </o:p></p>
<div style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-element: para-border-div; padding: 1.0pt 4.0pt 1.0pt 4.0pt;">
<p class="MsoNormal" style="border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding: 0cm;"><b style="mso-bidi-font-weight: normal;">Key areas which are common to all boards<o:p></o:p></b></p>
</div>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="background-color: #fcff01;">DfE subject content
January 2022</span><o:p></o:p></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Subject aims</b> As
before: Linguistic, cultural, communicate, authentic purposes.<span style="mso-spacerun: yes;"> </span>New emphasis: <span style="mso-spacerun: yes;"> </span>Content MAY be developed through a range of
broad themes and topics.<span style="mso-spacerun: yes;"> </span>Linguistic content
largely though not exclusively determined by frequency.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Subject content: <o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Vocabulary, grammar + SSC<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->All language BOTH receptive AND productive<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Required tasks: (I deliberately include familiar
skill headings, tho’ these are studiously avoided by the writers of the document!!!)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Reading<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Listening
(pace no faster than moderate)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Dictation
(incl vocab off the list) – credit for accurate spelling<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Writing
(lexical and grammatical accuracy)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Translation
into English (appropriate and sufficient)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Infer
meaning of words outside the list (Ofqual limited to overlap/higher reading and
defined nature of inference)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 108.0pt; mso-list: l3 level2 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Speaking:
tasks specified in Subject content (not by Ofqual as before): (i) Read aloud +
unprepared conversation relating to text (ii) Role play(s) incl ask and answer question
simulating e.g. social conversation – instructions about what to say are
unambiguous (iii) talk about 1 or more visual stimuli e..g connected photos,
extend conversation to short unprepared interaction. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt;"><o:p> </o:p></p>
<p class="MsoNormal"><b><i>NB for all tasks, expected language from defined content
but equal credit to beyond defined content<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 36.0pt;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Complexity limited at foundation (as now)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Question types in English for comprehension
(changed)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Themes and topics: Specs should identify a
limited number of broad themes or topics with relevance to the countries or communities
where the language is spoken<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Composition of vocabulary: 1200 F 1700 H, 85% from
top 2000 of recognised corpora.<span style="mso-spacerun: yes;"> </span>Additions:
30 short phrases; 20 cultural terms.<span style="mso-spacerun: yes;"> </span>Reading:
overlap + higher: 2% outside list for inference,. Proper nouns glossed; 2% of
text cognates.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level1 lfo10; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Grammar: defined lists for foundation and higher
given<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><o:p> </o:p></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="background-color: #fcff01;">Ofqual subject level
conditions and requirements January 2022 amended June 2022</span><o:p></o:p></b></p>
<p class="MsoNormal"><o:p> </o:p></p>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="mso-list: l7 level1 lfo3;"><b style="mso-bidi-font-weight: normal;">Assessment Objectives</b><o:p></o:p></li>
</ul>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l9 level1 lfo6; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->AO1:
Understand and respond to spoken language in speaking and in writing (35%)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l9 level1 lfo6; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->AO2:
Understand and respond to written language in speaking and in writing<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l9 level1 lfo6; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->AO3:
Demonstrate knowledge and accurate application of the grammar and vocabulary
prescribed in the specification (20%)<o:p></o:p></p>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="mso-list: l7 level1 lfo3;"><b style="mso-bidi-font-weight: normal;">Tiering : (no change) </b><span style="mso-spacerun: yes;"> </span>F: 1-5; H: 4-9 However, if mark is a
'small number of marks below 4/3 boundary, award 3 May include crossover
questions to demonstrate comparability between tiers (check to see if all
have done this).<b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;"> </span></b><o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l7 level1 lfo3;"><b style="mso-bidi-font-weight: normal;">Assessment requirements</b><o:p></o:p></li>
</ul>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Grammar and sound-symbol correspondence
requirements (new) <span style="mso-spacerun: yes;"> </span></i></b><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">-
must make available and include SSC examples form vocabulary list + must set
out approach to covering grammar + SSC</span></i><span style="mso-bidi-font-weight: bold;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Vocabulary lists.</i></b><span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l8 level1 lfo7; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Must set out vocabulary list, set out approach to
compiling it, and demonstrate approach to covering vocab requirements in
assessments<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Speaking<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Formal prep time must be 12-15minutes for all
(was 10-12)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Test taking: F: 7-9 mins; H: 10-12 mins (no
change)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Require read aloud text F: 35 words minimum; H:
50 words minimum<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt;"><i>NB task types are defined by
Subject content, not Ofqual Conditions<span style="mso-spacerun: yes;">
</span>as in 2016)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Listening [‘understanding spoken extracts’]<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">F: 450 –
550 words H: 700-850 words [NB no time given as before]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Demo approach
to number of extracts, number of words in each extract, number of marks in
relation to number of words in each extract, allowing opportunity to read task
before hearing extract<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Set out
approach to complexity of language + question types<o:p></o:p></i></p>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="mso-list: l7 level1 lfo3;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Dictation (new)<o:p></o:p></i></b></li>
</ul>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">F: 20
words minimum H: 30 words minimum<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Set out
approach to assessment incl SSC, approach to different languages and level of accuracy
required. <o:p></o:p></i></p>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="mso-list: l7 level1 lfo3;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Reading (new) [‘understanding
written language’]<o:p></o:p></i></b></li>
</ul>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">F: 600-650
(max single text 100 words] H: 850-900 words (Max single text 160 words) words <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Set out
approach to complexity of language + question types<o:p></o:p></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><o:p> </o:p></i></p>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="mso-list: l7 level1 lfo3;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Translation<o:p></o:p></i></b></li>
</ul>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><o:p> </o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">F: 35
words minimum H: 50 words minimum<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l11 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">Set out
approach to range of vocab + grammar and ‘appropriate and sufficient rendering of
the meaning’<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 54.0pt;"><i style="mso-bidi-font-style: normal;"><o:p> </o:p></i></p>
<p class="MsoNormal" style="margin-left: 18.0pt;"><b style="mso-bidi-font-weight: normal;"><span style="background-color: #fcff01;">Ofqual Guidance</span><o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 18.0pt;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Speaking<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 54.0pt;">Subject content requirements pasted
in the following extras:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b>Following the reading aloud task</b>, the
unprepared conversation should be straightforward. Learners may demonstrate
understanding of the passage or the theme and/or the Learner’s own experience relating
to the passage or the theme. Prompts or questions supporting the conversation
should be unseen.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b>Role-plays</b> should provide sufficient
opportunity for Learners to draw on the range of vocabulary they know and not
depend on the translation of individual specified items. All information
required should be presented to the Learner.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->[<b>Picture task</b>] The unprepared interaction
may be connected to the visual stimulus/stimuli through its broad theme/topic
but may also relate to the Learner’s own experience and interest. Prompts or
questions supporting the interaction should be unseen.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Writing<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 54.0pt; mso-list: l6 level1 lfo8; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Stimuli for written tasks may include a visual
stimulus, a short, simple written stimulus, and/or bulletpoints (either in
English or the assessed language).<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">[Reading- ] Infer meaning<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 36.0pt; text-indent: 18.0pt;">The words
Learners are required to infer may be embedded in a reading text or assessed as
aseparate reading task, however, the supporting context must be clear to the
Learner.<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></b></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Dictation<o:p></o:p></i></b></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo11; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">à<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->To support understanding of the context, any
extract to be used in the assessment of dictation may be adapted from a spoken
extract that Learners have already heard.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt;"><b><o:p> </o:p></b></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l7 level1 lfo3; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Assessment objectives – interpretations and
definitions (essential, otherwise illogical as they stand …!)<o:p></o:p></i></b></p>
<p class="MsoNormal"><b>AO1 Understand and respond to spoken language in speech
and writing</b>.<span style="mso-spacerun: yes;"> </span>[35%]<o:p></o:p></p>
<p class="MsoNormal">Broken down into 2 strands:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l1 level1 lfo12; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->[SPEAKING] Understand and respond to spoken language in
speech - Response to spoken prompts and questions in the language.<span style="mso-spacerun: yes;"> </span>Emphasis on communication (!)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l1 level1 lfo12; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->[LISTENING + DICTATION] Understand and respond to
spoken language in writing – can be single letters / numbers / names / single
words<o:p></o:p></p>
<p class="MsoNormal"><b>AO2 Understand and respond to written language in speech
and writing</b>.[45%]<span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal">Broken down into 2 strands:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l12 level1 lfo13; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->[SPEAKING] Understand and respond to written language
in <b>speaking</b> - Response to written prompts in assessed language OR English,
or to visual prompts<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l12 level1 lfo13; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->[READING + WRITING!!!] Understand and respond to written
language in <b>writing</b> – <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l12 level2 lfo13; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Responses in English to show understanding of written
language (READING) <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 72.0pt; mso-list: l12 level2 lfo13; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><b>W</b>riting in assessed language in response to
written prompts in assed language / English / visual stimuli. [WRITING]<o:p></o:p></p>
<p class="MsoNormal"><b>AO3 Demonstrate knowledge and accurate application of the
grammar and vocabulary prescribed in the specification: 20%<o:p></o:p></b></p>
<p class="MsoNormal"><b>Explicit inclusion of SSC in this AO!<o:p></o:p></b></p>
<p class="MsoNormal">• Knowledge and accurate application of grammar in spoken
and written language.<o:p></o:p></p>
<p class="MsoNormal">• Knowledge and accurate application of vocabulary,
including demonstration of knowledge of sound-symbol correspondence in spoken
and written language.<b><o:p></o:p></b></p>
<p class="MsoNormal">• The quality of pronunciation in speaking tasks.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><br /><p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-91196023511132614372022-11-17T22:56:00.004+00:002022-11-20T21:16:39.352+00:00Analysis of GCSE French 2024 Draft Specifications<p> I am making progress towards producing an objective analysis of the GCSE French 2024 draft specifications, but this is likely to take me a further week. I was rather ambitious to think I could do it by now. Orchestral visits and family commitments got in the way!</p><p>Meanwhile, <a href="https://docs.google.com/document/d/1M61ZIeicPSByMyUH9feoNGreeobd3txg/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true">here's a link to a download</a> of a comparison 'at a glance. I'm happy to be told of any mistakes!</p><p>Pasted below:</p><p><b>GCSE Draft specifications comparison ‘at a glance’</b></p><p>
</p><p class="MsoNormal"><o:p> </o:p>Grammar: all have the same requirements, but may choose different
illustrations for some features, and different layout.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Vocabulary: all have <span style="mso-spacerun: yes;"> </span>same
constraint (85% of most frequent top 2,000 words, 30 multiword phrases + 20
cultural items)<o:p></o:p></p>
<p class="MsoNormal">Assessment Objectives : all the same, but have distributed weightings
differently.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p> </p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal">Element<o:p></o:p></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<span id="docs-internal-guid-37799739-7fff-34e2-f56f-0f238c2d4942"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">AQA </span><a href="https://www.aqa.org.uk/subjects/languages/gcse/french-8652/assessment-resources?_cldee=nNYqDzM5pPYN90m4AUfXn9VDdMumkDFmaB8PUFVMQJtDT0nDjjW-62BmhOEe0BKv&recipientid=contact-193184eb8a09e3118b7a984be16dae53-859122f479e84256a0a694c7ed34ba7a&esid=1abdaa1b-8e5f-ed11-9561-000d3a2e495e" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Link</span></a></span>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<span id="docs-internal-guid-7989e846-7fff-4ea5-0eb5-910beea700da"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Edexcel </span><a href="https://www.pearson.com/uk/educators/schools/subject-area/modern-languages/2024-pearson-edexcel-gcse-mfl-qualifications.html?utm_source=teachit&utm_medium=email-affiliate&utm_campaign=GBSELA0922GQ24&utm_content=1st-email" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Link</span></a></span>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<span id="docs-internal-guid-25a9fffe-7fff-6e37-dcd5-965a458accda"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Eduqas </span><a href="https://www.eduqas.co.uk/qualifications/french-gcse/#tab_keydocuments" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">LInk</span></a></span>
</td>
</tr>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal">Themes<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><b>Theme 1: People and lifestyle <o:p></o:p></b></p>
<p class="MsoNormal">Topic 1: Identity and relationships with others <o:p></o:p></p>
<p class="MsoNormal">Topic 2: Healthy living and lifestyle <o:p></o:p></p>
<p class="MsoNormal">Topic 3: Education and work <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Theme 2: Popular culture <o:p></o:p></b></p>
<p class="MsoNormal">• Topic 1: Free-time activities <o:p></o:p></p>
<p class="MsoNormal">Topic 2: Customs, festivals and celebrations <o:p></o:p></p>
<p class="MsoNormal">• Topic 3: Celebrity culture <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Theme 3: Communication and the world around us <o:p></o:p></b></p>
<p class="MsoNormal">Topic 1: Travel and tourism, including places of interest <o:p></o:p></p>
<p class="MsoNormal">• Topic 2: Media and technology <o:p></o:p></p>
<p class="MsoNormal">• Topic 3: The environment and where people live<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><b>1.</b><span style="mso-tab-count: 1;"> </span><b>My
personal world <o:p></o:p></b></p>
<p class="MsoNormal"><b>2.<span style="mso-tab-count: 1;"> </span>Lifestyle
and wellbeing <o:p></o:p></b></p>
<p class="MsoNormal"><b>3.<span style="mso-tab-count: 1;"> </span>My
neighbourhood <o:p></o:p></b></p>
<p class="MsoNormal"><b>4.<span style="mso-tab-count: 1;"> </span>Media
and technology <o:p></o:p></b></p>
<p class="MsoNormal"><b>5.<span style="mso-tab-count: 1;"> </span>Studying
and my future <o:p></o:p></b></p>
<p class="MsoNormal"><b>6.<span style="mso-tab-count: 1;"> </span>Travel
and tourism</b><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Possible subjects within any of the contexts:<o:p></o:p></p>
<p class="MsoNormal">•family•friends•relationships•equality •physical well-being•mental well-being •food and drink •sports •places in town• shopping •transport
•the natural world •environmental
issues •social media and gaming •future opportunities (e.g. work, travel) •school •music TV and film •accommodation •tourist attractions</p><p class="MsoNormal"><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><b>1.<span style="mso-tab-count: 1;"> </span>Identity</b>:
for example, personal attributes, cultural background, languages spoken and
learning, national, racial, gender stereotypes, family, friends,
relationships<o:p></o:p></p>
<p class="MsoNormal"><b>2.<span style="mso-tab-count: 1;"> </span>Everydaylife</b>:for
example, education, school life, routines, activities, sport, being
healthy/unhealthy, entertainment, social media<o:p></o:p></p>
<p class="MsoNormal"><b>3.<span style="mso-tab-count: 1;"> </span>My
future</b> :for example, future plans (work, education, aspirations),role
models<o:p></o:p></p>
<p class="MsoNormal"><b>4.<span style="mso-tab-count: 1;"> </span>Exploring</b>
: for example, places and people, travel, including geography, customs and
traditions, festivals, famous lives, historical stories<o:p></o:p></p>
<p class="MsoNormal"><b>5.<span style="mso-tab-count: 1;"> </span>Global
matters</b> :for example, the natural world, environment/climate change,
attitudes, inequalities, poverty, prejudice, war/peace, citizenship<o:p></o:p></p>
</td>
</tr>
</tbody></table><br /><p></p><div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr>
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal"><b><span style="font-size: 10pt;">Listening (incl
dictation)<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 1’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 35 mins <b>40</b> marks
(32+8) NB – scaled up to 50<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 45 mins <b>50</b> marks
(40 + 10)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">25%<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">2 mins checking time at end<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 2’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F:45 mins H: 60 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size: 10pt;">50</span></b><span style="font-size: 10pt;"> marks <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">25%<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Component 2’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 35 mins H: 45 mins <o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size: 10pt;">50</span></b><span style="font-size: 10pt;"> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">25%<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal"><b><span style="font-size: 10pt;">Speaking<o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 2’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">NEA - F: 7-9 mins - H:
10-12 mins - 50 marks - 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 1’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">NEA - F: 7-9 mins - H:
10-12 mins - 50 marks - 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Component 1’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">NEA - F: 7-9 mins - H:
10-12 mins - <b>50</b> marks - 25%<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p align="right" class="MsoNormal" style="text-align: right;"><i><span style="font-size: 10pt;">Speaking Role play<o:p></o:p></span></i></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H <b>10</b> marks, 1.5
mins<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H: <b>10</b> marks 1-1.5
minutes<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H: <b>10</b> marks 1-1.5
minutes<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p align="right" class="MsoNormal" style="text-align: right;"><i><span style="font-size: 10pt;">Speaking Read aloud + unseen questions<o:p></o:p></span></i></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H <b>15</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: min 35 words, max
2.5mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: min 50 words, max 3.5
mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 unseen questions<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H <b>12</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">1.5-2 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">2 unseen questions<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H <b>15</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Read aloud Up to 1 minute<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Unprepared conversation 1-1.5
minutes<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">3 unseen questions<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p align="right" class="MsoNormal" style="text-align: right;"><i><span style="font-size: 10pt;">Speaking – visual stimuli<o:p></o:p></span></i></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H 2x photo cards 25 marks
[<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 3-5 mins H: 5-7 mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">No compulsory questions<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H 28 [12 + 16] 28 marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">1 photo card (choice from
2)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4.5-5.5 mins<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">No compulsory questions<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">F+H <b>25</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Sequence of 4 photos<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4-5 minutes<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 Compulsory questions <i>(scripted
paraphrase if needed – but penalised if used too much)</i><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal"><b><span style="font-size: 10pt;">Reading incl dictation<o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 3’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 45 mins <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 1 hour <b>50</b> marks [40 + 10], 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 3’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 45 mins H: 60 mins<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size: 10pt;">50</span></b><span style="font-size: 10pt;"> marks (40 + 10) 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Component 3, Section A’ (Part
of 2-hour paper)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Section A = <b>50</b> marks
(44+6), 25%<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;"> </span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal"><b><span style="font-size: 10pt;">Writing (incl
translation)<o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">F: 1 hour <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 1 hour 15. <b>50</b> marks (40 + 10)25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">F: 1 hr 15 mins <b>50</b> marks<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 1 hr 20 min <b>50</b>
marks 25%<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Component 3, Section B’ (Part
of 2-hour paper)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Section B= <b>50</b> marks
(40+10), 25%<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 84.8pt;" valign="top" width="113">
<p class="MsoNormal"><span style="font-size: 10pt;"> </span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 233.9pt;" valign="top" width="312">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 4’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 3 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Photo prompt – 5 statements
(<b>10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 bullet point prompt – 40 words
(10+ 5 = <b>15</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 bullet point prompt – 90 words
(choice of 2) (10 + 5 = <b>15</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Translation <b>(</b>5+5<b>
= 10)</b><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 2 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 bullet point prompt – 90 words
(choice of 2) (AO1 10 AO3 5 = <b>15</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">2 bullet point question –
150 words (choice of 2) (20 + 5 = <b>25</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Translation <b>(10)</b><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Paper 4’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 3 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Photo prompt – 4 statements
(<b>8</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">3 BP prompt – formal
context - 40-50 words (choose 1 of 2) (9 + 4 = <b>14</b>)4 BP prompt –informal
context - 80-90 words (choice of 2) (AO1 13 + AO3 5 = <b>18</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Translation [6+4 = <b>10</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 2 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 bullet point prompt – informal
context 80-90 words (choice of 2) (13
+ 5 = <b>18</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">4 bullet point question – formal
context - 130-150 words (choice of 2) (17 + 5 = <b>22</b>]<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Translation (6+4=<b>10</b>)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 212.6pt;" valign="top" width="283">
<p class="MsoNormal"><span style="font-size: 10pt;">‘Component 3, Section B’<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">F: 3 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">En word prompt – 5 sentences
(<b>8</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">3 BP - 60-80 words (<b>12</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Open ended with written
French prompt (<b>20</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Translation (<b>10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">H: 2 tasks + translation<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Open ended with written
French prompt (<b>20</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">3BP – 150-170 words (15+5 =
<b>20</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;">Translation (<b>10</b>)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 10pt;"> </span></p>
</td>
</tr>
</tbody></table></div><div><br /></div>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-91428449975224414992022-10-04T12:21:00.000+01:002022-10-04T12:21:20.577+01:00Language Trends 2022 - analysis and questions<p> <b>Background:</b></p>
<p class="MsoNormal">The survey was carried out by the British Council.<o:p></o:p></p>
<p class="MsoNormal">The introduction to the document states the purpose of the
report:<o:p></o:p></p>
<p class="MsoNormal"><i>"Language Trends is an annual survey of primary and
secondary schools in England, designed to gather information about the
situation for language teaching and learning. <o:p></o:p></i></p>
<p class="MsoNormal"><i>Its aims are: <o:p></o:p></i></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -36.0pt;"><!--[if !supportLists]--><i><span style="mso-list: Ignore;">(i)<span style="font: 7.0pt "Times New Roman";">
</span></span></i><!--[endif]--><i>to assess the impact of policy measures in
relation to languages; and, <o:p></o:p></i></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -36.0pt;"><!--[if !supportLists]--><i><span style="mso-list: Ignore;">(ii)<span style="font: 7.0pt "Times New Roman";">
</span></span></i><!--[endif]--><i>to analyse strengths and weaknesses based both
on quantitative evidence and on views expressed by teachers"<o:p></o:p></i></p>
<p class="MsoNormal"><span style="mso-spacerun: yes;"> </span>Similar areas are
covered each year in order to establish 'trends' with respect to these aims
from year to year.<span style="mso-spacerun: yes;"> </span>When new policy
initiatives are introduced, new questions are added.<span style="mso-spacerun: yes;"> </span>The British Council reports on the Trends
being measured and makes some of its own judgements and recommendations based
on the answers.<o:p></o:p></p>
<p class="MsoNormal">Following a summary of the introduction, this briefing
summarises the British Council’s report under the 3 main headings used in the
report of (1) primary, (2) transition and (3) secondary/independent.<span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal">The report offers a very useful overview of current policies
and their impact. As stated in the introduction, <i>“The Language Trends series
shows general shifts in data and seeks to provide a springboard for teachers,
school leaders, academics, inspectors, policy makers, school pupils and the
general public to consider particular aspects of language learning more
deeply.”<o:p></o:p></i></p>
<p class="MsoNormal">It is appropriate therefore for ALL to suggest points for
reflection/action to support ALL members in reaching independent judgements and
recommendations in response to the data.<span style="mso-spacerun: yes;">
</span>This may include suggesting points to consider which have not been
included in the report, (perhaps because questions were not asked, or policies
not considered) but which may be having a significant impact of the situation
for language teaching and learning. (e.g. the Progress 8 measure, severe
grading, Brexit.)<o:p></o:p></p>
<p class="MsoNormal">As this document is a key point of reference for anyone
discussing the landscape of languages, it is essential to have a grasp of its
content in order to be able to discuss the issues raised.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h1>Key messages from the Report<o:p></o:p></h1>
<h2>Introduction (pp. 3 – 6)<o:p></o:p></h2>
<p class="MsoNormal">The introduction gives the purpose of the report (see
above), headline findings, the policy context and background and the research
outline.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>5 headline findings <o:p></o:p></b></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Four out of five responding primary schools have been
teaching languages for more than five years. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->There is a great deal of variation in the amount of
time devoted to languages in different primary schools across the country. Some
pupils receive less than 30 minutes per week. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->The trend in all school types is that an increasing
number of schools are reporting no international engagement. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Our data show that the government is not on target to
meet its EBacc targets for numbers of pupils taking a GCSE in a language. <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Spanish is now firmly established as the most popular A
level language in England.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>The Policy context and background</b> usefully summarises
the elements which inform the focus of the report: <span style="mso-spacerun: yes;"> </span>National Curriculum requirements (only apply
to maintained state schools); <span style="mso-spacerun: yes;"> </span>EBacc
measure (the government target is for 75% to study GCSE language by 2022, and
90% by 2025); <span style="mso-spacerun: yes;"> </span>the 2016 Pedagogy review; <span style="mso-spacerun: yes;"> </span>DfE-funded NCELP (set up to increase take-up
at GCSE); the new DfE GCSE subject content;<span style="mso-spacerun: yes;">
</span>the Ofsted Curriculum Research Review; the Mandarin Excellence programme
and the imminent Latin Excellence programme (starting 2022).<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">The research outline notes the continuity from previous
reports. Response rate was higher this year, but along with information in the
following sections, we see that there is a proportionately higher response rate
from independent and state schools in least deprived area, which may well skew
some of the findings.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i>Are these the 5 headlines you would select, and within
these, are these trends reflecting a real change?<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h2>PRIMARY (pp. 6 – 12)<o:p></o:p></h2>
<h3>Relevant headline findings:<o:p></o:p></h3>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Four out of five responding primary schools have been
teaching languages for more than five years. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->There is a great deal of variation in the amount of
time devoted to languages in different primary schools across the country. Some
pupils receive less than 30 minutes per week. <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->The trend in all school types is that an increasing
number of schools are reporting no international engagement. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">In comparison with previous years:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->increase in number allocating a set time each
week for language learning<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->increase in planning for progress in one
language throughout KS2 (in line with government policy).<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->increase in use of formal assessments<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->increase in French most commonly taught<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->diversification of language appears to be low<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->individual schools report broadly same time
allocation to previous years, but note that some report 'no language teaching'
in KS2<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->affluent schools more likely to give higher time
allocation<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->reduction in international engagement<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->10 challenges to meeting NC requirements ranked in
similar order to previous year, though impact of Covid less of an issue (from 1<sup>st</sup>
to 3<sup>rd</sup> place), curriculum time now the greatest challenge (from 2<sup>nd</sup>
to 1<sup>st</sup> place) and staff language proficiency a greater challenge
(from 4<sup>th</sup> to 2<sup>nd</sup> place)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Themes generated from open ended answers to
question about what is working well the same as 2021: teacher's competence, the
pupils' motivation and resources. <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->'Even better if' themes. 1. Continuing
Professional Development for teachers; 2. Funding, including for resources; 3.
Time for languages on a crowded primary curriculum.<span style="mso-spacerun: yes;"> </span>(The first 2 were included in 2021, and the
last was implied in 2021.)<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-spacerun: yes;"> </span>How can ALL
support schools seeking to offer more <b>time allocation</b> for languages?<o:p></o:p></i></p>
<p class="MsoNormal"><i>How much of the decrease in <b>international engagement</b>
was a consequence of pandemic, lockdown and travel restrictions? And will there
be an increase post pandemic? Will the increased confidence with Teams / Zoom
help? What has been the impact of Brexit, both in opportunities /
practicalities and in attitudes?<o:p></o:p></i></p>
<p class="MsoNormal"><a name="_Hlk112075068"><i>What are the issues around the <b>choice
and variety of languages taught</b> at primary, both for the primary experience
and then issues around transition?<span style="mso-spacerun: yes;"> </span></i></a><i>What
does this lead to for expectations for primary and secondary teachers given
that in the majority of cases, secondaries will draw</i> <i>from a number of
primaries and there is no mechanism for requiring consistency?<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h2>TRANSITION FROM PRIMARY TO SECONDARY (pp. 13 – 18)<o:p></o:p></h2>
<p class="MsoNormal">In comparison with previous years:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->decline in contact between primary and secondary
in relation to languages<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->greater proportion of primary provide transfer
information (28%)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->decline in proportion of secondary schools with
access to transfer info (75%)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->secondary teachers report a decline in primary
outcomes and preparedness for secondary (carrying on trend from last year)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->transition issues raised in qualitative
comments: range of languages at primary. NCELP cited by a secondary school as a
solution for starting from scratch yet not repeating primary experience, <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->similar situation re: proportions continuing the
same language primary to secondary (3% allow continuity for all, 66% allow
continuity for some, 22% for majority and 8% for none)<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->selection of answers to open-ended question
about transition issues covered different areas compared to last year: primary
school teachers cited frustration about lack of continuity (last year focussed
on finding and CPD,) and comments from secondary referred to the impact of COVID
on pupils' confidence and learning (In 2021 cited problem of lack of coherence
in provision across 40 feeder primary schools.)<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h3>Relevant headline findings:<o:p></o:p></h3>
<p class="MsoNormal">None.<span style="mso-spacerun: yes;"> </span>Presumably as
the findings are very similar to previous years.<o:p></o:p></p>
<p class="Heading2a"><i><o:p> </o:p></i></p>
<p class="Heading2a"><i>ALL Points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i><span style="mso-spacerun: yes;"> </span>The issue of
transfer of information and coherent continuity is a permanent one.<span style="mso-spacerun: yes;"> </span>How can ALL support realistic expectations of
what can be achieved within the current system in English schools? (i.e.
limited LEA control).<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h2>FINDINGS FROM SECONDARY AND INDEPENDENT SCHOOL SURVEYS (pp. 19 – 25)<o:p></o:p></h2>
<h3>Relevant headline findings:<o:p></o:p></h3>
<p class="MsoListParagraphCxSpFirst" style="text-indent: 0cm;">3. The trend in all
school types is that an increasing number of schools are reporting no
international engagement. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: 0cm;">4. Our data show
that the government is not on target to meet its EBacc targets for numbers of
pupils taking a GCSE in a language. <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="text-indent: 0cm;">5. Spanish is now firmly
established as the most popular A level language in England.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><i>NB: The nature of the questions and the way on which
results were reported sometimes make it impossible to make reliable objective
comments about the trend from one year to another.<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">In comparison with previous years:<o:p></o:p></p>
<p class="MsoNormal">KS3:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Similar relative weighting of languages offered
at KS3: French most popular, then Spanish then German. Slight increase in
independent schools offering German.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The raw numbers of schools offering 'Languages
other than the big 3' are greater than in 2021.<span style="mso-spacerun: yes;">
</span>Presumably future reports will be able to track the success of the Latin
Excellence programme and Mandarin Excellence programme e.g. this survey reports
that in state schools less than 6% offer Latin at KS3 (of these, 3 out of 4 are
in more affluent areas and only 1 is in the north of England). In independent
schools, 65% offer Latin GCSE.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Statistics on disapplication at Y9 cannot be
compared based on the 2022 report. <span style="mso-spacerun: yes;"> </span>2021
reported up to 20% of Year 9 students not learning a language.<span style="mso-spacerun: yes;"> </span>2022 reports 35% of state schools report that
some pupils are disapplied for a variety of reasons.<span style="mso-spacerun: yes;"> </span>[It is not therefore possible to comment on a
trend.] And yet this was one of the 5 'headline' trends in 2021 :<span style="mso-spacerun: yes;"> </span>‘Withdrawal of some pupils from language
lessons continues to be a concerning issue at Key Stage 3'<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->This year an additional question was inserted to
ask teachers to comment on pedagogy This presumably is to allow for gathering
information on a policy measure relating to language government 'policy' :
NCELP. It is not therefore possible to comment on a trend based on this survey.
The question made explicit mention of NCELP (a government funded programme) and
also of EPI (not funded by government).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>No other method was suggested in the survey. The
survey states: 'It is important to bear in mind that pedagogy – the art and
method of teaching – cannot be properly ascertained in a large-scale survey
such as Language Trends.'<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Classics are referenced in this report but not in
last year’s, presumably in order to track the future impact of the Latin
Excellence Programme in state schools. <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="text-indent: 0cm;"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection <o:p></o:p></i></p>
<p class="MsoNormal"><a name="_Hlk112075126"><i>KS3: Regarding the numbers taking
languages at year 9 to what extent was this because of COVID and what will the
situation be for 2023? </i></a><i>How many students are not studying MFL in
Year 9?<span style="mso-spacerun: yes;"> </span>The survey does not report on
this, but it is a critical element for encouraging a higher up-take of MFL
across the ability range.<span style="mso-spacerun: yes;"> </span>How can we
support schools in offering FL to all across KS3?<o:p></o:p></i></p>
<p class="MsoNormal"><i><o:p> </o:p></i></p>
<p class="MsoNormal"><i>Pedagogy: Given the reservations the document itself
highlights, is reporting preferred pedagogy in this way potentially misleading?
The DfE-funded<span style="mso-spacerun: yes;"> </span>NCELP approach and DfE
GCSE subject content are meant to be instrumental in increasing up-take of GCSE
and the Bac figures.<span style="mso-spacerun: yes;"> </span>How can this be
measured?<span style="mso-spacerun: yes;"> </span>How are the initiatives being
independently monitored and evaluated? How can ALL promote teaching and
learning which can support all learners at KS3? <o:p></o:p></i></p>
<p class="MsoListParagraph" style="text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">KS4:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->GCSE French entries in 2021 are stable in
French, reduced in German and higher in Spanish. As last year, the claim is
made that this trend indicates that Spanish will be the most popular GCSE in
2026.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->On average, 52% of pupils in Year 10 and 51% of
pupils in Year 11 are doing a language for GCSE. This is a drop of one
percentage point for each year group from 2021. (Note that this is nowhere near
the Government’s EBacc ambition of 75% for 2022 and 90% by 2025)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->There has been a drop in the proportion of
pupils in the independent sector studying a language: down 7% points for each
year group.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->78% of independent schools offer IGCSE and 38%
GCSE (2021: 44% and 77% respectively.<span style="mso-spacerun: yes;"> </span><i>[NB
The 2021 figure was confirmed to be an error and should read 2021: 77% and 44%
respectively.]</i><o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->In independent schools, 65% offer Latin GCSE<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection<a name="_Hlk112075148"> KS4:<o:p></o:p></a></i></p>
<p class="MsoNormal"><span style="mso-bookmark: _Hlk112075148;"><i>Assessment: The
lack of positivity about the new GCSE matches concerns ALL and many others have
expressed.<span style="mso-spacerun: yes;"> </span>What further steps can ALL
take?<o:p></o:p></i></span></p>
<span style="mso-bookmark: _Hlk112075148;"></span>
<p class="MsoNormal"><a name="_Hlk112075167"><i>We need to continue to press for
severe grading to be properly addressed bringing MFL in line with the other
EBacc subjects beyond the small adjustment made to bring French and German in
line with Spanish.<span style="mso-spacerun: yes;"> </span></i></a><i>This needs
to be reported each year, even if the trend is that there has been no change,
because of the enormous impact which this continues to have on numbers studying
in both stat and independent sectors.<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">KS5:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->For the third year running, Spanish is the most
popular A level replacing the long-standing tradition of French being in the
top spot. '<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->German A level has once again declined slightly<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l5 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Entries for other modern languages at A level are
higher than last year, but are far below pre-pandemic levels.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i>KS5: <o:p></o:p></i></p>
<p class="MsoNormal"><i>Continuing concern around the decline (continued in June
2022) with probably an ever-increasing skew to only the most able doing MFL at
A level. What realistic steps can be taken to reverse this trend?<o:p></o:p></i></p>
<p class="MsoNormal"><i>German continues to be in decline in all stages.<span style="mso-spacerun: yes;"> </span>How can ALL support initiatives to reverse
this decline?<o:p></o:p></i></p>
<p class="MsoNormal"><i><o:p> </o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">INTERNATIONAL
ENGAGEMENT:<o:p></o:p></p>
<p class="MsoNormal">The percentage of schools with partner schools is similar to
previous years, the numbers with joint curriculum projects is lower than
pre-pandemic.<o:p></o:p></p>
<p class="MsoNormal">In both state and independent schools, those replying ‘none’
to the question about international engagement has increased sharply during the
pandemic (from 11% 2018 to 45% 2022 in state, and from 3% 2018 to 18% 2022 in
independent). <o:p></o:p></p>
<p class="MsoNormal">16 out of 769 state schools reported they had been awarded
funding through the Turing scheme, the UK government’s programme to provide
funding for international opportunities in education and training across the
world. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i>How much of the decrease in <b>international engagement</b>
was a consequence of pandemic, lockdown and travel restrictions? And will there
be an increase post pandemic? Will the increased confidence with Teams / Zoom
help? What has been the impact of Brexit, both in opportunities /
practicalities and in attitudes?<span style="mso-spacerun: yes;"> </span>What
might be the reasons for schools not applying for the Turing scheme? How can
ALL encourage applications?<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">MODERN LANGUAGE ASSISTANTS:<o:p></o:p></p>
<p class="MsoNormal">Access to MLAs varies according to sector, quintile and
region.<o:p></o:p></p>
<p class="MsoNormal">More MLAs are employed in Independent sector (1 in 3) than
in the state sector (1 in 4) and of those in the state sector, almost half are
in Quintile 1. About 1/8 of schools in the North of England have an MLA
compared with 1 in 3 in the south west.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i>What are the reasons for differences in employing MLAs
according to sector, quintile and region? How can the MLA system support
schools’ individual needs and ensure value for money?</i><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">WHAT IS WORKING WELL:<o:p></o:p></p>
<p class="MsoNormal">The themes recurring in comments on 'what is working well'
(last year headed 'sharing next practice) were exactly the same as 2021: 1.
High quality teaching and learning, particularly at Key Stage 3; 2. Having a
department with established teachers who have harmonious relationships with
their pupils; 3. Commitment to languages from Senior Management.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">EVEN BETTER IF:<o:p></o:p></p>
<p class="MsoNormal">The 'even better if' section identified 3 themes: 1. Time
for languages (as the 2021 trends report, but specifically wanting more at KS3)
; 2. The new GCSE in French, German and Spanish (but note that this was a
negative reaction to the proposed new GCSE); 3. Resources (e.g. wanting time to
develop their own resources)<o:p></o:p></p>
<p class="MsoNormal">Note that the 2021 trends survey also included the desire to
return to face- to face teaching and trips.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="Heading2a"><i>ALL Points for reflection<o:p></o:p></i></p>
<p class="MsoNormal"><i>How can ALL promote realistic time allocation to MFL in
schools?<span style="mso-spacerun: yes;"> </span>How can ALL promote increased
take-up of MFL despite the new GCSE changes? How can ALL support more
collaboration with respect to resources, including involving corporate
sponsors?</i><o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-font-kerning: 15.0pt; mso-hansi-theme-font: minor-latin;"><o:p> </o:p></span></i></b></p>
<p class="MsoNormal"><o:p> </o:p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-88358183762231167552022-04-10T15:01:00.003+01:002022-04-10T15:28:59.450+01:00Ofqual Consultation GCSE French German and Spanish Conditions March - April 2022<p> <b style="text-indent: 0cm;"><span style="font-size: 13.5pt;">PLEASE RESPOND!</span></b></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Please can I urge people to respond to the
current Ofqual consultation on their conditions, requirements and guidance
to exam bodies with respect to the new GCSE French German and Spanish.<span style="mso-spacerun: yes;"> It must be submitted by Tuesday 19th April 2022. </span>There are 7 open-ended questions.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">INFORMATION<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="mso-add-space: auto; mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -18pt;"></p><ul style="text-align: left;"><li><a href="https://www.gov.uk/government/consultations/subject-level-conditions-and-guidance-for-new-french-german-and-spanish-gcses"><span style="font-size: 13.5pt; mso-fareast-language: EN-GB;">Here is a link</span></a><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;"> to the Ofqual
page with documents and direct link to the online response form <o:p></o:p></span></li><li><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Here is a direct</span><a href="https://ofqual.citizenspace.com/public/new-gcse-fgs-conditions-and-guidance/"><span style="font-size: 13.5pt; mso-fareast-language: EN-GB;"> link </span></a><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">to the online
response form.</span></li><li><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">ALL has led a webinar in order to support members. </span><span style="font-family: Symbol; font-size: 13.5pt; text-indent: -18pt;"><span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><a href="https://all-london.org.uk/webinars/all-webinar-on-ofqual-consultation-gcse-fgs-april-22/" style="text-indent: -18pt;"><span style="font-size: 13.5pt; mso-fareast-language: EN-GB;">Here is a link </span></a><span style="font-size: 13.5pt; text-indent: -18pt;">to the page which has the
recording (1 hour), pdf of the
PowerPoint presentation, participant ‘chat record’ and preparatory notes</span></li><li><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Here is a direct</span><a href="https://www.youtube.com/watch?v=vepKGw7NZsc"><span style="font-size: 13.5pt; mso-fareast-language: EN-GB;"> link to the recording</span></a></li></ul><!--[if !supportLists]--><p></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">MY PERSONAL RESPONSE<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">I am putting together my own response, and all are
welcome to look at this.<span style="mso-spacerun: yes;"> </span>Please<span style="mso-spacerun: yes;"> </span>me know of any<span style="mso-spacerun: yes;"> </span>errors / misunderstandings.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black;"><span style="background-color: #fcff01; font-size: large;">Here is a <a href="https://docs.google.com/document/d/1ilQipF97ZedIGSL2kdMsGbBk8TVCrSf-/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true">link</a>
to my document on my Google drive. It
has a ‘summary’ (5 sides) and ‘full’ (9 sides) response. Please do not be put off by the size! I hope it helps others to consider their own
responses. </span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">WHY RESPOND?</span></b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">It can be very tempting to give up on this, as the
whole process of reviewing, proposing and approving this new GCSE has been
patently contrary to the spirit of involving professionals and experts in
subject teaching and assessment, not least by asking for responses at periods
and within time frames which do not allow for easy discussion between teachers.
However, if we do not respond, at best we have absolutely no chance of
influencing decisions, and at worst, it can appear that the profession is in
agreement with change.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">How disappointing it is that although over 1,000
signed the APPG statement in protest at the new subject content, this
translated into only 400 rejecting it in the official consultation, such that
the statistics showed a majority in favour. We know the reasons (a
superficially attractive proposal before you look into the consequences, a
consultation launched at an inconsiderate time for schools knee-deep in TAGs, a
government-funded body prepped up to promote the changes while the rest of us
had to abandon what we were doing in order to invest time into analysing
them.... etc. etc.) .. but it is still disappointing.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">WHAT CHANGES WERE MADE TO THE SUBJECT CONTENT AS A
RESULT OF CONSULTATION RESPONSES?</span></b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">The introduction to the consultation outcome
highlights the following:<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Timing</span></b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">: A one-year delay to allow more time
to prepare for changes<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Vocabulary</span></b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">:</span></p><p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"></p><ul style="text-align: left;"><li><span style="text-indent: -18pt;">A widening of vocabulary for selection (85% of top 2,000 rather
than 90% of top 2,000)</span></li><li><span style="text-indent: -18pt;">Definition of vocabulary widened to 'word families' to allow an
increase in the number of words on which pupils can be tested</span></li><li><span style="text-indent: -18pt;">the percentage of words AOs must select form top 2,000 reduced from
90% to 85% allowing greater flexibility in identifying lower frequency
word families when creating specs</span></li><li><span style="text-indent: -18pt;">AOs can add up to 20 additional vocabulary items of cultural,
historical or geographical content</span></li><li><span style="text-indent: -18pt;">For reading, AOs can use true and exact cognates </span></li></ul><p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;">Themes and topics:</span></b><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;">a clear
expectation that AOs identify broad themes and topics<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"><o:p> </o:p></span><b style="text-indent: 0cm;">Question types</b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;">A requirement to demonstrate
deduction and inference skills. Now students required to infer plausible
meanings of single words outside the vocabulary list when embedded in th
econtext of written sentence (i.e. reading only - not listening)<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"><o:p> </o:p></span><b style="text-indent: 0cm;">Grammar</b><span style="text-indent: 0cm;">. Minor
adjustments:</span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;">2 technical
annexes - exemplification of families of regular inflected words
and all forms of the required words that must be listed.<o:p></o:p></span></p>
<div style="margin-left: 0cm; text-align: left; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;"> In addition,</span></b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;"> I noticed other
changes including the following:</span><span style="font-family: Symbol; font-size: small; text-indent: -18pt;"><span style="font-family: "Times New Roman"; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></div><div style="margin-left: 0cm; text-align: left; text-indent: 0cm;"><ul style="text-align: left;"><li><span style="font-size: small; text-indent: -18pt;">Explicit aim to understand relationships between
the foreign language and English (presumably
allowing for cognates)</span></li><li><span style="font-size: small; text-indent: -18pt;">Acknowledgement that words cannot always be clearly
discernible when heard (qualified ‘as appropriate to pronunciation norms for each
language)</span></li><li><span style="font-size: small; text-indent: -18pt;">Adding requirement for some vocabulary outside the
vocabulary list for the dictation</span></li><li><span style="font-size: small; text-indent: -18pt;">Adding requirement for interactive unprepared
questions (role play and visual stimuli)</span></li><li><span style="font-size: small; text-indent: -18pt;">Explicitly allowing credit for words outside the word
list</span></li><li><span style="font-size: small; text-indent: -18pt;">Removal of original proposed para 16 which read </span><i style="font-size: small; text-indent: -18pt;">‘There
will be an explicit and representative balance of different parts of speech
such as nouns (concrete and abstract) pronouns, verbs, adjectives, adverbs and
prepositions’</i></li><li><span style="font-size: small; text-indent: -18pt;">There were also some changes in the grammar
requirements, especially in French. </span><span style="font-size: small; text-indent: -18pt;"> </span><span style="font-size: small; text-indent: -18pt;">e.g.
FOUNDATION: adding the ‘recevoir’ as a high frequency verb pattern, HIGHER: ,including
plural form of imperfect and conditional at higher level. Adding ‘il y en
aura’.</span><span style="font-size: small; text-indent: -18pt;"> </span><span style="font-size: small; text-indent: -18pt;">Sound/ spelling, including
reference to intonation: ‘students will be expected to pronounce words with
stress patterns that allow their speech to be clear an comprehensible.</span><span style="font-size: small; text-indent: -18pt;"> </span><span style="font-size: small; text-indent: -18pt;">Three sounds removed: eille, euill- and
ouille</span></li><li><span style="font-size: small; text-indent: -18pt;">German: including future tense plural forms werden
+ infinitive in foundation</span></li></ul></div>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Of course, this was not enough. </span></b><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">In particular with regard to vocabulary, <b>there
was a dogmatic ideological refusal to concede to examining body requests </b>to
reduce the constraint to 80% of the top 3,000 words. Why refuse
this? Surely the only reason can be knowing that by conceding to the
request it would have made it easier for the boards to use an interesting, more
relevant theme-based approach.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><b><i><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">But please don’t give up!<o:p></o:p></span></i></b></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">Please, please do take the time to respond if you
possibly can.<span style="mso-spacerun: yes;"> </span>Being part of an
organisation such as ALL means that you have access to resources where others
have invested time in order to try to unpack the issues in a consultation, but
we depend on individuals to submit responses in order to give weight to
arguments.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: 0cm;"><span style="color: black; font-size: 13.5pt; mso-fareast-language: EN-GB;">THANK YOU!</span></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-38687063530201983482022-03-20T17:36:00.001+00:002022-03-20T17:36:43.964+00:00The French Experience with Christian Michel.<p><span style="font-size: large;">EXCLUSIVE: "ALL4language": Guided Walk in the steps of the French in Soho</span></p><p>by French London Experience - Christian Michel </p><p><b>Saturday, 3 pm, 2nd April 2022</b></p><p>Reservation essential on<a href="https://www.eventbrite.co.uk/e/exclusive-all4language-guided-walk-in-the-steps-of-the-french-in-soho-tickets-296942060697" target="_blank"> Eventbrite.</a></p><p><a href="https://www.eventbrite.co.uk/e/exclusive-all4language-guided-walk-in-the-steps-of-the-french-in-soho-tickets-296942060697">https://www.eventbrite.co.uk/e/exclusive-all4language-guided-walk-in-the-steps-of-the-french-in-soho-tickets-296942060697</a></p><p>There are only 25 places, so please book early to avoid disappointment but please also be sure to cancel your ticket if for any reason you cannot attend.</p><p>If you wish to participate and you are not yet an ALL member, please join <a href="https://www.all-languages.org.uk/join/" target="_blank">here</a>:</p><p><a href="https://www.all-languages.org.uk/join/">https://www.all-languages.org.uk/join/</a></p><div>MY EXPERIENCE!</div><div><br /></div><div>I was delighted to meet Christian Michel at an event held by l’Institut français. We talked about the benefits of using French for real, in a real context, and I was very interested in finding out more about the regular tours which he leads for people interested in improving their French and learning about historical relations between French speakers and London.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeJPkNy7MIuWcZX3hAann5qy_cicsZwYtXOCTGug_ZT2dLWSf2KM2__-MGapP9rBUlYBdf78eyZXfbMCE_P_Ti8rEty0AcgpGApC2bbppfR9-TEaUVw-6Jir2je9Nw3Xvj2ATu8RZ6bR7_oOyP0lMbcIIFo9TaagH5ZB9bSZe8lYNBohgYir_zkqSQtQ/s4624/2022-01-29%2017.06.38.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3468" data-original-width="4624" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeJPkNy7MIuWcZX3hAann5qy_cicsZwYtXOCTGug_ZT2dLWSf2KM2__-MGapP9rBUlYBdf78eyZXfbMCE_P_Ti8rEty0AcgpGApC2bbppfR9-TEaUVw-6Jir2je9Nw3Xvj2ATu8RZ6bR7_oOyP0lMbcIIFo9TaagH5ZB9bSZe8lYNBohgYir_zkqSQtQ/s320/2022-01-29%2017.06.38.jpg" width="320" /></a></div><br /><div><br /></div><p>He invited me to join a walking tour and I absolutely loved it. As we stood in various points of London, Christian pointed out streets, buildings and statues, and explained their ‘French Connection’ in very clear French which was very easy to follow. We were a mixed group, including learners and native French speakers, and I was extremely impressed at the way that Christian was able to easily adapt his French according to the listeners… always able to communicate the message through words and gestures. And above all, his pleasant easy-going manner meant that it was very easy to ask questions and interact.</p><p>CHRISTIAN MICHEL</p><p>Christian has experience in leading tours for native speakers, French schools visiting London, adult learners of French and is keen to expand this into leading tours for schools.</p><p>This is how he introduces himself on his site:</p><p><i>I am Christian MICHEL and I am founder of French London Experience.</i></p><p><i>Passionate about France, the French and French, but also about London and history, I love sharing my passion and handing it over to people.</i></p><p><i>French London Experience is a project created to promote connections between the French and the British cultures and people. It offers many ways to learn about French culture and practise French skills, especially in London.</i></p><p><i>It gives people a lot of opportunities to improve their knowledge about France, its people, culture, history, culinary traditions, way of life and much more. </i></p><p>AN EXCLUSIVE OFFER TO MEMBERS OF THE ASSOCIATION FOR LANGUAGE LEARNING</p><p>Christian has generously offered to lead a free tour for members of ALL so that you can to experience this for yourself.</p><p>We will meet at the French Protestant church in Soho on Saturday 2nd April at 3 pm and stroll for about 2 hours.</p><p>There are only 25 places, so please book early to avoid disappointment but please also be sure to cancel your ticket if for any reason you cannot attend.</p><p>Thank you, and I look forward to seeing you there!</p><p><br /></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-72505545507934817642022-02-12T08:50:00.005+00:002022-02-13T16:47:27.106+00:00Overview of key changes to GCSE French, German and Spanish Subject Content<p> I was asked to give a brief summary of the key changes between the GCSE MFL Subject Content 2015, and the GCSE French, German and Spanish Subject Content 2022. I hope this helps.</p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="text-indent: 0cm;"><o:p> </o:p></b><b style="text-indent: 0cm;"><i>Based on overview
grid comparing structure of Subject Content document – see end.</i></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Aims</b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>2015</b>: Based
on GCSE common approach across subjects to allow students to show what they
know, understand and can do.<span style="mso-spacerun: yes;"> </span>It is
significant that the word ‘learning outcomes’ is included as the focus is on Communication
SKILLS (the ‘can do’) and a description of the range of
comprehension/expression which is expected. This allows students of all
abilities to experience success and get credit for being able to convey and
receive messages, even if they do not know and understand every aspect of
vocabulary and grammar involved in the stimulus or indeed in what they produce.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note:<span style="mso-spacerun: yes;"> </span>native speakers do not always know and
understand grammatical features, but can communicate.<span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>2022:</b>
Although the aim has been retained to ‘communicate for authentic purposes’, the
detail of the subject content does not match this aim.<span style="mso-spacerun: yes;"> </span>The content is based on a ‘knowledge
curriculum’. Students expected to know words, grammar and phonics and
constraints on selection of vocabulary will severely compromise the chance to
provide ‘authentic purposes'.<span style="mso-spacerun: yes;"> </span>The aims do
not break down the range of outcomes which the GCSE covers.</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Subject content</b></p>
<p class="MsoNormal"><b>2015: <o:p></o:p></b></p>
<p class="MsoNormal">Explicitly requiring content to reflect aims and
purposes.<span style="mso-spacerun: yes;"> </span>Linked with the outcomes, the
content allows students to be able to demonstrate what they can do [skills] in
authentic situations.<span style="mso-spacerun: yes;"> </span>Requirement to
include three broad themes, thus ensuring preparation for a range of situations
which match the aims <span style="mso-spacerun: yes;"> </span>a.identity and
culture,<span style="mso-spacerun: yes;"> </span>b.local, national,
international and global areas of interest, c.current and future study and
employment.<span style="mso-spacerun: yes;"> </span>AO has flexibility within
these themes.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b>2022: </b>Sets out rigid requirements for knowing and
understanding vocabulary, grammar and sound spelling correspondences. Omits mentions of strategies within skills. Requirement (added after outcry at removal of
themes) to identify a limited number of broad themes or topics with relevance
to the countries or communities where the language is spoken. Themes not
specified. AO has very limited
flexibility regarding themes because of word limits and selection imposed. (85% high frequency from limited range of
sources unrepresentative of student language and experience)</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b><i>Vocabulary + Grammar</i></b></p>
<p class="MsoNormal"><o:p> </o:p><b>2015:</b> No requirement for a word list, but if included,
a requirement that it is not comprehensive (students expected to be tested on
inference in the exam). Grammar in line
with requirements from previous GCSEs, and includes ‘receptive only’ element
in both F + H tiers.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b>2022:</b> Requirement for specified length ,
comprehensive vocabulary list (though allowing for word families with regular
features to be tested). Strict
constraints on provenance and nature of the list. (85% from top 2000 of a frequency corpus). Grammar requirements more fully
described. Slight changes which overall
may appear to reduce demand, but since knowledge of vocab and grammar is the subject
aim (as opposed to what you do with that knowledge) there will probably be a
much greater demand on accuracy in speaking and writing.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><span style="mso-spacerun: yes;"> </span><b>Question types</b></p>
<p class="MsoNormal"><o:p> </o:p><b>2015: </b>Constraints on use of English to test
comprehension and prompt productive tasks</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><b>2022: </b>Comprehension questions and task stimulus will be
in English.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p><b style="text-indent: 0cm;"> Assessment tasks</b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><o:p> </o:p><span style="text-indent: 0cm;">(NB this should
never have been on the DfE remit.</span><span style="text-indent: 0cm;"> </span><span style="text-indent: 0cm;">Ofqual
subject conditions impose common constraints, but based on subject content.)</span></i></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p><b style="text-indent: 0cm;">2015:</b><span style="text-indent: 0cm;"> Requirements
for what the students have to do in an exam are explicit in the ‘scope of
study’ section – the</span><span style="text-indent: 0cm;"> </span><span style="text-indent: 0cm;">skills required
(e.g. ‘ take part in short conversations’ – ‘identify overall message’ – ‘draw
inference’ and explicit regarding the stimulus / source –( range of contexts,
length, authentic, themes.)</span></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p><b style="text-indent: 0cm;">2022:</b><span style="text-indent: 0cm;"> Since
skills are not referenced (no outcomes) there is no</span><span style="text-indent: 0cm;"> </span><span style="text-indent: 0cm;">reference as to how students should
demonstrate their knowledge, with the exception of speaking and phonics:</span></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="text-indent: 0cm;">SPEAKING:</span></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 35.45pt; text-indent: -14.15pt;"><i>undertake
role play(s), including asking and answering questions, simulating a context
such as a social conversation, where instructions about what to say are
unambiguous; talk about one or more visual stimulus/stimuli, such as
(connected) photographs or pictures, and extend this conversation into a short
unprepared interaction.</i></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Since SCC is part of the subject content, it must be tested. It is not left to the AO to decide how to do this. These tasks are required:</p><p class="MsoNormal"><i>1.<span style="white-space: pre;"> </span>read aloud a short written text and undertake a short unprepared conversation relating to the text;</i></p><p class="MsoNormal"><i>2.<span style="white-space: pre;"> </span>Undertake dictation of short, spoken extracts (including some vocabulary from outside the vocabulary list) with credit for accurate spelling</i></p><p class="MsoNormal"><br /></p><div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 650px;">
<tbody><tr>
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 239.3pt;" valign="top" width="319">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Introduction <o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 sets out knowledge skills + understanding<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Subject aims and learning outcomes<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2- [=5]
communicate, horizons</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3 - Communication
skills[ = 5] [+ confident - coherent -
spontaneous - fluent - knowledge about how the language works - enrich vocab
to increase independent use + understand extended language in a wide range of
context - rich range of authentic spoken and written material incl literary
texts - links to rest of curriculum - prep for employment - repair strategies</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Subject content<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4- specified
topics [12]</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">5 - content must
reflect aims and purposes</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Prior learning<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">6 [=2] <b>build on KS2 + 3</b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Contexts and Purposes [= partially 5+8,
7a, 8, 9a, 9b, 12]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Scope of study<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">7</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Listening: understand and respond[=9b]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Speaking: communicate and interact in speech
[9e]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Reading: understand and respond[9a]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Writing: communicate in writing [9c+d]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Use of assessed language in questions and
rubrics[11]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Grammar requirements[21]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Appendices for
each language</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 248.05pt;" valign="top" width="331">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Introduction <o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>1</b>, <b>sets out knowledge skills + understanding</b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2, [=6] <b>build on KS2 + 3</b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3 NEW Frequency+
Productive..</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Subject aims<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4- [partially 3:
communication skills, purposes NEW: subjects which interest them</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">5- [=2]
communicate for authentic purposes, horizons [=partially context and
purposes]</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">6 [=3 BP6]</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Subject content<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">7 a-c enable to
learn / know vocab, grammar phonics [use + apply - no contexts given]</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">8 [=partially
context and purposes] Both receptive + productive, range of context, wide
social range, move between En/TL</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">9a = 7/R No
strategies</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b = 7/L No strategies
(incl write to dictation)</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c = 7/W lexically
and grammatically accurate + </p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">d translate vocab
/ short sentences / texts]</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">e = 7/S </p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Read aloud +
answer qs on text: R/S/L</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Role play </p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Photo card</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">10 [=7/S + 7/W]</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">11 = Use of
assessed …</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">12-20 [=4] specified vocabulary [=5] ref 5-8
above. Instruction re: vocab but no list/</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">-20</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar </p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">21-24</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar content -
No receptive</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Annex</p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
</tbody></table></div>
<p class="MsoNormal"><i><o:p> </o:p></i></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-60148696056681871612022-01-26T09:49:00.006+00:002022-01-26T10:01:11.480+00:00GCSE Subject Content Announcement: A Personal Response<p>It was an unpleasant surprise to discover on Friday 14th January 22 that the
DfE had published the final GCSE Subject Content for French, German and Spanish
without the usual advance notice which is usually given as a courtesy to Communication
Teams of stakeholders such as ALL, as well as the national media who were very
unhappy and curious about this breach of protocol. </p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Changes to subject content are usually made in the context
of a new set of requirements set for all subjects. There have been no changes in
requirements. The National Curriculum
has not changed. French German and
Spanish are the only GCSE subjects being changed. The reason given was that it
was necessary to change the exam to increase ML take-up, but as Geoff Barton
from ASCL said <i>“At a time when pupils
need to be enthused to learn languages, the government has chosen to make GCSEs
both prescriptive and grinding. The idea that this will help it fulfil its
target of 90% of pupils taking up these subjects is pure fantasy.</i>” even
though Ofsted are using the "stick" of EBacc ambition to incentivise
schools to increase the percentage.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Traditionally subject
associations are invited to be part of a collaborative consultation process
when new Subject Content is discussed. The process on this occasion has been pointedly
designed to exclude stakeholders and experts, including awarding bodies who are
expert in the field of assessment.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>Naturally I share the <b>deep disappointment</b> of the ALL Management
Board [<a href="https://www.all-languages.org.uk/wp-content/uploads/2022/01/Response-to-DfE-GCSE-MFL-Subject-Content-Review-announcement.pdf" target="_blank">link to press statement here</a>] (and I am sure of the 1,000+ signatories of the APPG statement) that the
Department of Education has not taken up the invitation by subject
associations, exam boards and headteacher unions to bring all stakeholders
together to work collaboratively in a second review phase for the GCSE content
design and development in the light of the concerns expressed by so many. </p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>It is very clear that there is no need for such a radical
change. There was sufficient agreement
on specific flaws of the current subject content to make some ‘tweaks’ e.g.
removing target language questions, requiring high frequency words in word
lists, removing the requirement to introduce unknown words into an assessment. This would have improved the experience of
the pupils and could have been enacted quickly without making changes which are
going to impose a massive workload on teachers to no benefit, and indeed will
be detrimental.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>I have compared the proposed and final content here and will
later publish a comparison between current (2015) and final (2022). <a href="about:blank">https://helenmyers.blogspot.com/2022/01/subject-content-french-german-spanish.html</a></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>The content has been changed radically from the current
subject content. Analysis shows that
there have been some small concessions to concerns raised, but the key concerns
about the artificial limits imposed on the selection of vocabulary and the focus
on knowledge of vocabulary, grammar and phonetics rather than ability to
communicate and understand have not been addressed. The awarding bodies requested as a compromise
that the limit be changed to 80% of the top 3,000 words as this would make
creating meaningful tasks less artificial, but the DfE have not moved from
their insistence that the top 2,000 words only are to be categorised as high frequency,
and have only conceded 5% additional words outside that limit. Although there
is an additional allowance for 20 culture-related words, this will not be
enough to address the concern about having sufficient words needed to do meaningful
tasks on a range of themes.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>I can still remember the pleasure of being able to encourage
learners of all abilities when the then ‘new’ GCSE came in in 1988, when I
could say that they would be rewarded for communicating a message rather than
needing to be totally accurate and precise.
I hope that awarding bodies will have the scope to be able to produce
mark schemes which are inclusive so that we can reward all for what they know,
understand and can do. The subject
content of 2022 and its associated assessment requirements are not going to
facilitate this task.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>My great worry is the very clear link between this Subject
Content and the Ofsted ML Curriculum Review "high-quality teaching
may" statements which promote a very limiting pedagogy, which one could
describe as the Latinisation of ML, so contrary to the emphasis on encouraging
pupils of all abilities to study a language to communicate rather than a dry
puzzle to be solved.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>But the most important issue is that until severe grading is
addressed, whatever pedagogy we use, whatever exam we have, there will be
little incentive for more pupils to study GCSE MFL. </p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com1tag:blogger.com,1999:blog-2921584439814811217.post-27224056115807125612022-01-18T22:55:00.001+00:002022-01-19T00:34:20.103+00:00Subject Content French German Spanish 2022 compared with 2021 proposal V2<p><span style="background-color: #fcff01;"> <b>UP-DATE TO <a href="https://helenmyers.blogspot.com/2022/01/subject-content-french-german-spanish.html" target="_blank">BLOGPOST 16/01/22</a> . </b></span><b><span style="background-color: #fcff01;">THIS VERSION INCLUDES ANNEX A - </span><span style="background-color: #fcff01;">FRENCH</span><span style="background-color: #fcff01;"> </span></b></p><p>The DfE published the <a href="https://www.gov.uk/government/publications/gcse-french-german-and-spanish-subject-content" target="_blank">GCSE Suject Content for French German and Spanish </a>on Friday 14th January 2022.</p><p>The focus of this exercise is to see what the changes are between the Proposal for Subejct Content GCSE MFL published in 2021 and what has been published finally in January 2022.</p><p></p><ul><li>Column 1: Detail of proposal in 2021</li><li>Column 2: Detail of final 2022</li><li>Column 3: A commentary based on facts. Where I have given my personal commentary, this is preceded by my initials- HEM.</li></ul><p></p><p>It will shortly be completed with a comparison of the SSC and grammar requirements fro German an d Spanish.</p><p>There will later be a separate analysis of the differences between the current 2015 Subject content and the January 2022 Subject content.</p><p><a href="https://docs.google.com/document/d/1pHirMNQjFMqY_5GxI-LqLJrK9oMnZPP6/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to download the version 2 document from my Google Drive here.</a></p><p>Or read below</p><div class="WordSection1">
<h1><span style="font-size: 12pt;">Comparison of proposal (2021) and final
French German and Spanish GCSE subject content January 2022<o:p></o:p></span></h1>
<p class="MsoNormal"><b>Key<o:p></o:p></b></p>
</div><p>
<span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="break-before: auto; mso-break-type: section-break; page-break-before: auto;">
</span>
</p><div class="WordSection2">
<p class="MsoNormal">SC 2015 = Subject Content 2015 <o:p></o:p></p>
<p class="MsoNormal">Para = Paragraph<o:p></o:p></p>
<p class="MsoNormal">BP = Bullet Point<o:p></o:p></p>
<p class="MsoNormal"><i>NC PoS = National Curriculum Programme of Study<o:p></o:p></i></p>
<p class="MsoNormal"><i>HEM = Helen Elizabeth Myers (me!)<o:p></o:p></i></p>
<p class="MsoNormal"><i>HF = High Frequency<o:p></o:p></i></p>
<p class="MsoNormal"><i>Omissions / changes are highlighted in yellow</i><o:p></o:p></p>
</div><p>
<span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="break-before: auto; mso-break-type: section-break; page-break-before: auto;">
</span>
</p><p class="MsoNormal"><o:p> </o:p></p><p class="MsoNormal"><b>Commentary.</b> I
have sought to make a factual comparison.
For some particular points where I am expressing a personal opinion these
are indicated by ‘HEM’.<o:p></o:p></p><p class="MsoNormal"><o:p> </o:p></p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
<tr>
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Proposal<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Final January 2022<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i><span style="color: red;">Commentary<o:p></o:p></span></i></b></p>
</td>
</tr>
</thead>
<tbody><tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">MFL</span> GCSE Subject Content<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">French
German and Spanish</span> GCSE subject content January 2022<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Necessary, as
no changes to other MFL e.g. Italian.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>I will not
comment on this change in the rest of the document<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>Introduction<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Introduction<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 This document
sets out the learning outcomes and content coverage required for GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">modern
foreign languages (MFL).</span> <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 This document
sets out the learning outcomes and content coverage required for GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2 GCSE
specifications in MFL will take account of the national curriculum programmes
of study for key stages 2 and 3. They will build on the foundations of
grammar, vocabulary and linguistic competence envisaged by the programmes of
study for key stages 2 and 3, increasing the level of linguistic and
cognitive demand.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2 GCSE
specifications in French, German and Spanish will take account of the
national curriculum programmes of study for key stages 2 and 3. They will
build on the foundations of grammar, vocabulary and linguistic competence
envisaged by the programmes of study for key stages 2 and 3, increasing the
level of linguistic and cognitive demand.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3.<span style="background: yellow; mso-highlight: yellow;">Courses designed to support
preparation for GCSE specifications will ensure systematic, well-sequenced
coverage of the specification’s linguistic content, avoiding overloading
students at any given point, and with ample opportunities for practising the
content taught at each stage</span> receptively and productively, in the oral
and written modalities, with an approximately equal emphasis on each.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3. <span style="background: yellow; mso-highlight: yellow;">Linguistic content for GCSE in
French, German and Spanish will focus largely but not exclusively on the most
commonly occurring vocabulary of each language. Vocabulary and grammatical
requirements for each tier will be clearly defined in the specification.
Students will be expected to know and use the linguistic</span> content
specified receptively and productively, in the oral and written modalities,
with an approximately equal emphasis on each.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>The original
reference to course preparation (systematic, well-sequenced, practice) has
been omitted. This is correct because
the proposal had gone beyond DfE remit which should only be describing content
to be examined.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Fresh text in
final content signalling at early stage the 2 main features of the Jan 2022
which distinguish it from the 2015: <o:p></o:p></i></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 22.75pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><i>1.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></i><!--[endif]--><i>key focus of subject content on <b>high
frequency vocabular</b>y (but note, ‘not exclusively’)<o:p></o:p></i></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 22.75pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><i>2.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></i><!--[endif]--><i>Content is<b> defined</b> and ALL content is to be used <b>productively</b>
(i.e. no receptive-only content).<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>Subject aims<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Subject aims<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">MFL</span>
should provide a coherent, satisfying and worthwhile course of study. They
should encourage students to develop confidence in, and a positive attitude
towards, <span style="background: yellow; mso-highlight: yellow;">MFL</span> and
to recognise the importance of languages. They should also provide a strong
linguistic and cultural foundation for students who go on to study MFL at a
higher level post-16.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish</span> should provide a coherent, satisfying and
worthwhile course of study. They should encourage students to develop confidence
in, and a positive attitude towards, <span style="background: yellow; mso-highlight: yellow;">French, German and Spanish</span> and to recognise the
importance of languages. They should also provide a strong linguistic and
cultural foundation for students who go on to study languages at a higher
level post-16.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">5. Through
studying a GCSE in a modern foreign language, students should develop their
ability and ambition to communic<span style="background: yellow; mso-highlight: yellow;">ate in</span> speech and writing with speakers of the language for
authentic purposes and about subjects which are meaningful and interesting to
them. The study of a modern foreign language at GCSE should als<span style="background: yellow; mso-highlight: yellow;">o b</span>roaden students’
horizons, encourage them to step beyond familiar cultural boundaries and
develop new ways of seeing the world.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Through studying a
GCSE in a modern foreign language, students should develop their ability and
ambition to <span style="background: yellow; mso-highlight: yellow;">communicate
independently</span> in speech and writing with speakers of the language for
authentic purposes and about subjects which are meaningful and interesting to
them. The study of a modern foreign language at GCSE should also <span style="background: yellow; mso-highlight: yellow;">build students’ confidence and</span>
broaden their horizons, enabling them to step beyond familiar cultural
boundaries, develop new ways of seeing the world, <span style="background: yellow; mso-highlight: yellow;">and better understand relationships between the
foreign language and the English language.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added
‘independently’ reinstating word used in SC 2015 [Point 3, BP 4]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>build
confidence: reinstating word used in SC 2015 [3 BP1) – NC PoS aim<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>relationships
between FL + En <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: I am
uncertain of provenance, but seems a helpful addition!<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">6. It is important
that students <span style="background: yellow; mso-highlight: yellow;">should be
taught the language in the context of the countries and communities where the
language is spoken.</span> As they learn the language, students should become
familiar with aspects of the contexts of the countries and communities in
which the language is spoken. <span style="background: yellow; mso-highlight: yellow;">This is because an appreciation of the culture, history, geography
and working environments of these countries and communities is an integral
part of a well-designed language course</span> <span style="background: yellow; mso-highlight: yellow;">and is likely to
be motivating and interesting for students. Such contexts will be referenced
in assessment tasks as appropriate.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">6. It is important
that students following a GCSE course should become familiar with aspects of
the contexts and cultures of the countries and communities where the language
is spoken. <span style="background: yellow; mso-highlight: yellow;">Linguistic
content may be developed through a range of broad themes and topics which
have, for example, cultural, geographical, political, contemporary,
historical or employment-related relevance. Linguistic content which is
largely, though not exclusively, determined by frequency will enable
material relating to most broad themes
and topics to be used, and will unlock a wide range of spoken and written
texts.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk93246349"><i>Now there is option [‘may’] to group content into
themes (examples given – but not prescribed). <o:p></o:p></i></a></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Note that examples do not include
reference to a context of personal +
social relevance (which could include for example needing to ask where the
toilet is). So apparently not wishing to make the concession that students
would be motivated by learning language of immediate relevance to them and
their lives. [BUT I have to note that
teachers complaining about ‘boring topics’ have not helped when trying to
make this argument. Beware of what you
wish for …!]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Acknowledgment of need for language which
is ‘not exclusively’ determined by frequency <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[HEM: But still worded to imply it is
the HF which will unlock, whereas we know that it is the basic core vocab
which unlocks meaning [ref: Jim Milton beer/omelette example.. can you mime
an omelette? ]</i><i><o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>Subject content<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Subject content<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">7. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">MFL</span>
should enable students to: <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">7. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish</span> should enable students to:<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. Learn, and <span style="background: yellow; mso-highlight: yellow;">be able to recall readily and</span>
use, the range of vocabulary required for the level at which they are
studying. The parameters for specifying the vocabulary to be learnt are set
out in paragraphs 13-21 of this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a Learn and use the
range of vocabulary required for the level at which they are studying. The
parameters for specifying the vocabulary to be learnt are set out in
paragraphs 13-21 of this document.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removes words ‘recall
readily’. This allows examination of carrying out a function rather than the
speed at which it is done.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[HEM: ‘Recall
readily’ probably coming from the cognitive science focus on need to give
opportunities for ‘recall’ in a sequence of lessons]<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. Learn and <span style="background: yellow; mso-highlight: yellow;">be able to</span> use the
grammar specified to understand and produce meaning accurately, in <span style="background: yellow; mso-highlight: yellow;">oral and written</span>
modalities, <span style="background: yellow; mso-highlight: yellow;">and to speak
with increasing fluency</span>. The grammar to be learnt in each language is
set out in annexes 1-3 of this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. Learn and use
the grammar specified to understand and produce meaning in <span style="background: yellow; mso-highlight: yellow;">written and oral</span>
modalities. The grammar to be learnt in each language is set out in Annexes
1-3 of this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removes
reference to ‘speak with increasing fluency’. Fluency not necessarily only
related to grammar.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Not sure
why oral and written interchanged.
Traditionally, skills are mentioned in the sequence of learning:
Listening – speaking – reading – writing. Perhaps another way of signalling
that this is ‘different’ just as the word ‘skill’ is perhaps deliberately
avoided. <o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. <span style="background: yellow; mso-highlight: yellow;">Know</span> and be able to
apply the principles by which spelling represents sounds in standard or
widely used forms of the language, and use clear and comprehensible
pronunciation when speaking the language.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. <span style="background: yellow; mso-highlight: yellow;">Learn</span> and apply the
principles by which spelling represents sounds in standard or widely used
forms of the language, and use clear and comprehensible pronunciation when
speaking the language.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM Q: Why
changed from know to learn? [should be
in terms of what candidates know, understand and can do …]<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">8. Students should
be able to use the language they are learning both receptively and
productively, in spoken and written forms, for a range of audiences and
purposes, in different genres and in formal and informal contexts which are
relevant to their current and future needs and interests, having regard to
the likely experiences of a wide social range. They should be able to recall and
use language in familiar and <span style="background: yellow; mso-highlight: yellow;">new</span> situations and be able to move between the language they
are learning and English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">8. Students should
be able to use the language they are learning both receptively and
productively, in spoken and written forms, for a range of audiences and
purposes, in different genres and in formal and informal contexts which are
relevant to their current and future needs and interests, having regard to
the likely experiences of a wide social range. They should be able to recall
and use language in <span style="background: yellow; mso-highlight: yellow;">different</span>
situations and be able to move between the language they are learning and
English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>‘Different’ not
‘new’<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: …
presumably because the focus is on breadth of situation rather than novelty
of situation.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">9. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">MFL</span>
must require students to:<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">9. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish</span> must require students to<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. understand
written texts in the language. Texts will comprise defined vocabulary and
grammar for each tier and will be of limited complexity at foundation tier.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. understand
written texts in the language. Texts will predominantly focus on the defined
vocabulary and grammar for each tier and will be of limited complexity at
foundation tier.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[reading]<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. understand
spoken extracts comprising the defined vocabulary and grammar for each tier
which are delivered at a pace which is no faster than a moderate pace, where
each word is clearly discernible, and which do not contain extraneous
distractions or interruptions; <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. understand
spoken extracts comprising the defined vocabulary and grammar for each tier
which are delivered at a pace which is no faster than a moderate pace, where
each word is clearly discernible <span style="background: yellow; mso-highlight: yellow;">(as appropriate to pronunciation norms for each language),</span> and
which do not contain extraneous distractions or interruptions;<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[listening]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Acknowledges
nature of the French language where words liaise. Original proposal impossible.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Note: inferring
/ deducing meaning NOT reintroduced from SC 2015, unlike reading – see below.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">undertake
dictation exercises from short spoken extracts, with credit for accurate
spelling.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. Undertake
dictation <span style="background: yellow; mso-highlight: yellow;">of</span>
short, spoken extracts <span style="background: yellow; mso-highlight: yellow;">(including
some vocabulary from outside the vocabulary list)</span> with credit for
accurate spelling.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[phonetics]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Attempt to
make exercise a more valid test of phonics, but will not be reliable as some
pupils may know words already. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Perversely, the
only way to test reliably would be to dictate made-up words…..!!<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. write text in
the language in a lexically and grammatically accurate way, based on simple
and familiar stimuli.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">d. write text in
the language in a lexically and grammatically accurate way in response to
simple and familiar stimuli.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">d. translate in
writing vocabulary items and short sentences or texts, from the language to
English and vice versa using a range of the vocabulary and grammar specified
for each tier. In this context translation means an appropriate and
sufficient rendering of the meaning of the original English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">e. translate in
writing short sentences or texts, from the language to English and vice
versa, using a range of the vocabulary and grammar specified for each tier.
In this context, translation means an appropriate and sufficient rendering of
the meaning of the original language.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">f. <span style="background: yellow; mso-highlight: yellow;">infer, by using knowledge of
the vocabulary and grammar specified for each tier, plausible meanings of
single words from outside the Vocabulary List when they are embedded in the
context of written sentences.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Re-introducing
requirement to infer – but only in reading:<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> SC 2015 Reading BP 4 [deduce meaning] <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Leads to a more
realistic authentic task, and allows for exam bodies to introduce words
beyond the list – as SC 2015.<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">g. speak using
clear and comprehensible language to:<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[speaking] – <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>added text: clearer
signalling of the skill of speaking, giving context for the tasks<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: NB it is
not in the remit of DfE to specify how things are tested – this is presumably
a way around this …<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">e. read aloud, <span style="background: yellow; mso-highlight: yellow;">using clear and comprehensible
pronunciation,</span> short <span style="background: yellow; mso-highlight: yellow;">sentences</span> from the written form of the language <span style="background: yellow; mso-highlight: yellow;">and demonstrate understanding
of them (for example by answering questions);</span> <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">i. read aloud a
short <span style="background: yellow; mso-highlight: yellow;">written text</span>
and <span style="background: yellow; mso-highlight: yellow;">undertake a short
unprepared conversation relating to the text;</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removal of
qualitative element (nature of pronunciation –[presumably allowing positive
marking for less than 100%)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Change to task
related to the reading aloud <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoListParagraph" style="margin-left: 8.85pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -7.1pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>Previously
would have required Q/A in English (to be consistent with requirement for
comprehension questions to be in English)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 8.85pt; text-indent: -7.1pt;"><i> </i></p>
<p class="MsoListParagraph" style="margin-left: 8.85pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -7.1pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>Introduces
unprepared dialogue in form of conversation (previously missing )<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">undertake role pl<span style="background: yellow; mso-highlight: yellow;">ay</span> simulating a context
such as a social conversation where instructions are unambiguous <span style="background: yellow; mso-highlight: yellow;">and there are no unexpected
questions;</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ii. undertake role
pla<span style="background: yellow; mso-highlight: yellow;">y(s)</span>, <span style="background: yellow; mso-highlight: yellow;">including asking and answering
questions,</span> simulating a context such as a social conversation, where
instructions <span style="background: yellow; mso-highlight: yellow;">about what
to say</span> are unambiguous;<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for more
than one role play<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Re-introduces
explicit requirement to ask questions [SC 2015 speaking / BP2 “</i>take part
in a short <span style="background: lime; mso-highlight: lime;">conversation</span>,
asking and <span style="background: lime; mso-highlight: lime;">answering
questions,</span>”<i>]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for
questions to be unscripted BUT ensures no penalty for not understanding
question by requirement to give unambiguous
instructions about what to say (HEM: fairer test – not penalised for
listening skill)<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">answer questions about</span> <span style="background: yellow; mso-highlight: yellow;">a</span> visual stimulus such
as <span style="background: yellow; mso-highlight: yellow;">a photograph</span>. <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">iii. <span style="background: yellow; mso-highlight: yellow;">talk about one or more</span>
visual stimulus/<span style="background: yellow; mso-highlight: yellow;">stimuli,</span>
such as <span style="background: yellow; mso-highlight: yellow;">(connected)
photographs or pictures</span>, <span style="background: yellow; mso-highlight: yellow;">and extend this conversation into a short unprepared interaction.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for more
than one picture<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Re-introduces
requirement for unprepared interaction (SC 2015 speaking BP4 ‘</i>responding
to <span style="background: lime; mso-highlight: lime;">unexpected questions,</span>’<i><o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">For these activities students</span>
<span style="background: yellow; mso-highlight: yellow;">will</span> have time
for preparation (without access to reference materials), and vocabulary and
grammar expected will be from the defined content for each tier.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Pupils should</span> have <span style="background: yellow; mso-highlight: yellow;">suitable specified</span>
preparation time for each of the above components without access to reference
materials. <span style="background: yellow; mso-highlight: yellow;">For spoken
and written production</span>, the expected language will be from the defined
content (vocabulary, grammar, and sounds) for each tier, <span style="background: yellow; mso-highlight: yellow;">with equal credit given for
language used that is beyond the defined content but that fulfils the task
requirements.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Pupils not
students – probably a mistake.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added “suitable
specified”<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: perhaps to
ensure requirement for exam conditions?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Explicit
requirement covering speaking + writing that content required will not
require language beyond the spec.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows credit
for language beyond the word list. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: This
allows validation of language learnt beyond the strict confines of the word
list – perhaps even giving scope for students to talk about what matters to
them in a productive task?<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">10.Complexity [1]
of language: Spoken and written language (for comprehension and production)
will be of limited complexity at foundation tier. At higher tier students
will be expected to understand (in listening and reading) and produce (in
speech and writing) language at a higher level of complexity. The complexity
of the language will be in both cases appropriate to the level of study.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">10.Complexity [1]
of language: Spoken and written language (for comprehension and production)
will be of limited complexity at foundation tier. At higher tier students
will be expected to understand (in listening and reading) and produce (in
speech and writing) language at a higher level of complexity. The complexity
of the language will be in both cases appropriate to the level of study.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[1] Complexity in
this sense means the extent to which a text uses features such as multi-clause
units (e.g. relative clauses), pronouns, especially multiple pronouns,
multiple verbs in one sentence or clause, long sentences, <span style="background: yellow; mso-highlight: yellow;">syntax</span> or word order
which is very different to English.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[1] Complexity in
this sense means the extent to which a text uses features such as
multi-clause units (e.g., relative clauses), pronouns, especially multiple
pronouns, multiple verbs in one sentence or clause , long sentences, or <span style="background: yellow; mso-highlight: yellow;">morphology and syntax (e.g.,</span>
word order) which is very different to English <span style="background: yellow; mso-highlight: yellow;">in form and/or function.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>added detail to
describe complexity <o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">11.Question types:
Where questions are designed to test comprehension of written and spoken
texts in the assessed language, these comprehension questions will be in
English. Other types of question will be in English or the assessed language
as appropriate to the task. Rubrics will be in English.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">11.Question types:
Where questions are designed to test comprehension of written and spoken
texts in the assessed language, these comprehension questions will be in
English. Other types of question may be in English or the assessed language
as appropriate to the task. Rubrics will be in English.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">12.Themes and
topics: Because vocabulary specified in this content is informed by the
frequency of occurrence in the language it will <span style="background: yellow; mso-highlight: yellow;">be well suited to communication about</span> a wide
range of <span style="background: yellow; mso-highlight: yellow;">common</span>
themes and topics, <span style="background: yellow; mso-highlight: yellow;">and
for different purposes (see paragraphs 5-8 above).</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">12. Themes and
topics: Because <span style="background: yellow; mso-highlight: yellow;">most,
though not all,</span> vocabulary, defined in specifications is informed by
the frequency of occurrence in the language, it will <span style="background: yellow; mso-highlight: yellow;">enable access to</span> a wide range of themes
and topics. <span style="background: yellow; mso-highlight: yellow;">Specifications
should identify a limited number of broad themes or topics with relevance to
the countries or communities where the language is spoken. These could cover,
for example, cultural, geographical, political, contemporary, historical or
employment-related aspects, as appropriate to the themes and level of
learning. These themes and topics are not intended to be specifically
reflected in texts selected for terminal</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>High frequency
no longer described as ‘well suited to communication about themes’, but
changed to ‘will enable access to themes’.
<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: This is a
fundamental acknowledgement and logically should lead to allowing for access
to a broader range of words - but very
little concession made in practice, sadly.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for
words which are not high frequency.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Repeats aims(para
6) in describing themes. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Note,
although personal + social not listed as an example theme, I would very much
hope that they are included by the exam boards. <o:p></o:p></i></p>
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<h2>Vocabulary<o:p></o:p></h2>
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<h2><span style="background: yellow; mso-highlight: yellow;">Composition of</span>
vocabulary <span style="background: yellow; mso-highlight: yellow;">content</span><o:p></o:p></h2>
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<p class="MsoNormal"><i>Changed.<o:p></o:p></i></p>
<p class="MsoNormal"><i>Describes what follows – not the vocabulary itself, but
how it is to be selected.</i><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">13.Students will
be expected to know 1200 lexical items for foundation tier, and a further 500
lexical items for higher tier. Because no vocabulary is specified for KS2 or
KS3, the vocabulary list proposed for GCSE must be comprehensive and should
make no specific assumptions about vocabulary previously taught<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">13.Students will
be expected to know 1,200 lexical items for foundation tier, and a further
500 lexical items for higher tier. <span style="background: yellow; mso-highlight: yellow;">Students will also be required to know words which can be regularly
inflected and (for reading only) regularly derived from listed lexical items
using the grammar specified in the grammar annex (exemplification at Annex
D).</span> Because no vocabulary is specified for KS2 or KS3, the Vocabulary
List proposed for GCSE must be comprehensive and should make no assumptions
about vocabulary previously taught.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i>regularly inflected</i></b><i> - presumably for listening and reading
since only the derived seems to be for reading only? <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i>derived </i></b><i>-
necessary change to accommodate content para 9f: </i>f. <span style="background: yellow; mso-highlight: yellow;">infer, by using knowledge of
the vocabulary and grammar specified for each tier, plausible meanings of
single words from outside the Vocabulary List when they are embedded in the
context of written sentences.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20. (first
part) <span style="background: yellow; mso-highlight: yellow;">Words will be listed in the basic form commonly found
in dictionaries. Where different parts of speech are derived from a single root,
each part of speech will be listed separately. Further derived and inflected
forms of each part of speech should not be separately listed, provided that
the defined grammar covers their formation [4].</span> Inflected and derived
forms which follow no regular pattern should be listed as separate items
under a section called ‘Highly irregular inflected forms’. <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">14. Vocabulary
lists must include, as part of the 1,200 or 1,700 items, the words listed at
Annex E. These are the words which are referenced in the grammar annex for
each language and so need to be included. They include irregular forms of
high frequency verbs and other parts of speech.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Requirements
for listing and counting words now included in a helpful detailed appendix for each language.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Foundation:
278<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Higher:329<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French
Foundation optional: 310<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Higher
optional: 282<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German
Foundation: 268<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German Higher:304<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German
Foundation optional: 139<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German Higher
optional: 288<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish
Foundation: 264<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish Higher:
334<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish
Foundation optional: 85<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish Higher
optional: 85<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Note the
difference in numbers between different languages. What are the practical consequences of
this?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[4] 4 For example:
French ‘rester’ (verb) and ‘le reste’ (noun); Spanish ‘viejo’ (adjective) and
‘vejez’ (noun); German ‘Regen’ (noun) and ‘regnen’ (verb) all require
separate listings in the vocabulary lists as they are different parts of
speech. (An important exception to this that a nominalised use of a verb that
translates directly as the English gerund (e.g., ‘étudier’ (to
study/studying) ‘(das) schwimmen/Schwimmen’ (to swim/swimming) will be listed
as one single item. However, where there is a different translation in
English for the nominalised verb (e.g. ‘essen’ (to eat) and ‘das Essen’
(food, meal), the words will be listed separately with their different
English translations.) In contrast, inflectional and derivational variants
within the same part of speech will not be listed as separate items, such as
French ‘restait’, ‘restons’; French ‘le reste’, ‘les restes’; Spanish
‘vieja’, ‘viejísimo’; German ‘regnete’, ‘geregnet’, as these can be formed
from the lexical items in the vocabulary lists using the specific
derivational and inflectional morphology listed in the grammar lists (with
only highly irregular inflected forms listed in the vocabulary lists, as
specified in the annexes)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Appendix
exemplifies these examples.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Appendix now
presents this info more clearly<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20 continued in
new para 17<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">14 – moved to
match new para 18<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">15 – moved to new
para 19<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">16.There will be an explicit
and representative balance of different parts of speech such as nouns
(concrete and abstract), pronouns, verbs, adjectives, adverbs and
prepositions.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removed.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: I think
this was there originally because of NCELP’s belief that too few verbs were
required in exams. Helpful to be more
flexible.<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">17. Moved to 16
iii<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">18. Moved to split
between new 15 + new 20 <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[18.The vast
majority of lexical items listed as vocabulary will be single word vocabulary
items (with their grammatical gender where appropriate), with the following
exceptions: ] <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">15.In addition to
the 1,200 and 1,700 items, the Vocabulary Lists can contain:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. Up to <span style="background: yellow; mso-highlight: yellow;">20</span> <span style="background: yellow; mso-highlight: yellow;">short phrases</span> that are
multi-word units <span style="background: yellow; mso-highlight: yellow;">in both
</span>the target language <span style="background: yellow; mso-highlight: yellow;">and
English,</span> usually consisting of no more than five identifiable words in
the target language, <span style="background: yellow; mso-highlight: yellow;">may
be included in the total count of the vocabulary items across both tiers
(e.g., il y a’ for there is/are’).</span><o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">i. up to <span style="background: yellow; mso-highlight: yellow;">30</span> short phrases that
are multi-word units in the target language, usually consisting of no more
than five identifiable words in the target language (e.g., ‘il y a’ for there
is/are’; <span style="background: yellow; mso-highlight: yellow;">‘s’il vous
plaît’ for ‘please’</span>). <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Increase of
multi-word units permitted.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removal of
requirement for both TL and English to be multiword, hence example where
French is multiword (if you please) and English is one word (please)<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ii. <span style="background: yellow; mso-highlight: yellow;">up to 20</span> <span style="background: yellow; mso-highlight: yellow;">items</span> (<span style="background: yellow; mso-highlight: yellow;">some of which can be</span>
multi-word units of up to five words) to refer to relevant geographical or
cultural places/events, including the names of countries to be known
receptively and productively.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Increase of
multi-word units permitted – 20, constrained to cultural aspects.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: This is
necessary to accommodate focus on culture where core words will not be high
frequency and are likely to be in phrases (e.g. L’Arc de Triomphe, La Tour
Eiffel – La</i> <i>Côte d'Ivoire? )<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">16.For Reading
only:<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">19.<span style="background: yellow; mso-highlight: yellow;">At</span> higher tier <span style="background: yellow; mso-highlight: yellow;">students are expected to read</span>
texts <span style="background: yellow; mso-highlight: yellow;">that</span> may
include a small number of words outside the vocabulary list <span style="background: yellow; mso-highlight: yellow;">defined by the awarding
organisation.</span> English meanings of such words must be supplied adjacent
to the text for reference. No more than 2% of words in any given <span style="background: yellow; mso-highlight: yellow;">higher tier</span> text may be
glossed in this way. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">i. Higher <span style="background: yellow; mso-highlight: yellow;">and overlapping</span> tier
texts may include a small number of words outside the Vocabulary List.
English meanings of such words must be supplied adjacent to the text for
reference. No more than 2% of words <span style="background: yellow; mso-highlight: yellow;">(rounded to the nearest whole word)</span> in any given
text may be glossed in this way.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Foundation
paper can also include words not on the list (which must be glossed).<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>NB<o:p></o:p></i></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 15.9pt; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -7.05pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>if
fewer than 25 words in a text, no words can be glossed (because 1 word out of
25, rounded, is more than 2%)<o:p></o:p></i></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 15.9pt; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -7.05pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>this
requirement still makes it unlikely to be able to include authentic texts.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[HEM: Does this
contradict the requirement to test inference in reading?]<o:p></o:p></i></p>
</td>
</tr>
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<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">In addition,</span> for both
Foundation and Higher tiers, all proper nouns (such as cities or countries)
that are not <span style="background: yellow; mso-highlight: yellow;">listed in
the most frequent 2,000 words</span> <span style="background: yellow; mso-highlight: yellow;">and</span> are not deemed to be easily understood, can
be glossed or explained in an adjacent note.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ii. For both
Foundation and Higher tiers, all proper nouns (such as cities or countries)
that are not <span style="background: yellow; mso-highlight: yellow;">on the
Vocabulary List</span> and are not deemed to be easily understood, can be
glossed or explained in an adjacent note.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Correction to
allow for countries within top 2000 to be glossed if not in the vocab list.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">17.<span style="background: yellow; mso-highlight: yellow;">Where the language being
learnt is historically related to English and there are close cognates (words
which are very similar or the same in English and the assessed language),
students benefit from familiarity with common patterns (in spelling and
pronunciation)</span>. <span style="background: yellow; mso-highlight: yellow;">Cognate
words should be included and counted in the defined vocabulary list in a way</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">iii. <span style="background: yellow; mso-highlight: yellow;">Up to 2% of words (rounded to
the nearest whole word) of any given text can be comprised of true and exact
cognates (2)</span> <span style="background: yellow; mso-highlight: yellow;">which
are not included in the Vocabulary List.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>In a text of
greater than 25 words, one cognate does not have to be from vocabulary list.<o:p></o:p></i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">(2) These are
defined as words <span style="background: yellow; mso-highlight: yellow;">which
are spelt the same in English and the assessed language</span> <span style="background: yellow; mso-highlight: yellow;">(excluding any accents, and
where one letter in words of at least six letters could differ from the
English spelling)</span> and have the same meaning in both languages.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Definition of
cognate given. Only one letter can
differ. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: I wonder where
this definition comes from? It will
vary from one language to another.)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">So in French : géographie, histoire,
biologie, académie, vinaigrette, adresse, pharmacie, banque, calendrier,
électrique, would NOT count. <o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20 continued ….
Words with multiple meanings but with the same part of speech (e.g., the
French noun ‘histoire’ that can be translated by the different English words
‘story’ and ‘history’) will be listed as one item in the vocabulary list. All
English equivalents that could be tested (e.g. in questions that require
working from English to the target language) must be explicitly provided.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">17.Words with
multiple meanings but with the same part of speech (e.g., the French noun
histoire that can be translated by the different English words ‘story’ and
history’) will be listed as one entry in the Vocabulary List. All English equivalents
that could be tested (e.g., in questions that require working from English to
the target language) must be explicitly provided.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
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<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">14.The vocabulary
which students will be expected to know, for both comprehension and
production, will be compiled with close and explicit reference for each item
on the list to frequency of occurrence in the language. This information
about frequency will be taken from a recommended source based on data from
one or more large, modern corpus/corpora.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">18.The vocabulary
which students will be expected to know, for both comprehension and
production, will be compiled with close and explicit reference for each item
on the list to frequency of occurrence in the language. This information
about frequency will be taken from a source based on data from one or more
large, modern corpus/corpora. [3]<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">When compiling word lists, the
information provided in paragraph 20 should be taken into account.<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>This
requirement moved up slightly<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">These corpora must
contain 20 million words or more; be internationally recognised; and should
be based on both spoken and written language taken from a wide range of
different contexts [2]. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">[3]</span> These corpora must
each contain 20 million words or more; be internationally recognised; and
should be based on both spoken and written language taken from a wide range
of different contexts. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>All reference
to corpora in a footnote<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">When compiling word lists, the
information provided in paragraph 18 should be taken into account.</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2 Examples, but
not a definitive list, of recommended word frequency resources, are: ‘Davies,
M., & Davies, K. (2018). A frequency dictionary of Spanish: Core
vocabulary for learners (2nd ed.). London: Routledge’; ‘Lonsdale, D. & Le
Bras. Y. (2009). A frequency dictionary of French: Core vocabulary for
learners. London: Routledge’; and ‘Tschirner, E. & Möhring, J. (2019). A
frequency dictionary of German: Core vocabulary for learners (2nd ed.).
London: Routledge’. More information on the suitability of these word lists
can be found here.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Examples, but not
a definitive list, of recommended word frequency resources, are: ‘Davies, M.,
& Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary
for learners (2nd ed.). London: Routledge’; ‘Lonsdale, D. & Le Bras. Y.
(2009). A frequency dictionary of French: Core vocabulary for learners.
London: Routledge’; and ‘Tschirner, E. & Möhring, J. (2019). A frequency
dictionary of German: Core vocabulary for learners (2nd ed.). London: Routledge’.
More information on the suitability of these word lists can be found here<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">15.At least 90% of
words selected must be from the 2,000 most frequent words occurring in the
most widely used standard forms of the language. In some cases, more than one
spelling is in common use, including where recent spelling reforms have taken
place. In such cases, tolerance should be shown for both versions of the
spelling.3<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">19.At least <span style="background: yellow; mso-highlight: yellow;">85%</span> of words selected
must be from the 2,000 most frequent words occurring in the most widely used
standard forms of the language. In some cases, more than one spelling is in
common use, including where recent spelling reforms have taken place. In such
cases, tolerance should be shown for both versions of the spelling.4<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SLIGHT CHANGE<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Minor
concession to the outcry over the narrow restriction of word selection (Some
asking for a 50%, exam boards in the consultation asking for 80%)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Would it really
have cost them so much to accede to a request for 80% ? <o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3 Examples here
include- French: coût/cout; German: der Fluß/der Fluss; Spanish: sólo/solo<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4 Examples here
include for French: coût/cout; German: der Fluß/der Fluss; Spanish: sólo/solo<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">18.The vast
majority of lexical items listed as vocabulary will be single word vocabulary
items <span style="background: yellow; mso-highlight: yellow;">(with their
grammatical gender where appropriate)</span>, <span style="background: yellow; mso-highlight: yellow;">with the following exceptions:</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20.The vast
majority of lexical items listed as vocabulary will be single word vocabulary
items<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Detail of how
to list now given in appendix<o:p></o:p></i></p>
</td>
</tr>
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<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. Where a
compound word or phrase translates a single English word, it should be
counted as a lexical item in the vocabulary list (e.g., <span style="background: yellow; mso-highlight: yellow;">for French ‘s’il vous plaît’
for ‘please’ will be listed as a single item, ‘le petit déjeuner’ for
‘breakfast’ will be listed separately from ‘petit’ and ‘le déjeuner’</span>).
<span style="background: yellow; mso-highlight: yellow;">Note, </span>however,<span style="background: yellow; mso-highlight: yellow;"> that</span> where a compound
word or phrase <span style="background: yellow; mso-highlight: yellow;">translates
a compound English word and</span> can easily be understood from its
components, and where the components are already included in<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">the list, there is
no need to include such a compound as well (e.g., German Sommerferien’ for
‘summer holidays’).<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Where a compound
word or phrase translates a single English word, it should be counted as a
separate lexical item in the Vocabulary List (e.g., <span style="background: yellow; mso-highlight: yellow;">en cambio for ‘however’</span>; see paragraph 15
on multi-word units). However, where a compound word or phrase can easily be
understood from its components, and where the components are already included
in the list, there is no need to include the compound word as well (e.g.,
German Sommerferien for ‘summer holidays’, see compound section in the German
grammar annex).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Different
examples given.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
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<h2>Grammar<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Grammar<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">21.The grammar
requirements are set out in two tiers: foundation and higher. The
requirements set out for higher tier include everything specified for
foundation.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">21.The grammar
requirements are set out in two tiers: foundation and higher. The
requirements set out for higher tier include everything specified for
foundation.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">22.Students will
be expected to apply their knowledge of the grammar specified appropriate to
the task set and to the tier of entry.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">22.Students will
be expected to apply their knowledge of the grammar specified appropriate to
the task set and to the tier of entry.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">23.For French,
German and Spanish, the grammar requirements are in the annexes to the
document. Items in brackets are either marked as illustrative using “e.g.,”
(they illustrate the grammar point being described for the purposes of
clarification and are not listed in the vocabulary list) or they are
comprehensive and laid out in full in the brackets (i.e., they indicate the
full set of features to be included and this exhaustive set of items must
also be included in the vocabulary lists).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">23.For French, German,
and Spanish, the grammar requirements are in the annexes to the document.
Items in brackets are either marked as illustrative using “e.g.,” (they
illustrate the grammar point being described for the purposes of
clarification and are not listed in the Vocabulary List) or they are
comprehensive and laid out in full in the brackets (i.e., they indicate the
full set of features to be included and this exhaustive set of items must
also be included in the Vocabulary Lists).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Sound-symbol
correspondences (core literacy)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No heading<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">24.The
requirements for knowledge about sound-symbol correspondences (SSCs) are <span style="background: yellow; mso-highlight: yellow;">the same for both foundation
and higher tiers, as</span> laid out in the annexes to this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">26.</span>The requirements for
knowledge about sound-symbol correspondences (SSCs) are laid out in the
annexes to this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Mistaken
numbering?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removed
emphasis that this applies to both tiers.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar content<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar content<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">GCSE students will
be expected to develop and use their knowledge of grammar throughout their
course.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">GCSE students will
be expected to develop and use their knowledge of grammar throughout their
course.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The grammar
requirements for GCSE are set out in two tiers: foundation and higher.
Students will be required to use their knowledge of grammar from the relevant
lists, appropriate to the language studied and to the relevant tier of entry.
Students entering higher tier assessments will be required to apply all
grammar listed for foundation tier in addition to the grammar listed for
higher tier.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The grammar
requirements for GCSE are set out in two tiers: foundation and higher.
Students will be required to use their knowledge of grammar from the relevant
lists, appropriate to the language studied and to the relevant tier of entry.
Students entering higher tier assessments will be required to apply all
grammar listed for foundation tier in addition to the grammar listed for
higher tier.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">These lists
describe grammatical features of the most widely used standard varieties. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">These lists
describe grammatical features of the most widely used standard varieties.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The lists are
written from the point of view of English-speaking students of the language,
and so include some reference to certain cross-linguistically complex
relations with English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The lists are
written from the point of view of English-speaking students of the language,
and so include some reference to certain cross-linguistically complex
relations with English<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Students will be
required to demonstrate both receptive and productive knowledge of the
grammar from the list<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Students will be
required to demonstrate both receptive and productive knowledge of the
grammar from the list <span style="background: yellow; mso-highlight: yellow;">(though
the derivational morphology laid out in the grammar annex can only be
included for reading).</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Change to
accommodate requirement to test inference in reading paper.<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">‘Grammar’ is
defined as including the morphology (inflectional and derivational [1] and
syntax (rules of word order, relations between words, and obligatory use of
specific features).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">‘Grammar’ is
defined as including the morphology (inflectional and derivational [5] and
syntax (rules of word order, relations between words, and obligatory use of
specific features).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 Inflectional
morphemes carry grammatical meaning without changing the word’s part of
speech. For example, the plural -s in cats, the comparative -er in taller,
the past -ed in changed, the 3rd person singular -s in walks. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Derivational
morphemes change the meaning and function (and often the part of speech). For
example, happy <span style="font-family: Symbol; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Symbol;">à</span>
happiness.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">5 Inflectional
morphemes carry grammatical meaning without changing the word’s part of
speech. For example, the plural -s in ‘cats’, the comparative -er in
‘taller’, the past -ed in ‘changed’, the 3rd person singular -s in ‘walks’. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Derivational
morphemes change the meaning and function (and often the part of speech). For
example, ‘happy’ → ‘happiness’.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The Vocabulary
Lists will lay out the lexicon that is needed to ‘realise’ (or ‘use’) the
grammar. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The Vocabulary
Lists will lay out the lexicon that is needed to ‘realise’ (or ‘use’) the
grammar.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">For</span> some grammatical
features in the<span style="background: yellow; mso-highlight: yellow;"> lists</span>
below, <span style="background: yellow; mso-highlight: yellow;">items are given
that fall on the borderline between being categorised as</span> ‘grammar’ or
‘lexicon’ – <span style="background: yellow; mso-highlight: yellow;">in all such
cases,</span> these items must <span style="background: yellow; mso-highlight: yellow;">also</span> be listed in the Vocabulary List. The Vocabulary List
must also specify frequent highly irregular forms, within a grammatical subsystem (i.e., subparts of
paradigms where only some forms are irregular). This is because such forms
are likely to be learnt and retrieved as individual items rather than as part
of a broader grammatical system. Listing them in the Vocabulary List,
therefore, reflects the pedagogical attention required for these highly
irregular forms.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Some grammatical
features in the <span style="background: yellow; mso-highlight: yellow;">Annexes</span>
below <span style="background: yellow; mso-highlight: yellow;">can be perceived
as</span> ‘grammar’ or ‘lexicon’ – these items must be listed in the
Vocabulary List, <span style="background: yellow; mso-highlight: yellow;">as
stipulated in the Annexes.</span> The Vocabulary List must also specify
highly irregular forms within a grammatical subsystem (i.e., subparts of
paradigms where only some forms are irregular), as laid out in the Grammar
Annexes. This is because forms, such as irregular stems, are likely to be
learnt and retrieved as individual items rather than as part of a broader
grammatical system. Listing them in the Vocabulary List, therefore, reflects
the pedagogical attention required for these highly irregular forms.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Annexes replace
grammar lists.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Clearer
definition.<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Items below given
in brackets which are prefaced with “e.g.” are illustrative, to clarify the
description of the grammar features, and so they will not be included in the
Vocabulary List. In contrast, items given without “e.g.” are comprehensive,
and thus provide all the examples of the grammar that are included in the
Subject Content and all of these items must also be contained in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Items below given
in brackets which are prefaced with “e.g.” are illustrative, to clarify the
description of the grammar features, and so they will not be included in the
Vocabulary List. In contrast, items given without “e.g.” are comprehensive,
and thus provide all the examples of the grammar that are included in the
Subject Content and all of these items must also be contained in the
Vocabulary List.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note that the
English equivalents of some of the grammar are given. This is relevant when
testing students’ ability to work from English to the target language (e.g.,
in translation tasks).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note that the
English equivalents of some of the grammar are given <span style="background: yellow; mso-highlight: yellow;">in the Annexes</span>. This is relevant when
testing students’ ability to work from English to the target language (e.g.,
in translation tasks).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
</tbody></table><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Helen Myers. <o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">16<sup>th</sup>
January 2022<o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Spanish + German SCC and Grammar
appendices to follow shortly.<o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note that there have
been changes.<o:p></o:p></p><p><br></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ANNEXES<o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p><span style="text-indent: 0cm;">Annex A: French grammar and sound-symbol </span><span style="text-indent: 0cm;">correspondences (foundation and higher tier)</span></p><div><b style="text-indent: 0cm;">FOUNDATION TIER</b></div><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p><span style="text-indent: 0cm;">NB presented in the
order of 2022.</span><span style="text-indent: 0cm;"> </span><span style="text-indent: 0cm;">Some changed position in
the list, but I am not commenting on this</span></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Proposal<o:p></o:p></span></b></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Final January 2022<o:p></o:p></span></b></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i><span style="color: red;">Commentary<o:p></o:p></span></i></b></p>
</td>
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</thead>
<tbody><tr>
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<h2>NOUN PHRASES<o:p></o:p></h2>
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<h2>NOUN PHRASES<o:p></o:p></h2>
</td>
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<h2><i> </i></h2>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Formation of
feminine nouns</b> (highly frequent irregulars will be listed in the <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Vocabulary List as separate items, e.g., chef,
cheffe; héros, héroïne; Juif, <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Juive; <span style="background: yellow; mso-highlight: yellow;">travailleur, travailleuse</span>) <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Add -e <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• No change
(article changes only)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">• -eur </span><span lang="FR"> -rice<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">• <span style="background: yellow; mso-highlight: yellow;">-er </span></span><span style="background: yellow; mso-highlight: yellow;"></span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">
ère</span><span lang="FR"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">• <span style="background: yellow; mso-highlight: yellow;">-el </span></span><span style="background: yellow; mso-highlight: yellow;"></span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">
-lle</span><span lang="FR"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">• -en </span><span lang="FR"> -nn<span style="background: yellow; mso-highlight: yellow;">e</span><o:p></o:p></span></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Formation of
feminine <span style="background: yellow; mso-highlight: yellow;">person</span>
nouns</b> (highly frequent irregulars will be listed in the <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Vocabulary List as
separate items, e.g., chef, cheffe; héros, héroïne; Juif, Juive)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Add -e<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• No change
(article changes only)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• -eur <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
-rice <span style="background: yellow; mso-highlight: yellow;">and / or -euse
depending on which relevant base words (masculine <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">forms) are included in the
Vocabulary List</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• -en <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
-nn<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Reduced<o:p></o:p></i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Formation of
plural nouns</b> (highly frequent irregulars will be listed in the <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Vocabulary List:
œil, yeux) <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Add -s to most
nouns<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Add -x to
masculine nouns ending in -(e)au and -eu<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Masculine nouns
ending in -al change to -aux <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• No change for
nouns ending in -s, -x, -z<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Formation of
plural nouns </b>(highly frequent irregulars will be listed in the <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Vocabulary List:
œil, yeux) <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Add -s to most
nouns<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Add -x to
masculine nouns ending in -(e)au and -eu<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Masculine nouns
ending in -al change to -aux <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• No change for
nouns ending in -s, -x, -z<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Infinitive</b>
used as a noun i.e., as equivalent of -ing (gerund) in English<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>Infinitive</b>
used as a noun i.e., as equivalent of -ing (gerund) in English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="Heading2a">Determiners: Articles<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="Heading2a">Determiners: Articles<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="Heading2a"><i> </i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal">Agreement of articles with noun for gender and number (le,
la, les; un, une, des)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Agreement of articles with noun for gender and number (le,
la, les; un, une, des)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Contraction of definite article (le/la <span style="font-family: Symbol; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Symbol;">à</span>
l’) before singular nouns that start with a vowel or h muet <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Contraction of definite article (le/la <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
l’) before singular nouns that start with a vowel or h <o:p></o:p></p>
<p class="MsoNormal">muet<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>No change – (except position)<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Functions of definite and indefinite articles, including
where their use or omission differs from English (e.g. La santé est
importante; le mercredi)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Functions of definite and indefinite articles, including
where their use or omission differs from English (e.g., La santé est
importante; le mercredi)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>No change – (except position)<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Use of definite article before an adjective to form a
noun, including addition of a capital letter where the resulting noun is a
nationality (e.g., seul <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> le seul; anglaise <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
l'Anglaise)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>No change – (except position)<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Partitive articles when distinguishing between parts and
wholes; after jouer with musical instruments; after faire with sports<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Partitive articles when distinguishing between parts and
wholes; after jouer with musical instruments; after faire with sports<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>No change – (except position)<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Use of de (and omission of article) before nouns following
a verb in negative and after expressions of quantity<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Use of de (and omission of article) before nouns following
a verb in negative and after expressions of quantity<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Contraction of de to d’ when before a word beginning with
a vowel<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Contraction of de to d’ before a word beginning with a
vowel<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>moved from prepositions<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="Heading2a">Other determiners<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="Heading2a"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="Heading2a"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span lang="FR">Demonstrative
adjectives (ce, cet, cette, ces<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">Demonstrative
adjectives (ce, cet, cette, ces)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i><span lang="FR">No change<o:p></o:p></span></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span lang="FR">Possessive
adjectives (mon, ma, mes, ton, ta, tes, son, sa, ses, notre, nos, votre, vos,
leur, leurs)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">Possessive
adjectives (mon, ma, mes, ton, ta, tes, son, sa, ses, notre, nos, votre, vos,
leur, leurs)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i><span lang="FR">No change<o:p></o:p></span></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span lang="FR">Interrogative
adjectives (quel, quelle, quels, quelles)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">Interrogative
adjectives (quel, quelle, quels, quelles)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i><span lang="FR">No change<o:p></o:p></span></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span lang="FR">Agreement
patterns for indefinite adjectives (chaque, plusieurs, même(s), autre(s),
tout(e)(s), tous, quelque(s))<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">Agreement
patterns for indefinite adjectives (chaque, plusieurs, même(s), autre(s),
tout(e)(s), tous, quelque(s))<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i><span lang="FR">No change<o:p></o:p></span></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="Heading2a">Pronouns<span lang="FR"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="Heading2a">Pronouns<span lang="FR"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="Heading2a"><i><span lang="FR"> </span></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Pronouns will be listed in the Vocabulary List (including
on, and vous as formal ‘you’). Their grammar (agreement, position) are laid
out in this Grammar Annex.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Subject</span>
pronouns (<span style="background: yellow; mso-highlight: yellow;">je, tu, il,
elle,</span> on, <span style="background: yellow; mso-highlight: yellow;">nous,</span>
vous (<span style="background: yellow; mso-highlight: yellow;">as singular and
plural</span> formal ‘you’), ils and elles) <span style="background: yellow; mso-highlight: yellow;">will be listed in the Vocabulary List.</span> Their
grammar (agreement, position) is laid out in this Grammar Annex.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>clarification<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Preverbal position of direct object pronouns (me, te, le,
la) (not juxtaposed with indirect object pronouns)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Preverbal position of <span style="background: yellow; mso-highlight: yellow;">singular</span> direct object pronouns (me, te, vous,
le, la) (not juxtaposed with indirect object pronouns)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>clarification<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Preverbal position of indirect object pronouns (me, te,
lui) (not juxtaposed with direct object pronouns)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Preverbal position of <span style="background: yellow; mso-highlight: yellow;">singular</span> direct object pronouns (me, te, vous,
le, la) (not juxtaposed with indirect object pronouns)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>clarification<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Preverbal position of singular reflexive pronouns (me, te,
se)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Preverbal position of singular reflexive pronouns (me, te,
se)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>no change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Contraction of pronouns (me <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> m’, te <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
t’, le/la <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> l’, se <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> s’) before a vowel or h muet<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Contraction of pronouns (me <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> m’, te <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
t’, le/la <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> l’, se <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> s’) before a vowel or h muet<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>no change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Use of emphatic pronouns moi and toi after prepositions
(as listed in the Vocabulary List)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Use of emphatic pronouns moi and toi after prepositions (<span style="background: yellow; mso-highlight: yellow;">the pronouns and relevant
individual prepositions will be listed separately</span> in the Vocabulary
List)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>changed order<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Use of relative pronoun qui in subject relative clauses<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Use of relative pronoun qui in subject relative clauses<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>changed order<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>VERB PHRASES<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>VERB PHRASES<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Verbs that do not fit into the grammar detailed here can
still be listed in the Vocabulary List <span style="background: yellow; mso-highlight: yellow;">to be learnt in the infinitive form only.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Verbs and verb forms that do not fit into the grammar
detailed here can still be listed in the Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>Removed constraint to confine to infinitive (appendix
detailes how irregular verbs should eb entered in list)<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="Heading2a">Negation <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="Heading2a"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="Heading2a"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Word
order</span> of verbal negation with ne … pas and ne … jamais. <span style="background: yellow; mso-highlight: yellow;">Jamais, rien, and personne
will be listed in the Vocabulary List as they can occur as isolated words
(never, nothing, nobody).</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Syntax</span>
of verbal negation with ne…pas, ne…jamais, ne…rien <span style="background: yellow; mso-highlight: yellow;">(as equivalent of ‘not verb anything’ and ‘verb
nothing’),</span> and ne…personne (as equivalent of ‘not verb anyone/body’
and ‘verb nobody’)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>Removed reference to single words.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="Heading2a">Interrogatives<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="Heading2a">Interrogatives<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="Heading2a"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Interrogatives expressed through: <o:p></o:p></p>
<p class="MsoNormal">• intonation with SV word order, including when followed
by a wh-word <o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">(i.e.,
question words including ‘how’)</span>; <o:p></o:p></p>
<p class="MsoNormal">• (wh-word followed by) est-ce que followed by SV word
order; <o:p></o:p></p>
<p class="MsoNormal">• (wh-word followed by) VS word order<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Interrogatives expressed through: <o:p></o:p></p>
<p class="MsoNormal">• intonation with SV word order, including when followed
by a wh-word <span style="background: yellow; mso-highlight: yellow;">(qui,
quand, <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">quoi, pourquoi, comment, combien, où)</span><span lang="FR">; <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">• wh-word <span style="background: yellow; mso-highlight: yellow;">(qu’, quand, pourquoi,
comment, combien, où)</span> followed by est-ce que <o:p></o:p></span></p>
<p class="MsoNormal">followed by SV word order; <o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">• wh-word <span style="background: yellow; mso-highlight: yellow;">(que/qu’, quand, pourquoi,
comment, combien, où)</span> followed by VS word <o:p></o:p></span></p>
<p class="MsoNormal">order<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>More detail given<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="Heading2a">Inflectional morphology<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="Heading2a">Inflectional morphology<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="Heading2a"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Specific irregular inflected forms (e.g., faites, vont),
as a minimum those specified below, will be listed in the Vocabulary List <span style="background: yellow; mso-highlight: yellow;">under a section called ‘Irregular
inflected verb forms’</span>.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Specific irregular inflected forms (e.g., faites, vont),
as a minimum those specified below, <o:p></o:p></p>
<p class="MsoNormal">will be listed in the Vocabulary List.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i>Removed requirement for heading<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Some verbs change the spelling in their stems (e.g.,
accents change (mener, <o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">je mène);
consonants are doubled (jeter, je jette), softened (manger, nous mangeons;
commencer, nous commençons) or lost (mettre, je mets). </span>Such <o:p></o:p></p>
<p class="MsoNormal">spelling changes will not be credit-bearing.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Some verbs change the spelling in their stems (e.g.,
accents change (mener, je mène); <o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">consonants are
doubled (jeter, je jette), softened (manger, nous mangeons; commencer, <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">nous
commençons) or dropped (mettre, je mets). </span>Such spelling changes will
not be <o:p></o:p></p>
<p class="MsoNormal">credit-bearing.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><b><i>Regular <span style="background: yellow; mso-highlight: yellow;">-er</span> and high frequency patterns* in 1st, 2nd, 3rd persons in <o:p></o:p></i></b></p>
<p class="MsoNormal"><b><i>singular and plural for:<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></i></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><b><i>Regular* and <span style="background: yellow; mso-highlight: yellow;">four</span> very high frequency irregular** patterns in
1st, 2nd, 3rd persons in singular and plural for:<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></i></b></p>
</td>
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<p class="MsoNormal"><b><i>Error perhaps? <o:p></o:p></i></b></p>
<p class="MsoNormal"><b><i>Should it be 7?<o:p></o:p></i></b></p>
</td>
</tr>
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<p class="MsoNormal">*<span style="background: yellow; mso-highlight: yellow;">Seven</span>
clusters of high frequency verbs that all pattern following <span style="background: yellow; mso-highlight: yellow;">seven <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">‘anchor’ verbs:
choisir, entendre, <span style="background: yellow; mso-highlight: yellow;">lire</span>,
offrir, prendre, partir, venir (the infinitives <o:p></o:p></span></p>
<p class="MsoNormal">within each of these clusters will be listed in the
Vocabulary List).<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">*-er</span>
verbs (e.g., parler); clusters of high frequency -ir verbs that all pattern
following <span style="background: yellow; mso-highlight: yellow;">one <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">of
these four</span> ‘anchor’ verbs: choisir, partir, venir, <span style="background: yellow; mso-highlight: yellow;">ouvrir;</span> clusters of
high frequency -re <o:p></o:p></p>
<p class="MsoNormal">verbs that all pattern following <span style="background: yellow; mso-highlight: yellow;">one of these three</span> ‘anchor’ verbs:
entendre, prendre, <span style="background: yellow; mso-highlight: yellow;">traduire</span>.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i>Grouped as 4 anchor verbs -ir and <o:p></o:p></i></p>
<p class="MsoNormal"><i>3 anchor verbs -re<o:p></o:p></i></p>
<p class="MsoNormal"><i> </i></p>
<p class="MsoNormal"><i>HEM: Note move from trad regular er / re / ir’
(parler - choisir – entendre) being
distinguished from irregular)<o:p></o:p></i></p>
<p class="MsoNormal"><i> </i></p>
<p class="MsoNormal"><i><span lang="FR">ouvrir replaces
offrir as an example<o:p></o:p></span></i></p>
<p class="MsoNormal"><i><span lang="FR">lire removed<o:p></o:p></span></i></p>
<p class="MsoNormal"><i><span lang="FR">traduire
added<o:p></o:p></span></i></p>
<p class="MsoNormal"><i><span lang="FR"> </span></i></p>
</td>
</tr>
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<p class="MsoNormal"><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;"><o:p> </o:p></span></p>
</td>
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<p class="MsoNormal">*aller, avoir, être, faire<o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">(including
use of avoir where the English equivalent is ‘BE’ e.g., + froid, + chaud, +
an(s), <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">+
faim, + soif, + peur)<o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i>Changed order<o:p></o:p></i></p>
<p class="MsoNormal"><i>Added idioms<o:p></o:p></i></p>
<p class="MsoNormal"><i>requirement to be listed in vocab list referenced in
appendix<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present
indicative, as equivalent of the English simple (I walk) and ongoing (I am
walking) functions. <o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;"><o:p> </o:p></span></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present
indicative, as equivalent of the English simple (I walk) and ongoing (I am
walking) functions, <span style="background: yellow; mso-highlight: yellow;">and
(with time adverbs) for expression of the future as equivalent of the English
simple (the holidays start tomorrow) and continuous (I <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">am
working this evening)<o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i>Added function of present tense to express future<o:p></o:p></i></p>
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<p class="MsoNormal">Inflected forms of four very high frequency irregular
verbs (aller, <o:p></o:p></p>
<p class="MsoNormal">avoir, être, faire) will be listed in the Vocabulary List.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Irregular</span>
inflected forms of the four very high frequency irregular verbs <o:p></o:p></p>
<p class="MsoNormal">(aller, avoir, être, faire) will be listed in the
Vocabulary List.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i>Changed order<o:p></o:p></i></p>
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<p class="MsoNormal">• Perfect tense, as equivalent of the English simple past
(I walked, he <o:p></o:p></p>
<p class="MsoNormal">went) and present perfect (I have walked, he has gone);
including past participle formation for -er verbs and the seven verb clusters
listed <o:p></o:p></p>
<p class="MsoNormal">above.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal">Perfect tense, as equivalent of the English simple past (I
walked, he went) and <o:p></o:p></p>
<p class="MsoNormal">present perfect (I have walked, he has gone); including
past participle formation <o:p></o:p></p>
<p class="MsoNormal">for -er verbs and the seven verb clusters listed above.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal"><i> </i></p>
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<p class="MsoNormal">Irregular past participles of high frequency verbs (été,
eu, fait) <o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">and
any other irregular past participles (e.g., lu) will be listed in <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">the
Vocabulary List.<o:p></o:p></span></p>
</td>
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<p class="MsoNormal">Irregular past participles of three very high frequency
irregular verbs (été, <o:p></o:p></p>
<p class="MsoNormal">eu, fait).<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i> </i></p>
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<p class="MsoNormal">Periphrastic future expression (aller + infinitive), as
equivalent of the English ‘BE + going to + verb’ and ‘will + verb’<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal">Periphrastic future expression (aller + infinitive), as
equivalent of the English ‘will + verb’ and ‘BE + going to + verb’<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal">Imperative (2nd person singular and plural only; not être;
not reflexive)<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal">Imperative (2nd person singular and plural only, <span style="background: yellow; mso-highlight: yellow;">including aller and faire; but
not <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">avoir,
être;</span> not reflexive)<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal"><i>Detailed inclusion of aller + faire<o:p></o:p></i></p>
<p class="MsoNormal"><i>Excluded imperative of avoir<o:p></o:p></i></p>
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<p class="MsoNormal"><b><i>Regular -er pattern in 1st, 2nd, 3rd persons in
singular only for:<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></i></b></p>
</td>
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<p class="MsoNormal"><b><i>Regular patterns (see * above) and four very high
frequency irregular patterns (see <o:p></o:p></i></b></p>
<p class="MsoNormal"><b><i>** above) in 1st, 2nd, 3rd persons in singular only
(excluding ‘you’ formal for:<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></i></b></p>
</td>
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<p class="MsoNormal"><b><i> </i></b></p>
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<p class="MsoNormal">Imperfect for habitual (only for equivalent of English
‘used to + verb’) <o:p></o:p></p>
<p class="MsoNormal">and ongoing (BE + ing) functions.<o:p></o:p></p>
</td>
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<p class="MsoNormal">Imperfect for habitual (only for equivalent of English
‘used to + verb’) and ongoing <o:p></o:p></p>
<p class="MsoNormal">(BE + ing) functions.<o:p></o:p></p>
</td>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">o <span style="background: yellow; mso-highlight: yellow;">Four</span>
high frequency irregular verbs <span style="background: yellow; mso-highlight: yellow;">(allais, allait;</span> avais, avait; <o:p></o:p></p>
<p class="MsoNormal">étais, était; faisais, faisait) will be listed in the
Vocabulary List<o:p></o:p></p>
</td>
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<p class="MsoNormal">o <span style="background: yellow; mso-highlight: yellow;">Irregular
inflected forms of three very</span> high frequency irregular verbs (avais, <o:p></o:p></p>
<p class="MsoNormal">avait; étais, était; faisais, faisait) will be listed in
the Vocabulary List<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Removed aller<o:p></o:p></p>
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<p class="MsoNormal">Additional English equivalent functions will be listed in
the Vocabulary List as follows: étais, était (to mean ‘was + adjectival
complement’); avais, avait (to mean ‘had’); <span style="background: yellow; mso-highlight: yellow;">il y avait (to mean ‘there was / were’, as a multi-word
unit)</span><o:p></o:p></p>
</td>
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<p class="MsoNormal">Additional English equivalent functions will be listed in
the Vocabulary List as follows: étais, était (to mean ‘was, were + adjectival
complement’); avais, avait (to mean ‘had’ and ‘was, were’)<o:p></o:p></p>
</td>
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<p class="MsoNormal">Removed il y avait from here – moved to impersonal verbs
(sensible)<o:p></o:p></p>
</td>
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<p class="Heading2a">Other irregular inflected forms:<o:p></o:p></p>
</td>
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<p class="Heading2a">Other irregular inflected forms:<o:p></o:p></p>
</td>
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<p class="Heading2a"><o:p> </o:p></p>
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<p class="MsoNormal">Present indicative forms in 1st, 2nd, 3rd persons in
singular only of <span style="background: yellow; mso-highlight: yellow;">eight</span>
high frequency verbs (boire, connaître, courir, croire, écrire, rire, suivre,
and voir) and their past participles will be listed in the Vocabulary Lis<o:p></o:p></p>
</td>
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<p class="MsoNormal">Present indicative forms for 1st, 2nd, 3rd persons, in
singular only, of <span style="background: yellow; mso-highlight: yellow;">nine</span>
high frequency verbs (boire, connaître, courir, croire, écrire, <span style="background: yellow; mso-highlight: yellow;">recevoir</span>, rire, suivre,
voir). <o:p></o:p></p>
<p class="MsoNormal">Their present indicative, past participle, <span style="background: yellow; mso-highlight: yellow;">imperative forms, and the
infinitives</span> will be <o:p></o:p></p>
<p class="MsoNormal">listed in the Vocabulary List. <o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Any
other irregular present indicative forms, their past participles, imperative
forms, and the infinitives will be listed in the Vocabulary List.</span><o:p></o:p></p>
</td>
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<p class="MsoNormal">Added recevoir<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Includes imperative forms<o:p></o:p></p>
</td>
</tr>
<tr>
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<p class="MsoNormal">Conditional forms in 1st, 2nd, 3rd persons in singular
only of five high frequency verbs (aurais, aurait; ferais, ferait; irais,
irait; serais, serait; voudrais, voudrait), as equivalent of English ‘would +
verb’, will be listed in the Vocabulary List<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Moved down to modals<o:p></o:p></p>
</td>
</tr>
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<h2>Impersonal verbs<o:p></o:p></h2>
</td>
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<h2>Impersonal verbs<o:p></o:p></h2>
</td>
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<h2><o:p> </o:p></h2>
</td>
</tr>
<tr>
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<p class="MsoNormal">Il y a (listed in the Vocabulary List as a multi-word unit
to mean ‘there is’ and ‘there are’)<o:p></o:p></p>
<p class="MsoNormal">Il y aura to mean ‘there is going to be’ or ‘there will
be’ will be listed in the Vocabulary List as a multi-word unit.<o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">il y
avait (to mean ‘there was / were’, as a multi-word unit)</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal">Il y a to mean ‘there is / are’, <o:p></o:p></p>
<p class="MsoNormal">il y avait (to mean ‘there was / were / <span style="background: yellow; mso-highlight: yellow;">used to be</span>’) and <o:p></o:p></p>
<p class="MsoNormal">il y aura (to mean ‘there is going to be / <span style="background: yellow; mso-highlight: yellow;">are going to be</span> / will
be’ will be listed in the <o:p></o:p></p>
<p class="MsoNormal">Vocabulary List as multi-word units<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Groups il y a in all tenses here<o:p></o:p></p>
<p class="MsoNormal">Added meaning ‘used to be’<o:p></o:p></p>
<p class="MsoNormal">Added plural to future<o:p></o:p></p>
</td>
</tr>
<tr>
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<p class="MsoNormal">Il (fait) + weather-related expressions (as listed in the Vocabulary
List, as multi-word units where necessary)<o:p></o:p></p>
</td>
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<p class="MsoNormal"><span lang="FR">Il fait + <span style="background: yellow; mso-highlight: yellow;">adjective (e.g., il fait beau,
il fait froid). </span></span><span style="background: yellow; mso-highlight: yellow;">Any adjectives that would be used in this construction will be listed
in the vocabulary list.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Expanded – not restricted to weather<o:p></o:p></p>
</td>
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<p class="MsoNormal"><o:p> </o:p></p>
</td>
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<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Il +
weather-related expressions (e.g., il neige, il y a du soleil) will be listed
in the Vocabulary List, as multi-word units where necessary</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Added<o:p></o:p></p>
</td>
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<p class="MsoNormal">Il faut + infinitive<o:p></o:p></p>
</td>
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<p class="MsoNormal">Il faut + infinitive<o:p></o:p></p>
</td>
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<p class="MsoNormal">No change<o:p></o:p></p>
</td>
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<p class="MsoNormal">Il est for telling the time<o:p></o:p></p>
</td>
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<p class="MsoNormal">Il est for telling the time<o:p></o:p></p>
</td>
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<p class="MsoNormal">No change<o:p></o:p></p>
</td>
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<p class="Heading2a">Modals in in <span style="background: yellow; mso-highlight: yellow;">1st, 2nd, 3rd</span> persons in singular and plural<o:p></o:p></p>
</td>
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<p class="Heading2a">Modal verbs<o:p></o:p></p>
</td>
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<p class="Heading2a">Changed position<o:p></o:p></p>
</td>
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<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Use
of</span> modals in present indicative (devoir, pouvoir, savoir, vouloir) +
infinitive (with <span style="background: yellow; mso-highlight: yellow;">highly
irregular</span> inflected forms of the modals listed in the Vocabulary List)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Present indicative forms for <span style="background: yellow; mso-highlight: yellow;">1 st, 2nd, 3rd</span> <span style="background: yellow; mso-highlight: yellow;">persons, in singular and plural</span> of modals
devoir, pouvoir, savoir, vouloir <span style="background: yellow; mso-highlight: yellow;">followed by</span> infinitive. <span style="background: yellow; mso-highlight: yellow;">All</span> inflected forms of the modals <span style="background: yellow; mso-highlight: yellow;">will be</span> listed in the
Vocabulary Lis<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Changed to all inflected forms- presumably because all
forms of modals are irregular and
inflected.<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Conditional forms in 1st, 2nd, 3rd persons in singular
only of <span style="background: yellow; mso-highlight: yellow;">five high
frequency verbs (aurais, aurait; ferais, ferait; irais, irait; serais,
serait;</span> voudrais, voudrait), as equivalent of English ‘would + verb’,
will be listed in the Vocabulary List<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Conditional forms in 1st, 2nd, 3rd persons, in singular
only <span style="background: yellow; mso-highlight: yellow;">(excluding ‘you’
formal)</span>, of vouloir (voudrais, voudrait), as equivalent of English
‘would like (to) + verb’, will be listed in the Vocabulary List<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">moved to modals<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Moved avoir, faire,
aller and être to higher tier<o:p></o:p></p>
</td>
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<p class="Heading2a">Reflexive use of verbs<span lang="FR"><o:p></o:p></span></p>
</td>
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<p class="Heading2a">Reflexive use of verbs<span lang="FR"><o:p></o:p></span></p>
</td>
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<p class="Heading2a"><span lang="FR"> </span></p>
</td>
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<p class="MsoNormal">Singular only, for 1st, 2nd, 3rd person<o:p></o:p></p>
</td>
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<p class="MsoNormal">1 st, 2nd, 3rd persons in singular only<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Slight re-wording<o:p></o:p></p>
</td>
</tr>
<tr>
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<h2>ADJECTIVAL PHRASES<o:p></o:p></h2>
</td>
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<h2>ADJECTIVAL PHRASES<o:p></o:p></h2>
</td>
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<h2><o:p> </o:p></h2>
</td>
</tr>
<tr>
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<p class="MsoNormal">Agreement for gender and number with nouns following
regular patterns (of adjectives listed in the Vocabulary List):<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Agreement for gender and number with nouns following
regular patterns (of adjectives listed in the Vocabulary List):<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
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<p class="MsoNormal">Gender<o:p></o:p></p>
<p class="MsoNormal">add -e<o:p></o:p></p>
<p class="MsoNormal">no change with adjectives ending in mute -e<o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">-x </span><span lang="FR">-se<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-el </span><span lang="FR"> -lle<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-en </span><span lang="FR"> -nne<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-f </span><span lang="FR"> -ve<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-er </span><span lang="FR"> -ère<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">-et </span><span style="background: yellow; mso-highlight: yellow;"></span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">-ète</span><span lang="FR"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal">Gender<o:p></o:p></p>
<p class="MsoNormal">Add -e<o:p></o:p></p>
<p class="MsoNormal">No change with adjectives ending in mute -e<o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">-x </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol";">➜</span><span lang="FR"> -se<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-el </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol";">➜</span><span lang="FR"> -lle<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-en </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol";">➜</span><span lang="FR"> -nne<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-f </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol";">➜</span><span lang="FR"> -ve<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR">-er </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol";">➜</span><span lang="FR"> -ère<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span lang="FR">Removed et /
ète<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">(High frequency irregulars, <span style="background: yellow; mso-highlight: yellow;">or those that follow regular patterns other than <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">those
listed above,</span> will be listed in the Vocabulary List as separate items,
e.g., <o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">net/te, bon/ne,
nouveau/elle, pareil/le, travailleur/euse)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">(Highly frequent irregulars will be listed in the
Vocabulary List as separate items, e.g., <o:p></o:p></p>
<p class="MsoNormal"><span lang="FR">net/te, bon/ne,
nouveau/nouvelle, pareil/le, travailleur/travailleuse)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">Removed need to include above in list.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">HEM: NB – will add significantly to list .. all those eur
/ euse words!<o:p></o:p></p>
</td>
</tr>
<tr>
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<p class="MsoNormal">• Number add -s no change for masculine forms already
ending in -s and -x -al <span style="font-family: Symbol; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Symbol;">à</span> -aux for masculine<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Number Add -s No change for masculine forms already ending
in -s and -x -al <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> -aux for masculine<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
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<p class="MsoNormal">(Irregulars beau/x and nouveau/x in the Vocabulary List as
separate items)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">(Irregulars beau/x and nouveau/x <span style="background: yellow; mso-highlight: yellow;">will be listed</span> in the Vocabulary List as
separate items<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Position of adjectives in relation to the nouns they refer
to: mostly after nouns; before nouns only for the defined set in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Position of adjectives in relation to the nouns they refer
to: mostly after nouns; before nouns only for the defined set in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span lang="FR">Use of regular
comparative structures (plus…que, moins…que, aussi…que), with irregulars
(meilleur, meilleure, meilleurs, meilleures and pire, pires) listed in the
Vocabulary List<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">Use of regular
comparative structures (plus…que, moins…que, aussi…que), with irregulars
(meilleur, meilleure, meilleurs, meilleures and pire, pires) listed in the
Vocabulary List<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<span lang="FR"><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>ADVERBIAL PHRASES<span lang="FR"><o:p></o:p></span></h2>
</td>
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<h2>ADVERBIAL PHRASES<span lang="FR"><o:p></o:p></span></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><span lang="FR"> </span></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Adverbs and adverbial phrases will be listed in the Vocabulary
List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Adverbs and adverbial phrases will be listed in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Position of adverbs of time, manner, place<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Position of adverbs of time, manner, place<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Use of regular comparative structures (plus…que,
moins…que, aussi…que), with the irregular forms (mieux and pire) listed in
the Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Use of regular comparative structures (plus…que,
moins…que, aussi…que), with the irregular <span style="background: yellow; mso-highlight: yellow;">adverbial</span> forms (mieux and pire) listed in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">No change<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>PREPOSITIONS<o:p></o:p></h2>
</td>
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<h2>PREPOSITIONS<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><o:p> </o:p></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">À / de needed <span style="background: yellow; mso-highlight: yellow;">in certain multi-verb phrases</span> before an infinitive. These verb
+ preposition combinations will be listed in the Vocabulary List alongside
the verb entry (e.g., finir ‘to finish’; finir de + infinitive ‘to finish +
verb’). Where the preposition changes or adds to the meaning of the verb,
English translations will be listed (e.g., arriver ‘to arrive’; arriver à ‘to
manage to’).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">À / de <span style="background: yellow; mso-highlight: yellow;">can
be</span> needed <span style="background: yellow; mso-highlight: yellow;">before
a noun or a second verb following some verbs.</span> These verb + preposition
combinations will be listed in the Vocabulary List alongside the verb entry
(e.g., finir ‘to finish’; finir de + infinitive ‘to finish + verb’; <span style="background: yellow; mso-highlight: yellow;">dépendre ‘to depend’; dépendre
de ‘to depend on + noun’).</span> Where the preposition changes or adds to
the meaning of the verb, English translations will be listed (e.g., arriver
‘to arrive’; arriver à ‘to manage to’).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">moved up<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">clarification, additional example<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Appropriate usage of en / à with proper nouns for places
(countries, regions/states, cities)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal">Appropriate use of en / à with proper nouns for places <span style="background: yellow; mso-highlight: yellow;">(e.g.</span>, countries,
regions/states, cities)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">moved down<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Contraction of definite article when used with à and de to
agree with the gender and number (à, à la, au, aux; de, de la, du, des)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">Contraction of
definite article when used with à and de to agree with the gender and number
(à, à la, au, aux; de, de la, du, des)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal">moved from determiners / articles<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span lang="FR">De to indicate
possession (e.g., le sac de Léa)<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span lang="FR">moved down<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal"><span lang="FR"> </span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Prepositions
(pour, sans) + infinitive</span><span lang="FR"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal"><span lang="FR" style="mso-ansi-language: FR; text-transform: uppercase;">aDDED<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>HIGH FREQUENCY PATTERNS OF DERIVATIONAL MORPHOLOGY<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>DERIVATIONAL MORPHOLOGY<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2>Changed title<o:p></o:p></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal">Patterns listed here indicate that only one core stem
(e.g., rapide) would need to be listed in the Vocabulary List<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">For
Reading only. Derivational morphology listed here indicates that even if only
the base form (e.g., rapide) is listed in the Vocabulary List, a derived form
that follows one of the patterns listed here (e.g., rapidement) may be
included in reading texts (or if only the specific affixed form is listed,
the base form may be included in reading texts). Note, if derived forms are
included in listening material or required for production, they will be
listed separately in the Vocabulary List.</span><o:p></o:p></p>
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<p class="MsoNormal">Change: allows for reading texts to contain words which
derive from or are the base form of those in vocab list.<o:p></o:p></p>
</td>
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<p class="MsoNormal"><o:p> </o:p></p>
</td>
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<p class="Heading2a"><span style="background: yellow; mso-highlight: yellow;">Uniformly
applicable derivational morphology that changes meaning <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;"><o:p> </o:p></span></p>
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<p class="MsoNormal">New title<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Ordinal
numbers created by adding -ième (or by dropping -e and adding -ième) to
cardinal numbers, e.g., deux – deuxième; quatre – quatrième. Irregular forms
premier and première will be listed in the Vocabulary List.<o:p></o:p></span></p>
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<p class="MsoNormal">Added. Otherwise
the vocabulary list could made up solely of cardiunal numbers! (pointedout by
exam boards)<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="Heading2a">Other highly frequent patterns<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="Heading2a"><i> </i></p>
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<p class="Heading2a"><i>Morphology that changes meaning<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></i></p>
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<p class="Heading2a"><i>Added<o:p></o:p></i></p>
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<p class="MsoNormal">Prefixes:<o:p></o:p></p>
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<p class="Heading2a">Prefixes:<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal">Same<o:p></o:p></p>
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<p class="MsoNormal">Adjectives: in- only where the English equivalent is
‘un-’, or meaning ‘opposite of’ <span style="background: yellow; mso-highlight: yellow;">Verbs: dé- only where the English equivalent is ‘de-’ or meaning ‘not</span><o:p></o:p></p>
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<p class="MsoNormal">• <span style="background: yellow; mso-highlight: yellow;">Adding</span>
in- <span style="background: yellow; mso-highlight: yellow;">or im-</span> to
adjectives, adverbs, <span style="background: yellow; mso-highlight: yellow;">and
nouns,</span> only where the English equivalent is un- <span style="background: yellow; mso-highlight: yellow;">or in-,</span> or <span style="background: yellow; mso-highlight: yellow;">means</span> ‘opposite of’,
e.g., également <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> inégalement; sécurité <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span>
insécurité; possible <span face=""Segoe UI Symbol",sans-serif" style="mso-bidi-font-family: "Segoe UI Symbol";">➜</span> impossible<o:p></o:p></p>
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<p class="MsoNormal">changed order<o:p></o:p></p>
<p class="MsoNormal">(seems logical somehow!!!)<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">added ‘im’ <o:p></o:p></p>
<p class="MsoNormal">removed ‘de’<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="Heading2a"><i>Morphology that changes the part of speech<o:p></o:p></i></p>
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<p class="MsoNormal">clarification<o:p></o:p></p>
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<p class="MsoNormal">Suffixes<o:p></o:p></p>
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<p class="Heading2a">Suffixes<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">Adverbs: -ment or -ement only where the English equivalent
is -ly<o:p></o:p></p>
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<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Adjectives
created by adding -able or -eable to the verb stem, only where the <o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">English
equivalent is -able or -ible, e.g., porter </span><span face=""Segoe UI Symbol",sans-serif" style="background: yellow; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span style="background: yellow; mso-highlight: yellow;"> portable; changer </span><span face=""Segoe UI Symbol",sans-serif" style="background: yellow; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span style="background: yellow; mso-highlight: yellow;"> changeable<o:p></o:p></span></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">•
Nouns created by adding -ion or -ation to the verb stem, only where the
English <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">equivalent is -ion or -ation, e.g., préparer </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="background: yellow; mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;"> préparation; continuer </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="background: yellow; mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">
continuation</span><span lang="FR"><o:p></o:p></span></p>
<p class="MsoNormal">• Adverbs ending in -ment, only where the English
equivalent is -ly, created by:<o:p></o:p></p>
<p class="MsoNormal">o <span style="background: yellow; mso-highlight: yellow;">adding</span>
-ment <span style="background: yellow; mso-highlight: yellow;">to the feminine
form of adjectives e.g., première </span><span face=""Segoe UI Symbol",sans-serif" style="background: yellow; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><o:p></o:p></p>
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">premièrement</span>
<o:p></o:p></p>
<p class="MsoNormal">o <span style="background: yellow; mso-highlight: yellow;">by
dropping -ant(e) /-ent(e) from an adjective and adding -amment /-<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">emment e.g., courant </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="background: yellow; mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">
couramment; patient </span><span face=""Segoe UI Symbol",sans-serif" lang="FR" style="background: yellow; mso-ansi-language: FR; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;"> patiemment)</span><span lang="FR"><o:p></o:p></span></p>
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<p class="MsoNormal">Considerable additions.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">(helps with showing similarities with English
grammar? cf NC KS2)<o:p></o:p></p>
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</tbody></table><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p>
<br clear="all" style="break-before: page; mso-special-character: line-break; page-break-before: always;">
</p><p class="MsoNormal"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">FRENCH HIGHER TIER<o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">NB presented in the
order of 2022. Some changed position in
the list, but I am not commenting on this<o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Proposal<o:p></o:p></span></b></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Final January 2022<o:p></o:p></span></b></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i><span style="color: red;">Commentary<o:p></o:p></span></i></b></p>
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</thead>
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<h2>NOUN PHRASES<o:p></o:p></h2>
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<h2>NOUN PHRASES<o:p></o:p></h2>
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<h2><i> </i></h2>
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<p class="Heading2a">Determiners: Articles<o:p></o:p></p>
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<p class="Heading2a">Determiners: Articles<o:p></o:p></p>
</td>
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<p class="Heading2a"><i> </i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Partitive articles
with uncountable <span style="background: yellow; mso-highlight: yellow;">and
abstract nouns</span><o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Partitive articles
with uncountable nouns<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>added<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of article
with dans; omission of article with en<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of article
with dans; omission of article with en<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>no change<o:p></o:p></i></p>
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<p class="Heading2a">Other determiners<o:p></o:p></p>
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<p class="Heading2a">Other determiners<o:p></o:p></p>
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<p class="Heading2a"><i> </i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of negative
adjective determiner aucun, aucune<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of negative
adjective determiner aucun<span style="background: yellow; mso-highlight: yellow;">(e)</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>no change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Use of indefinite adjective
determiners tel, telle, tels, telles and certain, certaine, certains,
certaines</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>removed<o:p></o:p></i></p>
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<h2>Pronouns<o:p></o:p></h2>
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<h2>Pronouns<o:p></o:p></h2>
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<h2><i> </i></h2>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Preverbal use of
pronouns y and en (not juxtaposed with other object pronouns, except in the
phrase ‘il y en a’, ‘il y en avait’ and ‘il y en aura’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Preverbal use of
pronouns y and en (not juxtaposed with other object pronouns, except in the
phrase ‘il y en a’, ‘il y en avait’ and ‘il y en aura’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>no change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Preverbal position
of direct object pronouns (nous, vous, les) (not juxtaposed with indirect
object pronouns)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Preverbal position
of <span style="background: yellow; mso-highlight: yellow;">plural</span> direct
object pronouns (nous, vous, les) (not juxtaposed with indirect object
pronouns)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>changed description<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Preverbal indirect
object pronouns (nous, vous, leur) (not juxtaposed with direct object
pronouns)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Preverbal position
of <span style="background: yellow; mso-highlight: yellow;">plural</span>
indirect object pronouns (nous, vous, leur) (not juxtaposed with direct
object pronouns)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>changed description<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of emphatic
pronouns (lui, elle, nous, vous, eux, elles) for emphasis <span style="background: yellow; mso-highlight: yellow;">and with même(s)</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Use of emphatic pronouns (lui, elle, nous, vous,
eux, elles) <span style="background: yellow; mso-highlight: yellow;">after
prepositions</span><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">moved up<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">Omits même, adds clarification <o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Preverbal position of plural reflexive pronouns
(nous, vous, se).<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Preverbal position of plural reflexive pronouns
(nous, vous, se<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">no change<o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Negative subject
pronouns personne ne + verb and rien ne + verb (as equivalent of English
nobody + verb and nothing + verb)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Negative subject
pronouns personne ne + verb and rien ne + verb (as equivalent of English
‘nobody + verb’ and ‘nothing + verb’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Moved down<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Subject</span> relative
clauses using wh- pronouns (où, quand)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Relative clauses
using wh- pronouns (où, quand, and que<span lang="FR"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">No distinction subject / object que<o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Object</span> relative clauses
using que<span lang="FR"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR"> </span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">omitted / combined with above<o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR" style="background: yellow; mso-ansi-language: FR; mso-highlight: yellow;">Position
and agreement of singular demonstrative pronouns (le mien, la mienne, les
miens, les meinnes ; le tien, la tienne, les tiens, les tiennes ; le sien, la
sienne, les siens, les siennes)</span><span lang="FR"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR"> </span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">Omitted<o:p></o:p></span></i></p>
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<h2>VERB PHRASES<span lang="FR"><o:p></o:p></span></h2>
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<h2>VERB PHRASES<span lang="FR"><o:p></o:p></span></h2>
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<h2><i><span lang="FR"> </span></i></h2>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Syntax of negation
with <span style="background: yellow; mso-highlight: yellow;">ne … rien (as
equivalent of ‘not verb anything’ and ‘verb nothing’), ne … personne (as
equivalent of ‘not verb anyone/body’ and ‘verb nobody’),</span> ne… plus, ne
… ni … (ni …), ne…pas encore, ne … que<span lang="FR"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Syntax of négation with ne…plus, ne…ni… (ni …),
ne… pas encore, ne…que<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">Moved to foundation<o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Passive voice in
the present (full form only i.e., with par<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Passive voice in
the present (full form only i.e., with par)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>no change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Impersonal verbs in phrases (il est
difficile/facile/interdit de + infinitive; <o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Impersonal verbs <span style="background: yellow; mso-highlight: yellow;">with adjectives + de</span> (e.g., il est
difficile/facile/interdit de + infinitive). </span><span style="background: yellow; mso-highlight: yellow;">Any adjectives used in impersonal phrases will
be listed in the Vocabulary List.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Changed
description<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Some omitted<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">il manque + noun; il vaut mieux/ la peine de +
infinitive)<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Impersonal verbs in phrases il manque + noun; il
vaut mieux + infinitive; il vaut la peine de + infinitive<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">Separated<o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Periphrastic time
expressions être en train de (as equivalent of ‘BE [in the process of] +
verb-ing’) and venir de (as equivalent of ‘HAVE just done + verb’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Periphrastic time
expressions être en train de (as equivalent of ‘BE [in the process of] +
verb-ing’) and venir de (as equivalent of ‘HAVE just done + verb’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Verbs used with
plural reflexive pronouns, with reflexive and reciprocal meanings (e.g., nous
nous écrivons; vous vous parlez; ils se regardent)<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Verbs used with
plural reflexive pronouns, with reflexive and reciprocal meanings (e.g., nous
nous écrivons; vous vous parlez; ils se regardent)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<h2>Inflectional morphology<o:p></o:p></h2>
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<h2>Inflectional morphology<o:p></o:p></h2>
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<p class="MsoNormal"><i>no change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present indicative
(in 1st, 2nd, 3rd persons, singular and plural) and past <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">participle
formation of <span style="background: yellow; mso-highlight: yellow;">three
clusters</span> of high frequency verbs that all pattern following the
‘anchor’ verbs: connaître, écrire, reçevoir [SIC] (the infinitives within
each of these clusters will be listed in the Vocabulary <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">List).<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Two additional clusters</span>
of high frequency verbs that all pattern following the <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">‘anchor’ verbs
connaître and écrire, in the forms as specified at Foundation: <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present indicative
(in 1st, 2nd, 3rd persons, singular and plural); <span style="background: yellow; mso-highlight: yellow;">perfect tense; <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">periphrastic future;
imperative (2<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">nd person singular and plural
only; not reflexive); <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">imperfect (in 1st, 2nd, 3rd
persons, singular).</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>recevoir moved
to foundation irregular [not an anchor veb]<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present tense with
depuis (as equivalent of ‘have been + ing’ for ‘x time’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present tense with
depuis (as equivalent of ‘have been + ing’ for ‘x time’)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>no change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Perfect tense of
modals (devoir, pouvoir, savoir, vouloir) (with past participles listed in
the Vocabulary List)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Perfect tense of
modals (devoir, pouvoir, savoir, vouloir) (with past participles listed in
the Vocabulary List)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>no change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Inflectional
future for regular -er, singular and plural forms (1st, 2nd, 3rd<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">persons), as
equivalent of both ‘BE + going to’ and ‘will’<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">o Singular forms
of four high frequency irregular verbs (aurai, auras, aura; ferai, feras,
fera; irai, iras, ira; serai, seras, sera) will be listed in the Vocabulary
List.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">o Any other regular or
irregular inflected forms will be laid out as separate items in the
Vocabulary List</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">• Inflectional
future for regular -er verbs in 1st, 2nd, 3rd persons in singular and <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">plural, as
equivalent of both ‘will + verb’ and ‘BE + going to + verb’<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">o Singular forms
of four high frequency irregular verbs (aurai, auras, aura; <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ferai, feras,
fera; irai, iras, ira; serai, seras, sera) will be listed in the Vocabulary
List.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>detail about
list removed - made clear elsewhere in appecdix<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Conditional of
regular -er <span style="background: yellow; mso-highlight: yellow;">singular
forms only</span> (1st, 2nd, 3rd persons)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Conditional of
regular -er singular forms only (1st, 2nd, 3rd persons) in singular <span style="background: yellow; mso-highlight: yellow;">and plural</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added plural
conditional<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Singular forms of four high
frequency irregular verbs (aurais, aurait; ferais, ferait; irais, irait;
serais, serait) will be listed in the Vocabulary List</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Moved from foundation
tier<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Imperfect for
regular -er plural forms, for equivalent of English habitual (‘used to +
verb’) and ongoing (‘BE -ing’) <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">o <span style="background: yellow; mso-highlight: yellow;">For all other regular or
irregular verbs, inflected forms will be laid out as separate items in the
Vocabulary List.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Imperfect for
regular (-er, <span style="background: yellow; mso-highlight: yellow;">and the
nine ‘anchor’ verb patterns</span>) verbs 1st, 2nd and 3rd person plural
forms for equivalent of English habitual (‘used to + verb’) and ongoing (‘BE
-ing’). <span style="background: yellow; mso-highlight: yellow;">This includes
the 1st, 2nd and 3rd person plural forms of the three very high frequency
irregular verbs (avoir - to mean ‘had, were’; être - to mean ‘were +
adjectival complement’; faire)</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added nine anchor
‘regular’ verb patterns to compulsory elements: <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>i.e.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">four</span> ‘anchor’ verbs:
choisir, partir, venir, ouvrir;<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">clusters of high
frequency -re verbs that all pattern following <span style="background: yellow; mso-highlight: yellow;">one of these three</span> ‘anchor’ verbs: entendre,
prendre, traduire.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>PLUS</b> connaitre + écrire<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Should be ‘in
addition’ rather than ‘this includes’?:<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added explicitly
3 irregular verbs to be included avoir, être and faire<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Imperative of 2nd
person singular and plural of être (sois and soyez, each listed in Vocabulary
List), and of regular verbs 1st person plural <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">(not reflexive),
with the function ‘Let’s + verb!<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Imperative of 2nd
person singular and plural of être (sois and soyez, each listed in <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Vocabulary List),
and of regular <span style="background: yellow; mso-highlight: yellow;">(-er, and
the nine ‘anchor’ verb patterns)</span> verbs 1<sup>st</sup> person plural
(not reflexive), with the function ‘Let’s + verb<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Regular
clarified ( - er + 9 anchor patterns)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present participle
of regular (-er, and the <span style="background: yellow; mso-highlight: yellow;">ten</span>
‘anchor’ verb patterns) verbs after en<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Present participle
of regular (-er, and the <span style="background: yellow; mso-highlight: yellow;">nine</span>
‘anchor’ verb patterns) verbs after <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">en, <span style="background: yellow; mso-highlight: yellow;">including adjectival use where
relevant<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">o Irregular present
participles of three very high frequency irregular verbs <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">(étant, ayant, faisant) will
be listed in the Vocabulary List.</span><o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Changed number
of anchor verb patterns. (recevoir removed and changed status from ‘anchor
verb patter’ to ‘irregular’<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added
adjectival use.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added être,
avoir + faire<o:p></o:p></i></p>
</td>
</tr>
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<h2>ADJECTIVAL PHRASES<o:p></o:p></h2>
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<h2>ADJECTIVAL PHRASES<o:p></o:p></h2>
</td>
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<h2><i> </i></h2>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of regular
superlative adverb structures (<span style="background: yellow; mso-highlight: yellow;">and irregulars as</span> listed in the Vocabulary List)<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Use of regular superlative adjective structures
(<span style="background: yellow; mso-highlight: yellow;">irregulars le meilleur,
la meilleure, les meilleurs, les meilleures, le pire, la pire and les pires
will be listed in the Vocabulary List</span>)<o:p></o:p></span></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added required
superlative structures I think (‘will be rather than ‘if used,. Should be …’)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Words defined <o:p></o:p></i></p>
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<h2>ADVERBIAL PHRASES<o:p></o:p></h2>
</td>
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<h2>ADVERBIAL PHRASES<o:p></o:p></h2>
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<h2><i> </i></h2>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of regular
superlative adverb structures (and irregulars as listed in the Vocabulary
List)<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Use of regular
superlative adverb structures (<span style="background: yellow; mso-highlight: yellow;">irregulars le mieux and le pire will be</span> listed in the
Vocabulary List)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added required
superlative structures I think (‘will be rather than ‘if used,. Should be …’)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Words define<o:p></o:p></i></p>
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<h2>PREPOSITIONS<o:p></o:p></h2>
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<h2>PREPOSITIONS<o:p></o:p></h2>
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<h2><i> </i></h2>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Preposition (avant de, <span style="background: yellow; mso-highlight: yellow;">pour, sans</span>) + infinitive<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Preposition (avant de) + infinitive <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR">Preposition <span style="background: yellow; mso-highlight: yellow;">(après avoir) + past participle</span><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">après avoir added<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">pour + sans moved to foundation<o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR"> </span></p>
</td>
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<h2>DERIVATIONAL MORPHOLOGY<span lang="FR"><o:p></o:p></span></h2>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR"> </span></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span lang="FR"> </span></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">For Reading only. Derivational
morphology listed here indicates that even if only the <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">base form (e.g., porter) is
listed in the Vocabulary List, a derived form that follows one of <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">the patterns listed here
(e.g., porteur) may be included in reading texts (or if only the <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">specific affixed form is
listed, the base form may be included in reading texts). Note, if <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">derived forms are included in
listening material or required for production, they will be <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">listed separately in the
Vocabulary List.</span><o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Change: allows for
reading texts to contain words which derive from or are the base form of
those in vocab list.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">(As Foundation
level – overlapping tier)<i><o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Morphology that changes the
part of speech<o:p></o:p></span></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">New<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Suffixes:<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">New<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">• Agent nouns created by
adding -eur or -ateur to a verb stem, e.g., porter </span><span face=""Segoe UI Symbol",sans-serif" style="background: yellow; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span style="background: yellow; mso-highlight: yellow;"> porteur; consommer </span><span face=""Segoe UI Symbol",sans-serif" style="background: yellow; mso-bidi-font-family: "Segoe UI Symbol"; mso-highlight: yellow;">➜</span><span style="background: yellow; mso-highlight: yellow;"> consommateur<o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">New<o:p></o:p></p>
</td>
</tr>
</tbody></table><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><h1>French sound-symbol correspondences<o:p></o:p></h1><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
<tr>
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 260.55pt;" valign="top" width="347">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Proposal<o:p></o:p></span></b></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Final January 2022<o:p></o:p></span></b></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i><span style="color: red;">Commentary<o:p></o:p></span></i></b></p>
</td>
</tr>
</thead>
<tbody><tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 260.55pt;" valign="top" width="347">
<p class="MsoNormal">The list which follows specifies key differences in
sound-spelling correspondences between French and English which students will
need to <span style="background: yellow; mso-highlight: yellow;">learn</span> <span style="background: yellow; mso-highlight: yellow;">at GCSE</span> to be able to
read and transcribe with sufficient accuracy at this level. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 297.65pt;" valign="top" width="397">
<p class="MsoNormal">The list which follows specifies key differences in
sound-spelling correspondences between French and English which students will
need to learn at GCSE to be able to read <span style="background: yellow; mso-highlight: yellow;">out loud</span> and transcribe with sufficient accuracy
at this level. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.7pt;" valign="top" width="180">
<h2><i> </i></h2>
</td>
</tr>
<tr>
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<p class="MsoNormal">It is not an exhaustive list of <span style="color: red;">the
all [SIC]</span>sound-spelling orrespondences in the French language.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 297.65pt;" valign="top" width="397">
<p class="MsoNormal">It is not an exhaustive list of <span style="color: red;">the
all</span> [SIC] sound-spelling correspondences in the French language.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.7pt;" valign="top" width="180">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 260.55pt;" valign="top" width="347">
<p class="MsoNormal">Where a letter or combination of letters is pronounced (or
a sound spelt) in approximately the same way in French as in English, it is not
listed. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 297.65pt;" valign="top" width="397">
<p class="MsoNormal">Where a letter or combination of letters is pronounced (or
a sound spelt) in approximately the same way in French as in English, it is
not listed. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.7pt;" valign="top" width="180">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 260.55pt;" valign="top" width="347">
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 297.65pt;" valign="top" width="397">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">Students
will be expected to pronounce words with stress patterns that allow their
speech</span> <span style="background: yellow; mso-highlight: yellow;">to be
clear and comprehensible.</span> <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.7pt;" valign="top" width="180">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Intonation
still not required.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 260.55pt;" valign="top" width="347">
<p class="MsoNormal">The use of hyphens indicates the position of the letters
in a word, when position is relevant to the sound: xx- (at the beginning of a
word); -xx- (in the middle of a word); -xx (at the end of a word).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 297.65pt;" valign="top" width="397">
<p class="MsoNormal">The use of hyphens indicates the position of the letters
in a word, when position is <o:p></o:p></p>
<p class="MsoNormal">relevant to the sound: xx- (at the beginning of a word);
-xx- (in the middle of a word); -xx <o:p></o:p></p>
<p class="MsoNormal">(at the end of a word).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.7pt;" valign="top" width="180">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 260.55pt;" valign="top" width="347">
<p class="MsoNormal">silent final consonant a i/y eu e au/eau/closed o/ô ou u
silent final e é (-er, -ez) en/an/em/am on/om ain/in/aim/im è/ê/ai oi/oy ch ç
(and soft 'c') qu j -tion -ien s-liaison t-liaison n-liaison x-liaison h
um/un -gn<!--[if !supportFootnotes]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span><!--[endif]-->r open eu/œu open o
-s<!--[if !supportFootnotes]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span><!--[endif]-->th -ill-/-ille
-aill-/ail <span style="background: yellow; mso-highlight: yellow;">-eille-/-eil
-euill-/-euil/-ueill-/-ueil/-œill-/-œil -ouill-/oui</span>l<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 297.65pt;" valign="top" width="397">
<p class="MsoNormal">silent final consonant a i/y eu e au/eau/closed o/ô ou u
silent final e é (-er, -ez) en/an/em/am on/om ain/in/aim/im è/ê/ai oi/oy ch ç
(and soft 'c') qu j -tion -ien s-liaison t-liaison n-liaison x-liaison h
um/un -gn<!--[if !supportFootnotes]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span><!--[endif]-->r open eu/œu open o
-s<!--[if !supportFootnotes]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span><!--[endif]-->th -ill-/-ille
-aill-/ail<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.7pt;" valign="top" width="180">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>10 removed<o:p></o:p></i></p>
</td>
</tr>
</tbody></table><p>
</p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.comtag:blogger.com,1999:blog-2921584439814811217.post-27640292602492004682022-01-16T19:35:00.003+00:002022-01-18T22:56:22.852+00:00Subject Content French German Spanish 2022 compared with 2021 proposal<p><a href="https://helenmyers.blogspot.com/2022/01/subject-content-french-german-spanish_18.html" target="_blank">PLEASE FOLLOW THIS LINK TO UP-DATED VERSION OF THIS BLOGPOST</a></p><p>THANK YOU!</p><p> The DfE published the <a href="https://www.gov.uk/government/publications/gcse-french-german-and-spanish-subject-content" target="_blank">GCSE Suject Content for French German and Spanish </a>on Friday 14th January 2022.</p><p>The focus of this exercise is to see what the changes are between the Proposal for Subejct Content GCSE MFL published in 2021 and what has been publishd finally in January 2022.</p><p></p><ul style="text-align: left;"><li>Column 1: Detail of proposal in 2021</li><li>Column 2: Detail of final 2022</li><li>Column 3: A commentary based on facts. Where I have given my personal commentary, this is preceded by my initials- HEM.</li></ul><p></p><p>It will shortly be completed with a comparison of the SSC and grammar requirements.</p><p>There will later be a separate analysis of the differences between the current 2015 Subject content and the January 2022 Subject content.</p><p><a href="https://docs.google.com/document/d/1cAEJYDLxdPXdRNtON9ePfMEf1_7-_T1u/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">Link to download the document from my Google Drive here.</a></p><p>(I will edit the document)</p><p>Or read below</p><p><br /></p><div class="WordSection1">
<h1><span style="font-size: 12pt;">Comparison of proposal (2021) and final
French German and Spanish GCSE subject content January 2022<o:p></o:p></span></h1>
<p class="MsoNormal"><b>Key<o:p></o:p></b></p>
</div><p>
<span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="break-before: auto; mso-break-type: section-break; page-break-before: auto;" />
</span>
</p><div class="WordSection2">
<p class="MsoNormal">SC 2015 = Subject Content 2015 <o:p></o:p></p>
<p class="MsoNormal">Para = Paragraph<o:p></o:p></p>
<p class="MsoNormal">BP = Bullet Point<o:p></o:p></p>
<p class="MsoNormal"><i>NC PoS = National Curriculum Programme of Study<o:p></o:p></i></p>
<p class="MsoNormal"><i>HEM = Helen Elizabeth Myers (me!)<o:p></o:p></i></p>
<p class="MsoNormal"><i>HF = High Frequency<o:p></o:p></i></p>
<p class="MsoNormal"><i>Omissions / changes are highlighted in yellow</i><o:p></o:p></p>
</div><p><br /></p><p class="MsoNormal"><b>Commentary.</b> I
have sought to make a factual comparison.
For some particular points where I am expressing a personal opinion these
are indicated by ‘HEM’.<o:p></o:p></p><p class="MsoNormal"><o:p> </o:p></p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
<tr>
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Proposal<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="color: red;">Final January 2022<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i><span style="color: red;">Commentary<o:p></o:p></span></i></b></p>
</td>
</tr>
</thead>
<tbody><tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">MFL</span> GCSE Subject Content<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal"><span style="background: yellow; mso-highlight: yellow;">French
German and Spanish</span> GCSE subject content January 2022<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Necessary, as
no changes to other MFL e.g. Italian.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>I will not
comment on this change in the rest of the document<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>Introduction<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Introduction<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 This document
sets out the learning outcomes and content coverage required for GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">modern
foreign languages (MFL).</span> <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 This document
sets out the learning outcomes and content coverage required for GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2 GCSE
specifications in MFL will take account of the national curriculum programmes
of study for key stages 2 and 3. They will build on the foundations of
grammar, vocabulary and linguistic competence envisaged by the programmes of
study for key stages 2 and 3, increasing the level of linguistic and
cognitive demand.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2 GCSE
specifications in French, German and Spanish will take account of the
national curriculum programmes of study for key stages 2 and 3. They will
build on the foundations of grammar, vocabulary and linguistic competence
envisaged by the programmes of study for key stages 2 and 3, increasing the
level of linguistic and cognitive demand.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3.<span style="background: yellow; mso-highlight: yellow;">Courses designed to support
preparation for GCSE specifications will ensure systematic, well-sequenced
coverage of the specification’s linguistic content, avoiding overloading
students at any given point, and with ample opportunities for practising the
content taught at each stage</span> receptively and productively, in the oral
and written modalities, with an approximately equal emphasis on each.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3. <span style="background: yellow; mso-highlight: yellow;">Linguistic content for GCSE in
French, German and Spanish will focus largely but not exclusively on the most
commonly occurring vocabulary of each language. Vocabulary and grammatical
requirements for each tier will be clearly defined in the specification.
Students will be expected to know and use the linguistic</span> content specified
receptively and productively, in the oral and written modalities, with an
approximately equal emphasis on each.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>The original
reference to course preparation (systematic, well-sequenced, practice) has
been omitted. This is correct because
the proposal had gone beyond DfE remit which should only be describing content
to be examined.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Fresh text in
final content signalling at early stage the 2 main features of the Jan 2022
which distinguish it from the 2015: <o:p></o:p></i></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 22.75pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><i>1.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></i><!--[endif]--><i>key focus of subject content on <b>high
frequency vocabular</b>y (but note, ‘not exclusively’)<o:p></o:p></i></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 22.75pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><i>2.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></i><!--[endif]--><i>Content is<b> defined</b> and ALL content is to be used <b>productively</b>
(i.e. no receptive-only content).<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>Subject aims<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Subject aims<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">MFL</span>
should provide a coherent, satisfying and worthwhile course of study. They
should encourage students to develop confidence in, and a positive attitude
towards, <span style="background: yellow; mso-highlight: yellow;">MFL</span> and
to recognise the importance of languages. They should also provide a strong
linguistic and cultural foundation for students who go on to study MFL at a
higher level post-16.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish</span> should provide a coherent, satisfying and
worthwhile course of study. They should encourage students to develop
confidence in, and a positive attitude towards, <span style="background: yellow; mso-highlight: yellow;">French, German and Spanish</span> and to recognise the
importance of languages. They should also provide a strong linguistic and
cultural foundation for students who go on to study languages at a higher
level post-16.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">5. Through
studying a GCSE in a modern foreign language, students should develop their
ability and ambition to communic<span style="background: yellow; mso-highlight: yellow;">ate in</span> speech and writing with speakers of the language for
authentic purposes and about subjects which are meaningful and interesting to
them. The study of a modern foreign language at GCSE should als<span style="background: yellow; mso-highlight: yellow;">o b</span>roaden students’
horizons, encourage them to step beyond familiar cultural boundaries and
develop new ways of seeing the world.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Through studying a
GCSE in a modern foreign language, students should develop their ability and
ambition to <span style="background: yellow; mso-highlight: yellow;">communicate
independently</span> in speech and writing with speakers of the language for
authentic purposes and about subjects which are meaningful and interesting to
them. The study of a modern foreign language at GCSE should also <span style="background: yellow; mso-highlight: yellow;">build students’ confidence and</span>
broaden their horizons, enabling them to step beyond familiar cultural
boundaries, develop new ways of seeing the world, <span style="background: yellow; mso-highlight: yellow;">and better understand relationships between the
foreign language and the English language.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added ‘independently’
reinstating word used in SC 2015 [Point 3, BP 4]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>build confidence:
reinstating word used in SC 2015 [3
BP1) – NC PoS aim<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>relationships
between FL + En <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: I am uncertain
of provenance, but seems a helpful addition!<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">6. It is important
that students <span style="background: yellow; mso-highlight: yellow;">should be
taught the language in the context of the countries and communities where the
language is spoken.</span> As they learn the language, students should become
familiar with aspects of the contexts of the countries and communities in
which the language is spoken. <span style="background: yellow; mso-highlight: yellow;">This is because an appreciation of the culture, history, geography
and working environments of these countries and communities is an integral
part of a well-designed language course</span> <span style="background: yellow; mso-highlight: yellow;">and is likely to
be motivating and interesting for students. Such contexts will be referenced
in assessment tasks as appropriate.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">6. It is important
that students following a GCSE course should become familiar with aspects of
the contexts and cultures of the countries and communities where the language
is spoken. <span style="background: yellow; mso-highlight: yellow;">Linguistic
content may be developed through a range of broad themes and topics which
have, for example, cultural, geographical, political, contemporary,
historical or employment-related relevance. Linguistic content which is
largely, though not exclusively, determined by frequency will enable
material relating to most broad themes
and topics to be used, and will unlock a wide range of spoken and written
texts.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk93246349"><i>Now there is option [‘may’] to group content into
themes (examples given – but not prescribed). <o:p></o:p></i></a></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Note that examples do not include
reference to a context of personal +
social relevance (which could include for example needing to ask where the
toilet is). So apparently not wishing to make the concession that students would
be motivated by learning language of immediate relevance to them and their lives. [BUT I have to note that teachers complaining
about ‘boring topics’ have not helped when trying to make this argument. Beware of what you wish for …!]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Acknowledgment of need for language which
is ‘not exclusively’ determined by frequency <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[HEM: But still worded to imply it is
the HF which will unlock, whereas we know that it is the basic core vocab
which unlocks meaning [ref: Jim Milton beer/omelette example.. can you mime
an omelette? ]</i><i><o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<h2>Subject content<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Subject content<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">7. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">MFL</span>
should enable students to: <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">7. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish</span> should enable students to:<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. Learn, and <span style="background: yellow; mso-highlight: yellow;">be able to recall readily and</span>
use, the range of vocabulary required for the level at which they are
studying. The parameters for specifying the vocabulary to be learnt are set
out in paragraphs 13-21 of this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a Learn and use the
range of vocabulary required for the level at which they are studying. The
parameters for specifying the vocabulary to be learnt are set out in
paragraphs 13-21 of this document.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removes words ‘recall
readily’. This allows examination of carrying out a function rather than the
speed at which it is done.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[HEM: ‘Recall readily’
probably coming from the cognitive science focus on need to give opportunities
for ‘recall’ in a sequence of lessons]<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. Learn and <span style="background: yellow; mso-highlight: yellow;">be able to</span> use the
grammar specified to understand and produce meaning accurately, in <span style="background: yellow; mso-highlight: yellow;">oral and written</span>
modalities, <span style="background: yellow; mso-highlight: yellow;">and to speak
with increasing fluency</span>. The grammar to be learnt in each language is
set out in annexes 1-3 of this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. Learn and use
the grammar specified to understand and produce meaning in <span style="background: yellow; mso-highlight: yellow;">written and oral</span>
modalities. The grammar to be learnt in each language is set out in Annexes
1-3 of this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removes
reference to ‘speak with increasing fluency’. Fluency not necessarily only
related to grammar.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Not sure
why oral and written interchanged.
Traditionally, skills are mentioned in the sequence of learning:
Listening – speaking – reading – writing. Perhaps another way of signalling
that this is ‘different’ just as the word ‘skill’ is perhaps deliberately
avoided. <o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. <span style="background: yellow; mso-highlight: yellow;">Know</span> and be able to
apply the principles by which spelling represents sounds in standard or
widely used forms of the language, and use clear and comprehensible pronunciation
when speaking the language.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. <span style="background: yellow; mso-highlight: yellow;">Learn</span> and apply the
principles by which spelling represents sounds in standard or widely used
forms of the language, and use clear and comprehensible pronunciation when
speaking the language.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM Q: Why
changed from know to learn? [should be
in terms of what candidates know, understand and can do …]<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">8. Students should
be able to use the language they are learning both receptively and
productively, in spoken and written forms, for a range of audiences and
purposes, in different genres and in formal and informal contexts which are
relevant to their current and future needs and interests, having regard to
the likely experiences of a wide social range. They should be able to recall
and use language in familiar and <span style="background: yellow; mso-highlight: yellow;">new</span> situations and be able to move between the language they
are learning and English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">8. Students should
be able to use the language they are learning both receptively and
productively, in spoken and written forms, for a range of audiences and
purposes, in different genres and in formal and informal contexts which are
relevant to their current and future needs and interests, having regard to
the likely experiences of a wide social range. They should be able to recall
and use language in <span style="background: yellow; mso-highlight: yellow;">different</span>
situations and be able to move between the language they are learning and
English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>‘Different’ not
‘new’<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: …
presumably because the focus is on breadth of situation rather than novelty
of situation.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">9. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">MFL</span>
must require students to:<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">9. GCSE
specifications in <span style="background: yellow; mso-highlight: yellow;">French,
German and Spanish</span> must require students to<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. understand
written texts in the language. Texts will comprise defined vocabulary and
grammar for each tier and will be of limited complexity at foundation tier.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. understand
written texts in the language. Texts will predominantly focus on the defined
vocabulary and grammar for each tier and will be of limited complexity at
foundation tier.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[reading]<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. understand
spoken extracts comprising the defined vocabulary and grammar for each tier
which are delivered at a pace which is no faster than a moderate pace, where
each word is clearly discernible, and which do not contain extraneous
distractions or interruptions; <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. understand
spoken extracts comprising the defined vocabulary and grammar for each tier
which are delivered at a pace which is no faster than a moderate pace, where
each word is clearly discernible <span style="background: yellow; mso-highlight: yellow;">(as appropriate to pronunciation norms for each language),</span> and
which do not contain extraneous distractions or interruptions;<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[listening]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Acknowledges
nature of the French language where words liaise. Original proposal impossible.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Note: inferring
/ deducing meaning NOT reintroduced from SC 2015, unlike reading – see below.<o:p></o:p></i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">undertake
dictation exercises from short spoken extracts, with credit for accurate
spelling.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. Undertake
dictation <span style="background: yellow; mso-highlight: yellow;">of</span>
short, spoken extracts <span style="background: yellow; mso-highlight: yellow;">(including
some vocabulary from outside the vocabulary list)</span> with credit for
accurate spelling.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[phonetics]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Attempt to
make exercise a more valid test of phonics, but will not be reliable as some
pupils may know words already. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Perversely, the
only way to test reliably would be to dictate made-up words…..!!<o:p></o:p></i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">c. write text in
the language in a lexically and grammatically accurate way, based on simple
and familiar stimuli.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">d. write text in
the language in a lexically and grammatically accurate way in response to
simple and familiar stimuli.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">d. translate in
writing vocabulary items and short sentences or texts, from the language to
English and vice versa using a range of the vocabulary and grammar specified
for each tier. In this context translation means an appropriate and
sufficient rendering of the meaning of the original English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">e. translate in
writing short sentences or texts, from the language to English and vice
versa, using a range of the vocabulary and grammar specified for each tier.
In this context, translation means an appropriate and sufficient rendering of
the meaning of the original language.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">f. <span style="background: yellow; mso-highlight: yellow;">infer, by using knowledge of
the vocabulary and grammar specified for each tier, plausible meanings of
single words from outside the Vocabulary List when they are embedded in the
context of written sentences.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Re-introducing
requirement to infer – but only in reading:<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> SC 2015 Reading BP 4 [deduce meaning] <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Leads to a more
realistic authentic task, and allows for exam bodies to introduce words
beyond the list – as SC 2015.<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">g. speak using
clear and comprehensible language to:<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[speaking] – <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>added text: clearer
signalling of the skill of speaking, giving context for the tasks<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: NB it is
not in the remit of DfE to specify how things are tested – this is presumably
a way around this …<o:p></o:p></i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">e. read aloud, <span style="background: yellow; mso-highlight: yellow;">using clear and comprehensible
pronunciation,</span> short <span style="background: yellow; mso-highlight: yellow;">sentences</span> from the written form of the language <span style="background: yellow; mso-highlight: yellow;">and demonstrate understanding
of them (for example by answering questions);</span> <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">i. read aloud a
short <span style="background: yellow; mso-highlight: yellow;">written text</span>
and <span style="background: yellow; mso-highlight: yellow;">undertake a short
unprepared conversation relating to the text;</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removal of qualitative
element (nature of pronunciation –[presumably allowing positive marking for
less than 100%)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Change to task
related to the reading aloud <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoListParagraph" style="margin-left: 8.85pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -7.1pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>Previously
would have required Q/A in English (to be consistent with requirement for
comprehension questions to be in English)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 8.85pt; text-indent: -7.1pt;"><i> </i></p>
<p class="MsoListParagraph" style="margin-left: 8.85pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -7.1pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>Introduces
unprepared dialogue in form of conversation (previously missing )<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">undertake role pl<span style="background: yellow; mso-highlight: yellow;">ay</span> simulating a context
such as a social conversation where instructions are unambiguous <span style="background: yellow; mso-highlight: yellow;">and there are no unexpected
questions;</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ii. undertake role
pla<span style="background: yellow; mso-highlight: yellow;">y(s)</span>, <span style="background: yellow; mso-highlight: yellow;">including asking and answering
questions,</span> simulating a context such as a social conversation, where
instructions <span style="background: yellow; mso-highlight: yellow;">about what
to say</span> are unambiguous;<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for more
than one role play<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Re-introduces explicit
requirement to ask questions [SC 2015 speaking / BP2 “</i>take part in a
short <span style="background: lime; mso-highlight: lime;">conversation</span>,
asking and <span style="background: lime; mso-highlight: lime;">answering
questions,</span>”<i>]<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for questions
to be unscripted BUT ensures no penalty for not understanding question by requirement to give unambiguous instructions
about what to say (HEM: fairer test – not penalised for listening skill)<o:p></o:p></i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">answer questions about</span> <span style="background: yellow; mso-highlight: yellow;">a</span> visual stimulus such
as <span style="background: yellow; mso-highlight: yellow;">a photograph</span>. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">iii. <span style="background: yellow; mso-highlight: yellow;">talk about one or more</span>
visual stimulus/<span style="background: yellow; mso-highlight: yellow;">stimuli,</span>
such as <span style="background: yellow; mso-highlight: yellow;">(connected)
photographs or pictures</span>, <span style="background: yellow; mso-highlight: yellow;">and extend this conversation into a short unprepared interaction.</span><o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for more
than one picture<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Re-introduces requirement
for unprepared interaction (SC 2015 speaking BP4 ‘</i>responding to <span style="background: lime; mso-highlight: lime;">unexpected questions,</span>’<i><o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">For these activities students</span>
<span style="background: yellow; mso-highlight: yellow;">will</span> have time
for preparation (without access to reference materials), and vocabulary and
grammar expected will be from the defined content for each tier.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Pupils should</span> have <span style="background: yellow; mso-highlight: yellow;">suitable specified</span>
preparation time for each of the above components without access to reference
materials. <span style="background: yellow; mso-highlight: yellow;">For spoken
and written production</span>, the expected language will be from the defined
content (vocabulary, grammar, and sounds) for each tier, <span style="background: yellow; mso-highlight: yellow;">with equal credit given for
language used that is beyond the defined content but that fulfils the task
requirements.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Pupils not
students – probably a mistake.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Added “suitable
specified”<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: perhaps to
ensure requirement for exam conditions?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Explicit
requirement covering speaking + writing that content required will not
require language beyond the spec.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows credit for
language beyond the word list. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: This allows
validation of language learnt beyond the strict confines of the word list –
perhaps even giving scope for students to talk about what matters to them in
a productive task?<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">10.Complexity [1]
of language: Spoken and written language (for comprehension and production)
will be of limited complexity at foundation tier. At higher tier students
will be expected to understand (in listening and reading) and produce (in
speech and writing) language at a higher level of complexity. The complexity
of the language will be in both cases appropriate to the level of study.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">10.Complexity [1]
of language: Spoken and written language (for comprehension and production)
will be of limited complexity at foundation tier. At higher tier students
will be expected to understand (in listening and reading) and produce (in
speech and writing) language at a higher level of complexity. The complexity
of the language will be in both cases appropriate to the level of study.<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[1] Complexity in
this sense means the extent to which a text uses features such as multi-clause
units (e.g. relative clauses), pronouns, especially multiple pronouns,
multiple verbs in one sentence or clause, long sentences, <span style="background: yellow; mso-highlight: yellow;">syntax</span> or word order
which is very different to English.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[1] Complexity in
this sense means the extent to which a text uses features such as
multi-clause units (e.g., relative clauses), pronouns, especially multiple
pronouns, multiple verbs in one sentence or clause , long sentences, or <span style="background: yellow; mso-highlight: yellow;">morphology and syntax (e.g.,</span>
word order) which is very different to English <span style="background: yellow; mso-highlight: yellow;">in form and/or function.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>added detail to
describe complexity <o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">11.Question types:
Where questions are designed to test comprehension of written and spoken
texts in the assessed language, these comprehension questions will be in
English. Other types of question will be in English or the assessed language
as appropriate to the task. Rubrics will be in English.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">11.Question types:
Where questions are designed to test comprehension of written and spoken
texts in the assessed language, these comprehension questions will be in
English. Other types of question may be in English or the assessed language
as appropriate to the task. Rubrics will be in English.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">12.Themes and
topics: Because vocabulary specified in this content is informed by the
frequency of occurrence in the language it will <span style="background: yellow; mso-highlight: yellow;">be well suited to communication about</span> a wide
range of <span style="background: yellow; mso-highlight: yellow;">common</span>
themes and topics, <span style="background: yellow; mso-highlight: yellow;">and
for different purposes (see paragraphs 5-8 above).</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">12. Themes and
topics: Because <span style="background: yellow; mso-highlight: yellow;">most,
though not all,</span> vocabulary, defined in specifications is informed by
the frequency of occurrence in the language, it will <span style="background: yellow; mso-highlight: yellow;">enable access to</span> a wide range of themes
and topics. <span style="background: yellow; mso-highlight: yellow;">Specifications
should identify a limited number of broad themes or topics with relevance to
the countries or communities where the language is spoken. These could cover,
for example, cultural, geographical, political, contemporary, historical or
employment-related aspects, as appropriate to the themes and level of
learning. These themes and topics are not intended to be specifically
reflected in texts selected for terminal</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>High frequency
no longer described as ‘well suited to communication about themes’, but
changed to ‘will enable access to themes’.
<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: This is a
fundamental acknowledgement and logically should lead to allowing for access to
a broader range of words - but very little
concession made in practice, sadly.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Allows for
words which are not high frequency.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Repeats aims(para
6) in describing themes. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Note, although
personal + social not listed as an example theme, I would very much hope that
they are included by the exam boards. <o:p></o:p></i></p>
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<h2>Vocabulary<o:p></o:p></h2>
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<h2><span style="background: yellow; mso-highlight: yellow;">Composition of</span>
vocabulary <span style="background: yellow; mso-highlight: yellow;">content</span><o:p></o:p></h2>
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<p class="MsoNormal"><i>Changed.<o:p></o:p></i></p>
<p class="MsoNormal"><i>Describes what follows – not the vocabulary itself, but
how it is to be selected.</i><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">13.Students will
be expected to know 1200 lexical items for foundation tier, and a further 500
lexical items for higher tier. Because no vocabulary is specified for KS2 or KS3,
the vocabulary list proposed for GCSE must be comprehensive and should make
no specific assumptions about vocabulary previously taught<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">13.Students will
be expected to know 1,200 lexical items for foundation tier, and a further
500 lexical items for higher tier. <span style="background: yellow; mso-highlight: yellow;">Students will also be required to know words which can be regularly
inflected and (for reading only) regularly derived from listed lexical items
using the grammar specified in the grammar annex (exemplification at Annex
D).</span> Because no vocabulary is specified for KS2 or KS3, the Vocabulary
List proposed for GCSE must be comprehensive and should make no assumptions
about vocabulary previously taught.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i>regularly inflected</i></b><i>
- presumably for listening and reading
since only the derived seems to be for reading only? <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><i>derived </i></b><i>-
necessary change to accommodate content para 9f: </i>f. <span style="background: yellow; mso-highlight: yellow;">infer, by using knowledge of
the vocabulary and grammar specified for each tier, plausible meanings of
single words from outside the Vocabulary List when they are embedded in the
context of written sentences.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20. (first
part) <span style="background: yellow; mso-highlight: yellow;">Words will be listed in the basic form commonly found
in dictionaries. Where different parts of speech are derived from a single
root, each part of speech will be listed separately. Further derived and
inflected forms of each part of speech should not be separately listed,
provided that the defined grammar covers their formation [4].</span>
Inflected and derived forms which follow no regular pattern should be listed
as separate items under a section called ‘Highly irregular inflected forms’. <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">14. Vocabulary
lists must include, as part of the 1,200 or 1,700 items, the words listed at
Annex E. These are the words which are referenced in the grammar annex for
each language and so need to be included. They include irregular forms of
high frequency verbs and other parts of speech.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Requirements
for listing and counting words now included in a helpful detailed appendix for each language.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Foundation:
278<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Higher:329<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Foundation
optional: 310<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>French Higher optional:
282<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German Foundation:
268<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German Higher:304<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German Foundation
optional: 139<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>German Higher optional:
288<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish Foundation:
264<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish Higher:
334<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish Foundation
optional: 85<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Spanish Higher optional:
85<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Note the
difference in numbers between different languages. What are the practical consequences of
this?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[4] 4 For example:
French ‘rester’ (verb) and ‘le reste’ (noun); Spanish ‘viejo’ (adjective) and
‘vejez’ (noun); German ‘Regen’ (noun) and ‘regnen’ (verb) all require
separate listings in the vocabulary lists as they are different parts of speech.
(An important exception to this that a nominalised use of a verb that
translates directly as the English gerund (e.g., ‘étudier’ (to
study/studying) ‘(das) schwimmen/Schwimmen’ (to swim/swimming) will be listed
as one single item. However, where there is a different translation in
English for the nominalised verb (e.g. ‘essen’ (to eat) and ‘das Essen’
(food, meal), the words will be listed separately with their different
English translations.) In contrast, inflectional and derivational variants
within the same part of speech will not be listed as separate items, such as
French ‘restait’, ‘restons’; French ‘le reste’, ‘les restes’; Spanish
‘vieja’, ‘viejísimo’; German ‘regnete’, ‘geregnet’, as these can be formed
from the lexical items in the vocabulary lists using the specific
derivational and inflectional morphology listed in the grammar lists (with
only highly irregular inflected forms listed in the vocabulary lists, as
specified in the annexes)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Appendix
exemplifies these examples.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Appendix now
presents this info more clearly<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20 continued in
new para 17<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">14 – moved to
match new para 18<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">15 – moved to new
para 19<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">16.There will be an explicit
and representative balance of different parts of speech such as nouns
(concrete and abstract), pronouns, verbs, adjectives, adverbs and prepositions.</span><o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removed.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: I think this
was there originally because of NCELP’s belief that too few verbs were required
in exams. Helpful to be more flexible.<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">17. Moved to 16
iii<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">18. Moved to split
between new 15 + new 20 <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">[18.The vast
majority of lexical items listed as vocabulary will be single word vocabulary
items (with their grammatical gender where appropriate), with the following
exceptions: ] <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">15.In addition to
the 1,200 and 1,700 items, the Vocabulary Lists can contain:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">b. Up to <span style="background: yellow; mso-highlight: yellow;">20</span> <span style="background: yellow; mso-highlight: yellow;">short phrases</span> that are
multi-word units <span style="background: yellow; mso-highlight: yellow;">in both
</span>the target language <span style="background: yellow; mso-highlight: yellow;">and
English,</span> usually consisting of no more than five identifiable words in
the target language, <span style="background: yellow; mso-highlight: yellow;">may
be included in the total count of the vocabulary items across both tiers
(e.g., il y a’ for there is/are’).</span><o:p></o:p></p>
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<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">i. up to <span style="background: yellow; mso-highlight: yellow;">30</span> short phrases that
are multi-word units in the target language, usually consisting of no more
than five identifiable words in the target language (e.g., ‘il y a’ for there
is/are’; <span style="background: yellow; mso-highlight: yellow;">‘s’il vous
plaît’ for ‘please’</span>). <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Increase of
multi-word units permitted.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removal of
requirement for both TL and English to be multiword, hence example where
French is multiword (if you please) and English is one word (please)<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ii. <span style="background: yellow; mso-highlight: yellow;">up to 20</span> <span style="background: yellow; mso-highlight: yellow;">items</span> (<span style="background: yellow; mso-highlight: yellow;">some of which can be</span>
multi-word units of up to five words) to refer to relevant geographical or
cultural places/events, including the names of countries to be known
receptively and productively.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Increase of
multi-word units permitted – 20, constrained to cultural aspects.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: This is necessary
to accommodate focus on culture where core words will not be high frequency and
are likely to be in phrases (e.g. L’Arc de Triomphe, La Tour Eiffel – La</i> <i>Côte
d'Ivoire? )<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">16.For Reading
only:<o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">19.<span style="background: yellow; mso-highlight: yellow;">At</span> higher tier <span style="background: yellow; mso-highlight: yellow;">students are expected to read</span>
texts <span style="background: yellow; mso-highlight: yellow;">that</span> may
include a small number of words outside the vocabulary list <span style="background: yellow; mso-highlight: yellow;">defined by the awarding
organisation.</span> English meanings of such words must be supplied adjacent
to the text for reference. No more than 2% of words in any given <span style="background: yellow; mso-highlight: yellow;">higher tier</span> text may be
glossed in this way. <o:p></o:p></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">i. Higher <span style="background: yellow; mso-highlight: yellow;">and overlapping</span> tier
texts may include a small number of words outside the Vocabulary List.
English meanings of such words must be supplied adjacent to the text for
reference. No more than 2% of words <span style="background: yellow; mso-highlight: yellow;">(rounded to the nearest whole word)</span> in any given
text may be glossed in this way.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SIGNIFICANT<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Foundation
paper can also include words not on the list (which must be glossed).<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>NB<o:p></o:p></i></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 15.9pt; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -7.05pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>if
fewer than 25 words in a text, no words can be glossed (because 1 word out of
25, rounded, is more than 2%)<o:p></o:p></i></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 15.9pt; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -7.05pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><i>this
requirement still makes it unlikely to be able to include authentic texts.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>[HEM: Does this
contradict the requirement to test inference in reading?]<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">In addition,</span> for both
Foundation and Higher tiers, all proper nouns (such as cities or countries)
that are not <span style="background: yellow; mso-highlight: yellow;">listed in
the most frequent 2,000 words</span> <span style="background: yellow; mso-highlight: yellow;">and</span> are not deemed to be easily understood, can
be glossed or explained in an adjacent note.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ii. For both
Foundation and Higher tiers, all proper nouns (such as cities or countries)
that are not <span style="background: yellow; mso-highlight: yellow;">on the
Vocabulary List</span> and are not deemed to be easily understood, can be
glossed or explained in an adjacent note.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Correction to allow
for countries within top 2000 to be glossed if not in the vocab list.<o:p></o:p></i></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">17.<span style="background: yellow; mso-highlight: yellow;">Where the language being
learnt is historically related to English and there are close cognates (words
which are very similar or the same in English and the assessed language),
students benefit from familiarity with common patterns (in spelling and
pronunciation)</span>. <span style="background: yellow; mso-highlight: yellow;">Cognate
words should be included and counted in the defined vocabulary list in a way</span><o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">iii. <span style="background: yellow; mso-highlight: yellow;">Up to 2% of words (rounded to
the nearest whole word) of any given text can be comprised of true and exact
cognates (2)</span> <span style="background: yellow; mso-highlight: yellow;">which
are not included in the Vocabulary List.</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>In a text of
greater than 25 words, one cognate does not have to be from vocabulary list.<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">(2) These are
defined as words <span style="background: yellow; mso-highlight: yellow;">which
are spelt the same in English and the assessed language</span> <span style="background: yellow; mso-highlight: yellow;">(excluding any accents, and
where one letter in words of at least six letters could differ from the
English spelling)</span> and have the same meaning in both languages.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Definition of
cognate given. Only one letter can
differ. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: I wonder where
this definition comes from? It will vary
from one language to another.)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span lang="FR">So in French : géographie, histoire,
biologie, académie, vinaigrette, adresse, pharmacie, banque, calendrier,
électrique, would NOT count. <o:p></o:p></span></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20 continued ….
Words with multiple meanings but with the same part of speech (e.g., the
French noun ‘histoire’ that can be translated by the different English words
‘story’ and ‘history’) will be listed as one item in the vocabulary list. All
English equivalents that could be tested (e.g. in questions that require
working from English to the target language) must be explicitly provided.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">17.Words with
multiple meanings but with the same part of speech (e.g., the French noun
histoire that can be translated by the different English words ‘story’ and
history’) will be listed as one entry in the Vocabulary List. All English
equivalents that could be tested (e.g., in questions that require working
from English to the target language) must be explicitly provided.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">14.The vocabulary
which students will be expected to know, for both comprehension and
production, will be compiled with close and explicit reference for each item
on the list to frequency of occurrence in the language. This information
about frequency will be taken from a recommended source based on data from
one or more large, modern corpus/corpora.<o:p></o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">18.The vocabulary
which students will be expected to know, for both comprehension and
production, will be compiled with close and explicit reference for each item
on the list to frequency of occurrence in the language. This information
about frequency will be taken from a source based on data from one or more
large, modern corpus/corpora. [3]<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">When compiling word lists, the
information provided in paragraph 20 should be taken into account.<o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>This
requirement moved up slightly<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">These corpora must
contain 20 million words or more; be internationally recognised; and should
be based on both spoken and written language taken from a wide range of
different contexts [2]. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">[3]</span> These corpora must
each contain 20 million words or more; be internationally recognised; and
should be based on both spoken and written language taken from a wide range
of different contexts. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>All reference
to corpora in a footnote<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">When compiling word lists, the
information provided in paragraph 18 should be taken into account.</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2 Examples, but
not a definitive list, of recommended word frequency resources, are: ‘Davies,
M., & Davies, K. (2018). A frequency dictionary of Spanish: Core
vocabulary for learners (2nd ed.). London: Routledge’; ‘Lonsdale, D. & Le
Bras. Y. (2009). A frequency dictionary of French: Core vocabulary for
learners. London: Routledge’; and ‘Tschirner, E. & Möhring, J. (2019). A
frequency dictionary of German: Core vocabulary for learners (2nd ed.).
London: Routledge’. More information on the suitability of these word lists
can be found here.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Examples, but not
a definitive list, of recommended word frequency resources, are: ‘Davies, M.,
& Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary
for learners (2nd ed.). London: Routledge’; ‘Lonsdale, D. & Le Bras. Y.
(2009). A frequency dictionary of French: Core vocabulary for learners.
London: Routledge’; and ‘Tschirner, E. & Möhring, J. (2019). A frequency
dictionary of German: Core vocabulary for learners (2nd ed.). London:
Routledge’. More information on the suitability of these word lists can be
found here<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">15.At least 90% of
words selected must be from the 2,000 most frequent words occurring in the
most widely used standard forms of the language. In some cases, more than one
spelling is in common use, including where recent spelling reforms have taken
place. In such cases, tolerance should be shown for both versions of the
spelling.3<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">19.At least <span style="background: yellow; mso-highlight: yellow;">85%</span> of words selected
must be from the 2,000 most frequent words occurring in the most widely used
standard forms of the language. In some cases, more than one spelling is in
common use, including where recent spelling reforms have taken place. In such
cases, tolerance should be shown for both versions of the spelling.4<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i><span face=""Arial Black",sans-serif">SLIGHT CHANGE<o:p></o:p></span></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>HEM: Minor
concession to the outcry over the narrow restriction of word selection (Some
asking for a 50%, exam boards in the consultation asking for 80%)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Would it really
have cost them so much to accede to a request for 80% ? <o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3 Examples here
include- French: coût/cout; German: der Fluß/der Fluss; Spanish: sólo/solo<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">4 Examples here
include for French: coût/cout; German: der Fluß/der Fluss; Spanish: sólo/solo<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">18.The vast
majority of lexical items listed as vocabulary will be single word vocabulary
items <span style="background: yellow; mso-highlight: yellow;">(with their
grammatical gender where appropriate)</span>, <span style="background: yellow; mso-highlight: yellow;">with the following exceptions:</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">20.The vast
majority of lexical items listed as vocabulary will be single word vocabulary
items<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Detail of how
to list now given in appendix<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">a. Where a
compound word or phrase translates a single English word, it should be
counted as a lexical item in the vocabulary list (e.g., <span style="background: yellow; mso-highlight: yellow;">for French ‘s’il vous plaît’
for ‘please’ will be listed as a single item, ‘le petit déjeuner’ for
‘breakfast’ will be listed separately from ‘petit’ and ‘le déjeuner’</span>).
<span style="background: yellow; mso-highlight: yellow;">Note, </span>however,<span style="background: yellow; mso-highlight: yellow;"> that</span> where a compound
word or phrase <span style="background: yellow; mso-highlight: yellow;">translates
a compound English word and</span> can easily be understood from its
components, and where the components are already included in<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">the list, there is
no need to include such a compound as well (e.g., German Sommerferien’ for
‘summer holidays’).<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Where a compound
word or phrase translates a single English word, it should be counted as a
separate lexical item in the Vocabulary List (e.g., <span style="background: yellow; mso-highlight: yellow;">en cambio for ‘however’</span>; see paragraph 15
on multi-word units). However, where a compound word or phrase can easily be
understood from its components, and where the components are already included
in the list, there is no need to include the compound word as well (e.g.,
German Sommerferien for ‘summer holidays’, see compound section in the German
grammar annex).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Different
examples given.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
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<h2>Grammar<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<h2>Grammar<o:p></o:p></h2>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<h2><i> </i></h2>
</td>
</tr>
<tr>
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<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">21.The grammar
requirements are set out in two tiers: foundation and higher. The
requirements set out for higher tier include everything specified for
foundation.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">21.The grammar
requirements are set out in two tiers: foundation and higher. The
requirements set out for higher tier include everything specified for
foundation.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">22.Students will
be expected to apply their knowledge of the grammar specified appropriate to
the task set and to the tier of entry.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">22.Students will
be expected to apply their knowledge of the grammar specified appropriate to
the task set and to the tier of entry.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">23.For French,
German and Spanish, the grammar requirements are in the annexes to the
document. Items in brackets are either marked as illustrative using “e.g.,”
(they illustrate the grammar point being described for the purposes of
clarification and are not listed in the vocabulary list) or they are
comprehensive and laid out in full in the brackets (i.e., they indicate the
full set of features to be included and this exhaustive set of items must
also be included in the vocabulary lists).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">23.For French,
German, and Spanish, the grammar requirements are in the annexes to the
document. Items in brackets are either marked as illustrative using “e.g.,” (they
illustrate the grammar point being described for the purposes of
clarification and are not listed in the Vocabulary List) or they are
comprehensive and laid out in full in the brackets (i.e., they indicate the
full set of features to be included and this exhaustive set of items must
also be included in the Vocabulary Lists).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Sound-symbol
correspondences (core literacy)<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No heading<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">24.The
requirements for knowledge about sound-symbol correspondences (SSCs) are <span style="background: yellow; mso-highlight: yellow;">the same for both foundation
and higher tiers, as</span> laid out in the annexes to this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">26.</span>The requirements for
knowledge about sound-symbol correspondences (SSCs) are laid out in the
annexes to this document.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Mistaken numbering?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Removed
emphasis that this applies to both tiers.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar content<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar content<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">GCSE students will
be expected to develop and use their knowledge of grammar throughout their
course.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">GCSE students will
be expected to develop and use their knowledge of grammar throughout their
course.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The grammar
requirements for GCSE are set out in two tiers: foundation and higher.
Students will be required to use their knowledge of grammar from the relevant
lists, appropriate to the language studied and to the relevant tier of entry.
Students entering higher tier assessments will be required to apply all
grammar listed for foundation tier in addition to the grammar listed for
higher tier.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The grammar
requirements for GCSE are set out in two tiers: foundation and higher. Students
will be required to use their knowledge of grammar from the relevant lists,
appropriate to the language studied and to the relevant tier of entry.
Students entering higher tier assessments will be required to apply all
grammar listed for foundation tier in addition to the grammar listed for
higher tier.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">These lists
describe grammatical features of the most widely used standard varieties. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">These lists
describe grammatical features of the most widely used standard varieties.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The lists are written
from the point of view of English-speaking students of the language, and so
include some reference to certain cross-linguistically complex relations with
English.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The lists are
written from the point of view of English-speaking students of the language,
and so include some reference to certain cross-linguistically complex
relations with English<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Students will be
required to demonstrate both receptive and productive knowledge of the
grammar from the list<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Students will be
required to demonstrate both receptive and productive knowledge of the
grammar from the list <span style="background: yellow; mso-highlight: yellow;">(though
the derivational morphology laid out in the grammar annex can only be
included for reading).</span><o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Change to accommodate
requirement to test inference in reading paper.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">‘Grammar’ is
defined as including the morphology (inflectional and derivational [1] and syntax
(rules of word order, relations between words, and obligatory use of specific
features).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">‘Grammar’ is
defined as including the morphology (inflectional and derivational [5] and
syntax (rules of word order, relations between words, and obligatory use of
specific features).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">1 Inflectional
morphemes carry grammatical meaning without changing the word’s part of
speech. For example, the plural -s in cats, the comparative -er in taller,
the past -ed in changed, the 3rd person singular -s in walks. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Derivational
morphemes change the meaning and function (and often the part of speech). For
example, happy <span style="font-family: Symbol; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Symbol;">à</span>
happiness.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">5 Inflectional
morphemes carry grammatical meaning without changing the word’s part of
speech. For example, the plural -s in ‘cats’, the comparative -er in
‘taller’, the past -ed in ‘changed’, the 3rd person singular -s in ‘walks’. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Derivational
morphemes change the meaning and function (and often the part of speech). For
example, ‘happy’ → ‘happiness’.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The Vocabulary
Lists will lay out the lexicon that is needed to ‘realise’ (or ‘use’) the
grammar. <o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The Vocabulary
Lists will lay out the lexicon that is needed to ‘realise’ (or ‘use’) the
grammar.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">For</span> some grammatical
features in the<span style="background: yellow; mso-highlight: yellow;"> lists</span>
below, <span style="background: yellow; mso-highlight: yellow;">items are given
that fall on the borderline between being categorised as</span> ‘grammar’ or
‘lexicon’ – <span style="background: yellow; mso-highlight: yellow;">in all such
cases,</span> these items must <span style="background: yellow; mso-highlight: yellow;">also</span> be listed in the Vocabulary List. The Vocabulary List
must also specify frequent highly irregular forms, within a grammatical subsystem (i.e., subparts of
paradigms where only some forms are irregular). This is because such forms
are likely to be learnt and retrieved as individual items rather than as part
of a broader grammatical system. Listing them in the Vocabulary List,
therefore, reflects the pedagogical attention required for these highly
irregular forms.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Some grammatical
features in the <span style="background: yellow; mso-highlight: yellow;">Annexes</span>
below <span style="background: yellow; mso-highlight: yellow;">can be perceived
as</span> ‘grammar’ or ‘lexicon’ – these items must be listed in the
Vocabulary List, <span style="background: yellow; mso-highlight: yellow;">as
stipulated in the Annexes.</span> The Vocabulary List must also specify
highly irregular forms within a grammatical subsystem (i.e., subparts of
paradigms where only some forms are irregular), as laid out in the Grammar
Annexes. This is because forms, such as irregular stems, are likely to be
learnt and retrieved as individual items rather than as part of a broader
grammatical system. Listing them in the Vocabulary List, therefore, reflects
the pedagogical attention required for these highly irregular forms.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Annexes replace
grammar lists.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>Clearer
definition.<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Items below given
in brackets which are prefaced with “e.g.” are illustrative, to clarify the
description of the grammar features, and so they will not be included in the
Vocabulary List. In contrast, items given without “e.g.” are comprehensive,
and thus provide all the examples of the grammar that are included in the
Subject Content and all of these items must also be contained in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Items below given
in brackets which are prefaced with “e.g.” are illustrative, to clarify the
description of the grammar features, and so they will not be included in the
Vocabulary List. In contrast, items given without “e.g.” are comprehensive,
and thus provide all the examples of the grammar that are included in the
Subject Content and all of these items must also be contained in the
Vocabulary List.<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i>No change<o:p></o:p></i></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 253.45pt;" valign="top" width="338">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note that the
English equivalents of some of the grammar are given. This is relevant when
testing students’ ability to work from English to the target language (e.g.,
in translation tasks).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 9cm;" valign="top" width="340">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note that the
English equivalents of some of the grammar are given <span style="background: yellow; mso-highlight: yellow;">in the Annexes</span>. This is relevant when
testing students’ ability to work from English to the target language (e.g.,
in translation tasks).<o:p></o:p></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 184.3pt;" valign="top" width="246">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i> </i></p>
</td>
</tr>
</tbody></table><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Helen Myers. <o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">16<sup>th</sup>
January 2022<o:p></o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">SCC and Grammar
appendices to follow shortly.<o:p></o:p></p><p>
</p><p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Note that there have
been changes.<o:p></o:p></p><p><br /></p><p><br /></p><div><br /></div>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-24935157767913920752021-12-15T00:27:00.007+00:002021-12-15T10:32:31.485+00:00Rapid parallel text and TeachVid<p>I was asked to make another video following a'Show and Tell' for the Language Show in November 2021.</p><p><b>SHOW AND TELL PPT + VIDEO</b></p><p>Here is a <a href="https://docs.google.com/presentation/d/1tnvTZH0es4gsqklSBCRL1z--XP3yzMiV/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">link to the PowerPoint </a>I used.</p><p>Here is the excerpt where I speak about TeachVid, word, DeepL and Language Reactor. </p><p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/BGcE-9GP09M?start=3899" title="YouTube video player" width="560"></iframe></p><p><br /></p><p>
I make a lot of use of parallel text to make authentic texts accessible to all pupils.</p><p>I make much use of word and DeepL to create tables, then I can use these </p><p>(1) to paste it into various online platforms for matching exercises e.g. Textivate, Quizlet and Blooket. </p><p>(2) to create a vocabulary challenge: guess / click +reveal answer</p><p>(3) to use prepared text forTeachVid exercises.</p><p><b>NEW VIDEO DOC + VIDEO</b></p><p><a href="https://docs.google.com/document/d/1_N8lyb49FXLyYn0atZSpB-6gDjC9D8sh/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">This document lists the steps.</a></p><p>This video takes you through the process:</p><p><span style="background-color: white; color: #0d0d0d; font-family: Roboto, Noto, sans-serif; font-size: 15px; white-space: pre-wrap;">Start- 02.56: Importing table to authoring programs</span><span style="background-color: white; color: #0d0d0d; font-family: Roboto, Noto, sans-serif; font-size: 15px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #0d0d0d; font-family: Roboto, Noto, sans-serif; font-size: 15px; white-space: pre-wrap;">02:56 - 09.00 : How to create parallel text in 10 steps [text to table]</span><span style="background-color: white; color: #0d0d0d; font-family: Roboto, Noto, sans-serif; font-size: 15px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #0d0d0d; font-family: Roboto, Noto, sans-serif; font-size: 15px; white-space: pre-wrap;">09.00 - end :How to create clickable translation sequence [table to text]</span></p><p><br /></p>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/FaLfbkbnCoA" title="YouTube video player" width="560"></iframe>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-28370731207995342602021-12-06T22:11:00.005+00:002021-12-06T22:14:08.766+00:00Points to make re DfE GCSE MFL subject content and Ofsted curriculum research review<p style="text-align: left;"><a href="https://docs.google.com/document/d/1XajNQFX-H6o_Mt-QKbX7HviwcvnpHRG8/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">This article is downloadable as a word doc here from my Google Drive.</a></p><p class="MsoNormal">The two topics are actually intertwined and cross-referenced,
with the combined impact covering both the ASSESSMENT and the PEDAGOGY.<o:p></o:p></p>
<p class="MsoNormal">This intertwining is highly problematic<b style="mso-bidi-font-weight: normal;"> </b>(see below) for aspects which should be separate.</p>
<h1 style="text-align: center;">DfE GCSE MFL subject content<o:p></o:p></h1>
<p class="MsoNormal" style="tab-stops: 49.8pt;">There is a temptation to jump into
countering the proposals themselves, but we need to step back and ask:<o:p></o:p></p>
<h2 style="text-align: left;"><span style="color: #0070c0;">Why have GCSE French, German and Spanish been
singled out for revision?<o:p></o:p></span></h2>
<p class="MsoNormal" style="tab-stops: 49.8pt;">… especially as the 'new'
specifications have only been examined as exams twice.</p>
<h3 style="text-align: left;">Are these specifications significantly worse than other subjects?<o:p></o:p></h3>
<p class="MsoNormal" style="tab-stops: 49.8pt;">No evidence has been put forward.</p>
<h3>Are the details of the specifications (as opposed to other possible
factors) deterring pupils and schools from studying Fr, Gn, Sp? <o:p></o:p></h3>
<p class="MsoNormal" style="tab-stops: 49.8pt;">No substantive evidence has been
offered, given that the content of the exam will still need to maintain
standards including preparing for A Level.</p>
<h3>But there is widespread concern about the decline in numbers taking GCSE
Fr, Gn, Sp.<span style="mso-spacerun: yes;"> </span>Surely this revised content
will improve matters?<o:p></o:p></h3>
<p class="MsoNormal" style="tab-stops: 49.8pt;">This is tantamount to “something
must be done.<span style="mso-spacerun: yes;"> </span>This is something.<span style="mso-spacerun: yes;"> </span>We must do it!”.<span style="mso-spacerun: yes;"> </span>There is no evidence that these proposals
will improve the situation.<span style="mso-spacerun: yes;"> </span>Indeed, anecdotal
evidence on social media and elsewhere is that for typical comprehensive
pupils, the NCELP materials (whose pedagogy underpins the p[roposals - see
below) <span style="mso-spacerun: yes;"> </span>are dry and uninspiring.</p>
<p class="MsoNormal" style="tab-stops: 49.8pt;">There is widespread agreement that
severe grading in French, German and Spanish must be tackled to bring the
grading into line with other EBacc subjects, <span style="mso-spacerun: yes;"> </span>to remove the situation where pupils can see
that they are getting a grade lower in ML than their other subjects, and
reasonably conclude that they are worse at ML, and schools suffer in
performance measures.</p>
<h3>Surely if these proposals increase standards, then grades will go up.<o:p></o:p></h3>
<p class="MsoNormal" style="tab-stops: 49.8pt;">NO. “Comparable outcomes” means
that whatever the “standards” are, then the grade distribution will remain the
same (subject to any changes in prior attainment).</p>
<h2><span style="color: #0070c0;">Are there sensible adaptations which could be
made to current specifications (without need for new specification)?<o:p></o:p></span></h2>
<p class="MsoNormal" style="tab-stops: 49.8pt;">Very much so.<span style="mso-spacerun: yes;"> </span>One of the tempting aspects for teachers when
the consultation came out was to see proposals dealing with three concerns
about the current specification.<span style="mso-spacerun: yes;"> </span>These
have been made into three sensible adaptations which have the support of exam
boards.</p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; tab-stops: 49.8pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Have a defined word list for ASSESSMENT</b>
(but not to intertwine this with the NCELP pedagogy.)<span style="mso-spacerun: yes;"> </span>Exam boards could be required to provide lists
of vocabulary with, say <span style="mso-spacerun: yes;"> </span>50% High Frequency,
50% other vocabulary [-the current specifications are not required to have a
list, and if they do, 10% of language tested must not be on the list] and a
list required for receptive use could be larger than that for productive use.<span style="mso-spacerun: yes;"> </span>[The proposals require all vocabulary and
grammar to be productive.]<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; tab-stops: 49.8pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Use English for rubrics / instructions /
testing comprehension.</b> [Currently (a) questions prompting spoken or written
target language are required to be in the target language, and (b) a certain
percentage of comprehension questions must be in the target language and
require answers in the target language.]<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; tab-stops: 49.8pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";"> </span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Require speaking 'at no faster than a
moderate pace, where each word is clearly discernible' for the purposes of listening
comprehension.</b> [Although admittedly making each word discernible is more of
a challenge in French which has liaisons]</p>
<h2><span style="color: #0070c0;">Fundamental contradiction<o:p></o:p></span></h2>
<p class="MsoNormal" style="tab-stops: 49.8pt;">Although teachers may have concerns
about the details of some of the current themes, all the feedback including the
ALL webinar polls indicates that <b>teachers want to keep themes</b>, as this
gives the context and content for teaching which will then be assessed in the
GCSE</p>
<p class="MsoNormal" style="tab-stops: 49.8pt;">However, there is a fundamental
contradiction between <b style="mso-bidi-font-weight: normal;">retaining themes</b>
(i.e rejecting the DfE proposal to remove themes) and mandating a 1700 word
list constructed using <b style="mso-bidi-font-weight: normal;">adult general
corpora.</b></p>
<h2><span style="color: #0070c0;">Why might there be a difference between
responses given at the start of the consultation period with those given
towards the end?<o:p></o:p></span></h2>
<p class="MsoNormal" style="tab-stops: 49.8pt;">The DfE are <span style="mso-spacerun: yes;"> </span>saying that the majority of teachers support
the proposals (in response to the official DfE consultation begun in March) and
yet, since April, surveys and public statements including over 100 <span style="mso-spacerun: yes;"> </span>teachers and organisations signing the APPG
statement, are asking for reconsideration of the proposals.<o:p></o:p></p>
<p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p> </o:p>To use the sporting cliché, it’s
been a game of two halves. Evidence for
this comes from both what was published by organisations and looking at social
media.</p><p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p></o:p></p>
<p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p> </o:p>“First half”: Consultation launched
on 10<sup>th </sup>March. DfE publish
supporting PowerPoint; 17<sup>th</sup> March (within a week of the launch) NCELP
and associates distribute copious materials to support the proposals. Teachers working at NCELP schools
supportive. Teachers attracted by the
idea of word list and making the GCSE “easier”. [See 'sensible adaptations' which
could answer these concerns without radically changing the specification and which
are approved by the exam boards.]</p><p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p></o:p></p>
<p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p> </o:p>“Second half”: Analysis by ALL and others highlight the
consequences of using a restricted range from adult corpora to generate the
word list, and the contradiction with retaining themes. ALL run two webinars [25<sup>th</sup> March, before spring break +
20<sup>th</sup> April after spring break] and conduct polls att eh second
webinar [20<sup>th</sup> April]. Following concerns expressed by wide range of
organisations, APPG produce statement [13<sup>th</sup> May] asking for pause
and effective collaboration with language and teacher organisations. This
is signed by a wide range of organisations and 1000 teachers before the consultation
ended on 19<sup>th</sup> May.</p><p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p></o:p></p>
<p class="MsoNormal" style="tab-stops: 49.8pt;"><o:p> </o:p>The date for the end of the
consultation coincided with the date for completing the process for gathering
evidence of Teacher Assessed grades during this exceptionally highly pressured period
as a result of COVID.</p>
<h2><span style="color: #0070c0;">Why is there a fundamental problem of the DfE
citing Ofsted research?<o:p></o:p></span></h2>
<p class="Heading2a"><span style="mso-spacerun: yes;"> </span>Circular argument
within an echo chamber<o:p></o:p></p>
<p class="MsoNormal" style="tab-stops: 49.8pt;">There are real concerns that the
latest letters from DfE written to individuals and organisations who are expressing
concern about the <b>GCSE subject content proposals</b> refer to the <b>Ofsted
Curriculum research review.</b><o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; tab-stops: 49.8pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span><!--[endif]-->This
review has been widely criticised for its selective use of research, and
cross-referencing to that referred to in the GCSE subject content proposals<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; tab-stops: 49.8pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span><!--[endif]-->Ofsted
is focussing on the curriculum and pedagogy, whereas the DfE GCSE subject content
<b>should </b>be focussing on GCSE content, but veers out of scope in promoting
a particular pedagogy, and forms of assessment.</p>
<h2><span style="color: #0070c0;">“Culture” is an attractive concept, but what
does it mean when applied to a specification?<o:p></o:p></span></h2>
<p class="MsoNormal">Do you assess culture?<span style="mso-spacerun: yes;">
</span>This is highly problematic and echoes past issues when discussing the
possibility of <span style="mso-spacerun: yes;"> </span>assessing'citizenship'.<o:p></o:p></p>
<p class="MsoNormal">Is it not a code for 'themes covering aspects of life'?<o:p></o:p></p>
<p class="MsoNormal"><br /></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="color: #800180;"><i>We hope that this
series of questions helps us to step back and address the fundamental issues underlying
these proposals, and can help to avoid getting bogged down in the detail of
debating pedagogy - arguments which can distract us from the fundamental questions we should be asking.</i></span><o:p></o:p></b></p>
<p class="MsoNormal"><o:p> </o:p><b style="text-align: center;"><i><span style="color: #800180;">Helen Myers + David Blow.</span></i></b></p>
<h1 style="text-align: center;">Ofsted Curriculum Research Review<o:p></o:p></h1>
<p class="MsoNormal"><o:p> </o:p>More reflections to follow, but meanwhile,</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><a href="https://helenmyers.blogspot.com/2021/12/core-reference-forcomparing-national.html">This
post</a> covers the issue of contradiction between National Curriculum and 'may
statements<o:p></o:p></p>
<p class="MsoNormal"><a href="https://helenmyers.blogspot.com/2021/07/ofsted-curriculum-review-languages.html">This
post</a> covers the review in detail<o:p></o:p></p>
<p class="MsoNormal"><a href="http://all-london.org.uk/site/index.php/webinars/all-ofsted-curriculum-research-review-webinar-part-2/">This
page</a> gives links to webinars and presentations relating to the review.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p align="center" class="MsoNormal" style="text-align: center;"><br /></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0tag:blogger.com,1999:blog-2921584439814811217.post-41546351791504428622021-12-06T21:52:00.000+00:002021-12-06T21:52:00.798+00:00<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">CORE REFERENCE FOR
COMPARING NATIONAL CURRICULUM WITH OFSTED CURRICULUM REVIEW.<span style="mso-spacerun: yes;"> </span></b></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Working document - Helen Myers<o:p></o:p></b></p>
<p class="MsoNormal"><o:p> <a href="https://docs.google.com/document/d/1SfBKVO1bnlc_ijFzB1MTIKnUFGoRcuS6/edit?usp=sharing&ouid=107065108007564421667&rtpof=true&sd=true" target="_blank">This document is downloadable from my google drive here.</a></o:p></p>
<p class="MsoListParagraph" style="mso-list: l3 level1 lfo17; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Languages programmes of study:<b style="mso-bidi-font-weight: normal;">key stage 2 + 3- </b>National curriculum in England<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">Purpose of study</span><o:p></o:p></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><o:p> </o:p></b></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">Learning a foreign language is a liberation from
insularity and provides an opening to other cultures.<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">A high-quality languages education should foster
pupils’ curiosity and deepen their understanding of the world.<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">The teaching should enable pupils to express their
ideas and thoughts in another language and to understand and respond to its
speakers, both in speech and in writing. <o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">It should also provide opportunities for them to
communicate for practical purposes, learn new ways of thinking and read great
literature in the original language. <o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">Language teaching should provide the foundation for
learning further languages, equipping pupils to study and work in other
countries.<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="background: lime; mso-highlight: lime;">Comparison:</span></i><o:p></o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">NC Purpose of study - KS2+3<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">cf Ofsted CRR ‘may’ statements</span><o:p></o:p></b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Learning a foreign
language is a liberation from insularity and provides an opening to other
cultures.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No reference to
‘culture’<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738977">A high-quality languages education should foster pupils’
curiosity and deepen their understanding of the world.</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No reference to
curiosity / understanding of the world<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The teaching
should enable pupils to express their ideas and thoughts in another language
and to understand and respond to its speakers, both in speech and in writing.
<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No reference to
ability to express their ideas / thoughts.<span style="mso-spacerun: yes;">
</span>All planned<span style="mso-spacerun: yes;"> </span>- so no obvious
scope for individualising learning.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">B3 – expectation
that these skills developed by expert learners<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">It should also
provide opportunities for them to communicate for practical purposes, learn
new ways of thinking and read great literature in the original language. <o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No reference to
communication / practical purposes / ways of thinking / great literature<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Emphasis is on
fully planned, intentional teaching (phonics 1b, vocabulary , grammar 2b (not
expected to work it out for themselves) -<span style="mso-spacerun: yes;">
</span>– not on discovery<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81741597">Language teaching should provide the foundation for
learning further languages, equipping pupils to study and work in other
countries.</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Not mentioned.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Expectation that
one language is continued.<o:p></o:p></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="background: yellow; mso-highlight: yellow;">NC Aims</span><o:p></o:p></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">The national curriculum for languages aims to ensure
that all pupils:<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">LISTENING + READING<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;"> understand and respond to spoken and written
language from a variety of authentic sources<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">SPEAKING<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;"> speak with increasing confidence, fluency and
spontaneity, finding ways of communicating what they want to say, including
through discussion and asking questions, and continually improving the accuracy
of their pronunciation and intonation<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">WRITING<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;"> can write at varying length, for different purposes
and audiences, using the variety of grammatical structures that they have
learnt<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;">READING<o:p></o:p></span></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="font-size: 10.0pt;"> discover and develop an appreciation of a range of
writing in the language studied.</span><o:p></o:p></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="background: lime; mso-highlight: lime;">Comparison:</span> <o:p></o:p></i></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">NC Aims - KS2+3<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">cf Ofsted CRR ‘may’ statements</span><o:p></o:p></b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The national
curriculum for languages aims to ensure that all pupils:<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">LISTENING +
READING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81737955"></a><a name="_Hlk81736929"><span style="mso-bookmark: _Hlk81737955;"> understand and respond to spoken and written language from a
variety of authentic sources</span></a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Listening and
reading skills referenced only for expert learners (B3)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Cautious approach
to authentic resources C/f <span style="mso-spacerun: yes;"> </span>+ C/d–
referenced for expert learners (NB lack of reference to reading/listening for
anything other than word for word understanding.<span style="mso-spacerun: yes;"> </span>No reference to skill of reading for gist /
skim reading / reading for learning)<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">SPEAKING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81736232"> speak with increasing confidence, fluency and
spontaneity, finding ways of communicating what they want to say, including
through discussion and asking questions, and continually improving the
accuracy of their pronunciation and intonation</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">confidence,
fluency not mentioned – except for C/c – giving opportunity to produce in an
unscripted way<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">B2.3 c – using language
spontaneously is central to pupils;’ language ability and based on their
ability to manipulate language’ – so firmly rooted in grammar.<span style="mso-spacerun: yes;"> </span>‘set phrases’ would presumably not count?<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Pronunciation not
referenced – only phonics (so apparently not rewarded unless associated with
spelling???)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Approach seems to
be to expect ‘perfection’ (rather than continually improving) before applying
to a real context.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Does not seem to
promote iterative process.<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">WRITING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81737412"> can write at varying length, for different purposes and
audiences, using the variety of grammatical structures that they have learnt</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Writing referenced
for expert learners (B3)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">B2.3 ii and iii –
explicitly practising the grammar point taught<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 8;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">READING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 9; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 250.1pt;" valign="top" width="333">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81737004"> discover and develop an appreciation of a range of
writing in the language studied.</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 214.35pt;" valign="top" width="286">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Not
mentioned.<span style="mso-spacerun: yes;"> </span>Reading referenced in B3<o:p></o:p></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><o:p> </o:p></i></p>
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span></i>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><o:p> </o:p></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;">Attainment targets<o:p></o:p></i></p>
<p class="MsoNormal">By the end of each key stage, pupils are expected to know,
apply and understand the matters, skills and processes specified in the
relevant programme of study. Schools are not required by law to teach the
example content in [square brackets].<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="background: lime; mso-highlight: lime;">Comparison</span><span style="mso-spacerun: yes;"> </span><span style="background: lime; mso-highlight: lime;">- Using KS2 NC order</span><o:p></o:p></b></p>
<p class="MsoNormal"><o:p> </o:p></p>
<span style="mso-bookmark: _Hlk81738431;"></span><span style="mso-bookmark: _Hlk81738431;"></span><span style="mso-bookmark: _Hlk81738431;"></span><span style="mso-bookmark: _Hlk81739093;"></span><span style="mso-bookmark: _Hlk81739093;"></span><span style="mso-bookmark: _Hlk81739093;"></span><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"></span></span><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"></span></span><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"></span></span><span style="mso-bookmark: _Hlk81738559;"></span><span style="mso-bookmark: _Hlk81738559;"></span><span style="mso-bookmark: _Hlk81738559;"></span><span style="mso-bookmark: _Hlk81738559;"></span><span style="mso-bookmark: _Hlk81738559;"></span><span style="mso-bookmark: _Hlk81738559;"></span><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span></span><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span></span><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span></span><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span><span style="mso-bookmark: _Hlk81738113;"></span><span style="mso-bookmark: _Hlk81738113;"></span><span style="mso-bookmark: _Hlk81738113;"></span><span style="mso-bookmark: _Hlk81738609;"></span><span style="mso-bookmark: _Hlk81738609;"></span><span style="mso-bookmark: _Hlk81738609;"></span><span style="mso-bookmark: _Hlk81738609;"></span><span style="mso-bookmark: _Hlk81738609;"></span><span style="mso-bookmark: _Hlk81738609;"></span><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">Attainment targets KS2<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">Attainment targets KS3<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">Ofsted CRR</span><o:p></o:p></b></p>
</td>
</tr>
</thead>
<tbody><tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Teaching may be of
any modern or ancient foreign language and should focus on enabling pupils to
make substantial progress in one language. <o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Teaching may be of
any modern foreign language and <b>should</b> build on the foundations of
language learning laid at key stage 2, whether pupils continue with the same
language or take up a new one.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">nb – ‘well
considered processes’- the review clearly favours one language continued
seamlessy but acknowledges this does not happen.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i style="mso-bidi-font-style: normal;">This is leader-writer language<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i style="mso-bidi-font-style: normal;"><o:p> </o:p></i></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><i style="mso-bidi-font-style: normal;">No one disagrees with the aspiration – but
let's look at the real world.</i><o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738431">The teaching should provide an appropriate balance of
spoken and written language and should lay the foundations for further
foreign language teaching at key stage 3. <o:p></o:p></a></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738431;">Teaching should focus on developing the
breadth and depth of pupils’<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738431;">competence in listening, speaking, reading
and writing, based on a sound foundation of core grammar and vocabulary.<o:p></o:p></span></p>
<span style="mso-bookmark: _Hlk81738431;"></span>
<p class="MsoNormal"><span style="mso-bookmark: _Hlk81738431;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738431;">Fundamental difference in priority.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738431;">Pillar of phonics, vocab and grammar
treated as distinct, discrete elements, skills of coming together <span style="mso-spacerun: yes;"> </span>left to ‘experts’<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738431;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738431;">NC: 4 skills SUPPORTED BY pillars<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81739093"></a><a name="_Hlk81737465"><span style="mso-bookmark: _Hlk81739093;">I</span></a><a name="_Hlk81737987"><span style="mso-bookmark: _Hlk81739093;"><span style="mso-bookmark: _Hlk81737465;">t should enable pupils
to understand and communicate ideas, facts and feelings in speech and
writing, focused on familiar and routine matters, using their knowledge of
phonology, grammatical structures and vocabulary.</span></span></a><span style="mso-bookmark: _Hlk81739093;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;"><a name="_Hlk81736428">It should enable
pupils to understand and communicate personal and factual information that
goes beyond their immediate needs and interests, developing and justifying
points of view in speech and writing, with increased spontaneity, independence
and accuracy. It should provide suitable preparation for further study.<o:p></o:p></a></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;"><o:p> </o:p></span></p>
<span style="mso-bookmark: _Hlk81739093;"></span>
<p class="MsoNormal"><span style="mso-bookmark: _Hlk81739093;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;">Topics .those mentioned in NC – not in
Ofsted<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;">Novice / expert divide for communication<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;">False dichotomy between novice and expert.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;">NB life is a spectrum (rainbow) _ not black
and white<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739093;">Danger of interpretation that novice =
primary = narrow topic,<span style="mso-spacerun: yes;"> </span>- spurious
conclusion that primary never expert,-focuses on rote learning – Mr Gradgrind
has triumphed!<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The focus of study
in modern languages will be on practical communication.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Practical communication
only apparently for experts B3<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">If an ancient
language is chosen the focus will be to provide a linguistic foundation for
reading comprehension and an appreciation of classical civilisation.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Pupils studying
ancient languages may take part in simple oral exchanges, while discussion of
what they read will be conducted in English.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-spacerun: yes;"> </span>A linguistic foundation in ancient languages
may support the study of modern languages at key stage 3.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 8;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 9;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Pupils <b>should</b>
be taught to:<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>may<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><o:p> </o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b>NB – ‘should‘ trumps
‘may’ at a logical level<o:p></o:p></b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 10;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738054"> listen attentively to spoken language and show
understanding by joining in and responding</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738070"> listen to a variety of forms of spoken language to
obtain information and respond<o:p></o:p></a></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738070;">appropriately<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738070;"> transcribe words and short sentences that
they hear with increasing accuracy<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">variety of forms –
not mentioned, and implicitly not advised (has to be carefully selected to
fit the pillars being addressed)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">accuracy agreed<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 11;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> explore the
patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Intentional order
praised, explicit instruction - so exploration unlikely to be rated<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 12;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738559"></a><a name="_Hlk81738531"><span style="mso-bookmark: _Hlk81738559;"> engage in conversations; ask and answer questions; express
opinions and respond to those of others; seek clarification and help*<o:p></o:p></span></a></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">
initiate and develop conversations, coping with unfamiliar language and
unexpected responses, making use of important social conventions such as
formal modes of address<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">
express and develop ideas clearly and with increasing accuracy, both orally
and in writing<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">
speak coherently and confidently, with increasingly accurate pronunciation
and<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">intonation<o:p></o:p></span></span></p>
<span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"></span></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"><o:p> </o:p></span></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">FUNDAMENTAL
DIFFERENCE<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"><o:p> </o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">Incompatible
with NC.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;"><o:p> </o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738531;"><span style="mso-bookmark: _Hlk81738559;">Coping
with unfamiliarity not promoted.<span style="mso-spacerun: yes;">
</span>Simplistic idea that all pupils will master everything and will not
encounter unknown.<o:p></o:p></span></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 13;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738559;"><a name="_Hlk81737083"> speak in
sentences, using familiar vocabulary, phrases and basic language structures</a><o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214"><span style="mso-bookmark: _Hlk81738559;"></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738559;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738559;">Not explicit<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 14;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738559;"> develop accurate pronunciation and
intonation so that others understand when they are reading aloud or using
familiar words and phrases*<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214"><span style="mso-bookmark: _Hlk81738559;"></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738559;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738559;">Matches interest in phonics – teaching and
testing<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 15;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> present ideas
and information orally to a range of audiences*<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Expert level<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 16;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738113"></a><a name="_Hlk81739236"></a><a name="_Hlk81737136"></a><a name="_Hlk81737105"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">
read carefully and show understanding of words, phrases and simple writing</span></span></span></a><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"><o:p></o:p></span></span></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"> read and show comprehension of original
and adapted materials from a range of different sources, understanding the
purpose, important ideas and details, and provide an accurate English
translation of short, suitable material<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"> read literary texts in the language [such
as stories, songs, poems and letters], to<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">stimulate ideas, develop creative<span style="mso-spacerun: yes;"> </span>expression and expand understanding of the
language and culture<o:p></o:p></span></span></span></p>
<span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></span></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">Caution about original materials (so
presumably not recommended for primary) (Ignoring different purposes for
reading)<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">No mentions of creative expression or
understanding of culture in ‘may’ statements<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">Expected to understand every word.<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737136;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">Receptive / productive<o:p></o:p></span></span></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 17;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"><a name="_Hlk81737178"> appreciate stories, songs, poems and rhymes in the
language</a><o:p></o:p></span></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"></span></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">No
mention.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81739236;"><span style="mso-bookmark: _Hlk81738113;">Would
be difficult to accommodate authentic in structure. (Hence burgeoning market
for custom made songs?!!!)<o:p></o:p></span></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 18;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;"><a name="_Hlk81737192"> broaden their
vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including through using a
dictionary</a><o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;"><a name="_Hlk81737223"> develop and use a
wide-ranging and deepening vocabulary that goes beyond their immediate needs
and interests, allowing them to give and justify opinions and take part in
discussion about wider issues<o:p></o:p></a></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;"><a name="_Hlk81737552"> use accurate
grammar, spelling and punctuation.<o:p></o:p></a></span></p>
<span style="mso-bookmark: _Hlk81738113;"></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;">No reference to independent learning in the
very long vocab section – presumably not approved?<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;">No mention of use of reference<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738113;">accuracy<span style="mso-spacerun: yes;">
</span>- yes<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 19;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81738609"> write phrases from memory, and adapt these to create
new sentences, to express ideas clearly<o:p></o:p></a></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;"><a name="_Hlk81737578"> write prose using
an increasingly wide range of grammar and vocabulary, </a>write creatively to
express their own ideas and opinions, and translate short written text<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;">accurately into the foreign language.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;">No reference to creative writing / own
ideas and opinions<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;">translation - agreed<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 20;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;"><a name="_Hlk81737272"> describe people,
places, things and actions orally* and in writing</a><o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214"><span style="mso-bookmark: _Hlk81738609;"></span>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;"><o:p> </o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81738609;">No mention of topics / themes<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 21;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81737650"> understand basic grammar appropriate to the language
being studied, including (where relevant): feminine, masculine and neuter
forms and the conjugation of high-frequency verbs; key features and patterns
of the language; how to apply these, for instance, to build sentences; and
how these differ from or are similar to English.</a><o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><a name="_Hlk81737688"> identify and use tenses or other structures which convey
the present, past, and future as appropriate to the language being studied<o:p></o:p></a></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737688;"> use and manipulate a variety of key
grammatical structures and patterns, including voices and moods, as
appropriate<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="mso-bookmark: _Hlk81737688;"> use accurate grammar, spelling and
punctuation.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Consistent in
pillars.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Prime focus for
CRR,<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 22;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 23; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The starred (*)
content above will not be applicable to ancient languages.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="background: lime; mso-highlight: lime;">Comparison</span><span style="mso-spacerun: yes;"> </span><span style="background: lime; mso-highlight: lime;">- Using KS3 NC order</span><o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 14.2pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<thead>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">KS2 Pupils <b>should</b> be
taught to:<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">KS3 Pupils <b>should</b> be
taught to:<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="background: yellow; mso-highlight: yellow;">Ofsted 'may'<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="background: yellow; mso-highlight: yellow;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b><span style="background: yellow; mso-highlight: yellow;">NB – ‘should‘ trumps ‘may’ at
a logical level</span><o:p></o:p></b></p>
</td>
</tr>
</thead>
<tbody><tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">GRAMMAR AND
VOCABULARY<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoListParagraphCxSpFirst" style="mso-list: l8 level1 lfo12; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->understand basic grammar appropriate to the
language being studied, including (where relevant): feminine, masculine and
neuter forms and the conjugation of high-frequency verbs; key features and
patterns of the language; how to apply these, for instance, to build sentences;
and how these differ from or are similar to English.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l8 level1 lfo12;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->identify and use tenses or other structures
which convey the present, past, and future as appropriate to the language
being studied<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l8 level1 lfo12;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->use and manipulate a variety of key
grammatical structures and patterns, including voices and moods, as
appropriate<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l8 level1 lfo12;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->use accurate grammar, spelling and
punctuation.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Consistent in
pillars.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Prime focus for
CRR,<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoListParagraphCxSpFirst" style="mso-list: l12 level1 lfo14; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->broaden their vocabulary and develop their
ability to understand new words that are introduced into familiar written
material, including through using a dictionary<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l7 level1 lfo13;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->develop and use a wide-ranging and deepening
vocabulary that goes beyond their immediate needs and interests, allowing
them to give and justify opinions and take part in discussion about wider
issues<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l7 level1 lfo13;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->use accurate grammar, spelling and
punctuation.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No reference to
independent learning in the very long vocab section – presumably not
approved?<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No mention of use
of reference<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">accuracy<span style="mso-spacerun: yes;"> </span>- yes<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">LINGUISTIC
COMPETENCE<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">LISTENING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoListParagraphCxSpFirst" style="mso-list: l14 level1 lfo15; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->listen attentively to spoken language and show
understanding by joining in and responding<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l5 level1 lfo16;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->listen to a variety of forms of spoken
language to obtain information and respond appropriately<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 23.05pt; mso-add-space: auto; mso-list: l5 level1 lfo16;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->transcribe words and short sentences that they
hear with increasing accuracy<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 23.05pt;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">variety of forms –
not mentioned, and implicitly not adviused (has to be carefully selected to
fit the pillars being addressed)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">accuracy agreed<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">SPEAKING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 8;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> engage in
conversations; ask and answer questions; express opinions and respond to
those of others; seek clarification and help*<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> initiate and
develop conversations, coping with unfamiliar language and unexpected
responses, making use of important social conventions such as formal modes of
address<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> express and
develop ideas clearly and with increasing accuracy, both orally and in
writing<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> speak coherently
and confidently, with increasingly accurate pronunciation and<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">intonation<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">FUNDAMENTAL
DIFFERENCE<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Incompatible with
NC.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Coping with
unfamiliarity not promoted.<span style="mso-spacerun: yes;"> </span>Simplistic
idea that all pupils will master everything and will not encounter unknown.<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 9;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> speak in
sentences, using familiar vocabulary, phrases and basic language structures<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Not explicit<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 10;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> develop accurate
pronunciation and intonation so that others understand when they are reading
aloud or using familiar words and phrases*<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Matches interest
in phonics – teaching and testing<span style="background: yellow; mso-highlight: yellow;"><o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 11;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> present ideas
and information orally to a range of audiences*<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Expert level<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 12;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">READING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 13;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> read carefully
and show understanding of words, phrases and simple writing<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> read and show
comprehension of original and adapted materials from a range of different
sources, understanding the purpose, important ideas and details, and provide
an accurate English translation of short, suitable material<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> read literary
texts in the language [such as stories, songs, poems and letters], to<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">stimulate ideas,
develop creative<span style="mso-spacerun: yes;"> </span>expression and expand
understanding of the language and culture<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Caution about
original materials (so presumably not recommended fro primary) (Ignoring
different purposes for reading)<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No mentions of
creative expression or understanding of culture in ‘may’ statements<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Expected to
understand every word.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Receptive /
productive<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 14;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">WRITING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 15;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> write phrases
from memory, and adapt these to create new sentences, to express ideas clearly<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> write prose
using an increasingly wide range of grammar and vocabulary, write creatively
to express their own ideas and opinions, and translate short written text<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">accurately into
the foreign language.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No reference to
creative writing / own ideas and opinions<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">translation -
agreed<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 16;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> explore the
patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Intentional order
praised, explicit instruction - so exploration unlikely to be rated<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 17;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> appreciate
stories, songs, poems and rhymes in the language<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No mention.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Would be difficult
to accommodate authentic in structure. (Hence burgeoning market for custom
made songs?!!!)<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 18;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> describe people,
places, things and actions orally* and in writing<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">No mention of
topics / themes<o:p></o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 19;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr style="mso-yfti-irow: 20; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 175.4pt;" valign="top" width="234">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The starred (*)
content above will not be applicable to ancient languages.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 160.6pt;" valign="top" width="214">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 128.45pt;" valign="top" width="171">
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-font-kerning: 15.0pt;"><o:p> </o:p></span></b></p>
<h2>Ofsted ‘May’ statements<o:p></o:p></h2>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Based on the above,
high-quality languages education may have the following features<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<h3>B2.1 Phonics<o:p></o:p></h3>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">PHONICS<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Curriculum plans show clear logic behind progression in
phonics, including around when to teach differences between English
sound-spelling correspondences and those of the target language.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Planned practice and review of phonemes and how these
link to graphemes is in place.<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo4; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">c)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Curriculum plans show how small differences in sound
can unlock meaning for pupils.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<h3>B2.2 Vocabulary<o:p></o:p></h3>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">VOCABULARY<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Curriculum plans recognise that vocabulary is an
important component of language knowledge.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Curriculum plans recognise the importance of building a
strong verb lexicon, especially in the early stages of language learning.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">c)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Curriculum planning of vocabulary, grammar and phonic
knowledge and progression should go hand in hand, as they are all related and
connected.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">d)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Curriculum leaders consider both the breadth and depth
of vocabulary knowledge they will teach. They:<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l6 level1 lfo6; mso-text-indent-alt: -18.0pt; text-indent: -54.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span>i.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->make sure that they prioritise high frequency words.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l6 level1 lfo6; mso-text-indent-alt: -18.0pt; text-indent: -54.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span>ii.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->consider carefully which topic-based vocabulary (other
than high-frequency words) they teach.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l6 level1 lfo6; mso-text-indent-alt: -18.0pt; text-indent: -54.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span>iii.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->ensure that learners can use these words across
different contexts.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l6 level1 lfo6; mso-text-indent-alt: -18.0pt; text-indent: -54.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span>iv.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->consider how 'deeply' items of vocabulary need to be
learned and at what point.<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l6 level1 lfo6; mso-text-indent-alt: -18.0pt; text-indent: -54.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span>v.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->consider how and when to introduce more advanced
semantic aspects of vocabulary knowledge (such as synonyms, antonyms, shades of
meaning and how they change with context).<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Teachers aim to
increase learners' automatic and fluent recall through:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">e)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->a schedule of planned revisiting to ensure that words
are retained in long-term memory.<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">f)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->introducing and using vocabulary in comprehension and
production, in both the oral and written modalities and across different
topics.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Curriculum leaders
also think strategically about:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">g)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->which words are the most important for the scheme of
work so that teachers can focus on these to develop learners' level of mastery?<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">h)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->gradation (what pupils learn and when across the years
of study)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">i)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->making links between words within word families and
recognising similarities and differences between English and the language being
learned<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo5; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">j)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->how to link vocabulary to external accreditations or
assessments.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h3>B2.3 Grammar<o:p></o:p></h3>
<p class="MsoNormal">GRAMMAR<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l9 level1 lfo7; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="mso-bidi-font-weight: bold;">When planning the curriculum for grammatical
progress, leaders consider the nature and rate of grammatical progression, the
complexity of grammatical concepts and structures, and which aspects of a
grammatical structure are introduced and when (such as whichparts of a verb
paradigm).<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l9 level1 lfo7; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="mso-bidi-font-weight: bold;">Leaders make sure that all pupils can
understand grammatical concepts and structures rather than being required to
work it out for themselves, through:<o:p></o:p></span></p>
<ul style="margin-top: 0cm;" type="disc">
<ol start="1" style="margin-top: 0cm;" type="i">
<li class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level2 lfo8; text-indent: -18.0pt;"><span style="mso-bidi-font-weight: bold;">an explicit but
succinct description of the grammatical feature to be taught.<o:p></o:p></span></li>
<li class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level2 lfo8; text-indent: -18.0pt;"><span style="mso-bidi-font-weight: bold;">practising the
grammar point (through listening and reading)<o:p></o:p></span></li>
<li class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level2 lfo8; text-indent: -18.0pt;"><span style="mso-bidi-font-weight: bold;">practice in
productive use of the features being taught (through speaking and
writing).<o:p></o:p></span></li>
</ol>
</ul>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l9 level1 lfo7; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">c)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="mso-bidi-font-weight: bold;">Teachers consider productive use of grammar
in free writing and speech in a range of contexts. Using a language
spontaneously is central to pupils' language ability and based on their ability
to manipulate language.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l9 level1 lfo7; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-bidi-font-weight: bold;"><span style="mso-list: Ignore;">d)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="mso-bidi-font-weight: bold;">The curriculum includes ample opportunity to
revisit the same grammar in different contexts, for different tasks, with a
range of vocabulary.<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="border: none; margin-bottom: 6.0pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt; page-break-after: avoid;"><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Calibri","sans-serif"; mso-fareast-font-family: Calibri;">B3 Planned and purposeful
progression in the curriculum: from novice to expert learner<o:p></o:p></span></b></p>
<h3>B3.1 When listening and reading (comprehending language)<o:p></o:p></h3>
<h3>B3.2 When speaking and writing (producing language)<o:p></o:p></h3>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;">Listening and reading<o:p></o:p></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;">Speaking and writing<o:p></o:p></i></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l15 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Teachers ensure that learners fully grasp the basics of
language knowledge before expecting elements of expertise to come together
reliably, remembering that only the most proficient pupils at GCSE will be
working as expert learners, although a greater proportion of those in the sixth
form may be doing so.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l15 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Teachers support pupils' development of reading,
listening, writing, and speaking abilities over time.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36.0pt; mso-list: l15 level1 lfo9; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="mso-list: Ignore;">c)<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Teachers develop competencies 'above' that of a
sentence or simple paragraph/utterance or simple conversation when learners are
becoming more expert. These competencies may include discourse awareness (such
as text analysis and inference) and sociolinguistic nuance.<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<h2>C Pedagogy<o:p></o:p></h2>
<p class="MsoNormal" style="border: none; margin-left: 36.0pt; mso-border-shadow: yes; mso-list: l10 level1 lfo1; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black;">intentional and incidental learning, </span><o:p></o:p></p>
<p class="MsoNormal" style="border: none; margin-left: 36.0pt; mso-border-shadow: yes; mso-list: l10 level1 lfo1; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black;">target language in the classroom. </span><o:p></o:p></p>
<p class="MsoNormal" style="border: none; margin-left: 36.0pt; mso-border-shadow: yes; mso-list: l10 level1 lfo1; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black;">authentic texts</span><o:p></o:p></p>
<p class="MsoListParagraph" style="mso-list: l10 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black;">error correction.</span><span style="mso-bidi-font-weight: bold;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 45.7pt; mso-list: l1 level2 lfo10; text-indent: -12.75pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Learning in a language classroom is largely
intentional and not left to chance.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 45.7pt; mso-list: l1 level2 lfo10; text-indent: -12.75pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Teachers'
use of the target language is carefully planned, is tailored to pupils'
language ability levels and builds systematically on pupils' prior knowledge.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 45.7pt; mso-list: l1 level2 lfo10; text-indent: -12.75pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">c)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Teachers create opportunities for pupils to
practise using the target language, including helping them to apply their
knowledge in an unscripted way, which may be slower and more error-prone than
planned speech.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 45.7pt; mso-list: l1 level2 lfo10; text-indent: -12.75pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">d)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Any
authentic texts are well chosen for their linguistic content and level, and
teachers plan their use carefully; they do not expose pupils to large amounts
of unfamiliar language.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 45.7pt; mso-list: l1 level2 lfo10; text-indent: -12.75pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">e)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Error correction is explicit where the focus is
on accuracy: pupils are prompted that there has been an error and their own
correction is elicited. It may well be focused on a particular aspect of the
curriculum at a given time.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 45.7pt; mso-list: l1 level2 lfo10; text-indent: -12.75pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">f)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Pupils who are more proficient or have a higher
capacity to notice or analyse language or have higher motivation may be able to
pick up more language incidentally. For example, this may be through recasting
errors, teachers' use of target language or engaging in authentic materials.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h2>D Assessment<o:p></o:p></h2>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l13 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Types
of assessment [Formative – for progress and inform planning – Evidence FOR
learning<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l13 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Summative<span style="mso-spacerun: yes;"> </span>- measure achievement – evidence OF learning
- States that assessment can serve both purposes <i style="mso-bidi-font-style: normal;">[# not my research!]</i><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l13 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Testing
phonics knowledge<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l13 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Testing
vocabulary knowledge<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l13 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Testing
grammar knowledge<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l13 level1 lfo3; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: "Noto Sans Symbols"; mso-bidi-font-family: "Noto Sans Symbols"; mso-fareast-font-family: "Noto Sans Symbols";"><span style="mso-list: Ignore;">●<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Achievement
versus proficiency tests<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l16 level1 lfo11; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Meaningful
assessment is part of the curriculum in primary languages classrooms.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l16 level1 lfo11; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Assessment
in secondary classrooms is not unduly influenced by GCSE or A-level summative
assessment.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l16 level1 lfo11; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">c)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Assessments
are carefully designed so that they are valid (for example, pupils cannot guess
the meaning of vocabulary by a process of elimination).<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l16 level1 lfo11; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">d)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Assessment
is aligned to a clearly structured and sequenced curriculum.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l16 level1 lfo11; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">e)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->For
more expert learners, assessment checks learners' understanding of language,
and ability to produce long stretches of language and more complex language, in
less scaffolded environments.<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<h2>E Schools' culture and policies<o:p></o:p></h2>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal">Curriculum choices, including transition<o:p></o:p></p>
<p class="MsoNormal">Staffing and continuing professional development – all
sectors<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l4 level1 lfo2; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">a)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->School
leaders committed to ensuring that language teachers have both a strong understanding
of curriculum progression in languages and strong subject knowledge.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 37.6pt; mso-list: l4 level1 lfo2; text-indent: -12.6pt;"><!--[if !supportLists]--><span style="color: #010101; font-size: 11.5pt;"><span style="mso-list: Ignore;">b)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Well-considered
transition processes and a curriculum that builds step by step across key
stages.<o:p></o:p></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b>Appendix<o:p></o:p></b></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">ks2<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">Languages
programmes of study:</span><o:p></o:p></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">key stage 2<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">National curriculum
in England<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Purpose of study<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Learning a foreign
language is a liberation from insularity and provides an opening to other<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">cultures. A
high-quality languages education should foster pupils’ curiosity and deepen<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">their understanding
of the world. The teaching should enable pupils to express their ideas<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">and thoughts in
another language and to understand and respond to its speakers, both in<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">speech and in
writing. It should also provide opportunities for them to communicate for<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">practical purposes,
learn new ways of thinking and read great literature in the original<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">language. Language
teaching should provide the foundation for learning further<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">languages, equipping
pupils to study and work in other countries.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Aims<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The national
curriculum for languages aims to ensure that all pupils:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> understand and
respond to spoken and written language from a variety of authentic<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">sources<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> speak with
increasing confidence, fluency and spontaneity, finding ways of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">communicating what
they want to say, including through discussion and asking<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">questions, and
continually improving the accuracy of their pronunciation and intonation<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> can write at
varying length, for different purposes and audiences, using the variety of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">grammatical
structures that they have learnt<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> discover and
develop an appreciation of a range of writing in the language studied.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Attainment targets<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">By the end of each
key stage, pupils are expected to know, apply and understand the<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">matters, skills and
processes specified in the relevant programme of study.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Schools are not
required by law to teach the example content in [square brackets].<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Languages – key
stage 2<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Subject content<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Key stage 2: Foreign
language<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Teaching may be of
any modern or ancient foreign language and should focus on enabling<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">pupils to make
substantial progress in one language. The teaching should provide an<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">appropriate balance
of spoken and written language and should lay the foundations for<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">further foreign
language teaching at key stage 3. It should enable pupils to understand and<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">communicate ideas,
facts and feelings in speech and writing, focused on familiar and<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">routine matters,
using their knowledge of phonology, grammatical structures and<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">vocabulary.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The focus of study
in modern languages will be on practical communication. If an ancient<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">language is chosen
the focus will be to provide a linguistic foundation for reading<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">comprehension and an
appreciation of classical civilisation. Pupils studying ancient<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">languages may take
part in simple oral exchanges, while discussion of what they read will<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">be conducted in
English. A linguistic foundation in ancient languages may support the<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">study of modern
languages at key stage 3.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Pupils should be
taught to:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> listen attentively
to spoken language and show understanding by joining in and<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">responding<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> explore the
patterns and sounds of language through songs and rhymes and link the<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">spelling, sound and
meaning of words<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> engage in
conversations; ask and answer questions; express opinions and respond to<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">those of others;
seek clarification and help*<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> speak in
sentences, using familiar vocabulary, phrases and basic language structures<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> develop accurate
pronunciation and intonation so that others understand when they are<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">reading aloud or
using familiar words and phrases*<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> present ideas and information
orally to a range of audiences*<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> read carefully and
show understanding of words, phrases and simple writing<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> appreciate
stories, songs, poems and rhymes in the language<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> broaden their
vocabulary and develop their ability to understand new words that are<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">introduced into
familiar written material, including through using a dictionary<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> write phrases from
memory, and adapt these to create new sentences, to express<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">ideas clearly<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> describe people,
places, things and actions orally* and in writing<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Languages – key
stage 2<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">3<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> understand basic
grammar appropriate to the language being studied, including (where<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">relevant): feminine,
masculine and neuter forms and the conjugation of high-frequency<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">verbs; key features
and patterns of the language; how to apply these, for instance, to<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">build sentences; and
how these differ from or are similar to English.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The starred (*)
content above will not be applicable to ancient languages.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; mso-highlight: yellow;">KS3<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><span style="background: yellow; mso-highlight: yellow;">Languages programmes of study: key
stage 3</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">National curriculum
in England<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Purpose of study<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Learning a foreign
language is a liberation from insularity and provides an opening to other
cultures. <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">A high-quality
languages education should foster pupils’ curiosity and deepen<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">their understanding
of the world. The teaching should enable pupils to express their ideas<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">and thoughts in
another language and to understand and respond to its speakers, both in<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">speech and in
writing. It should also provide opportunities for them to communicate for<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">practical purposes,
learn new ways of thinking and read great literature in the original<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">language. Language
teaching should provide the foundation for learning further<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">languages, equipping
pupils to study and work in other countries.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Aims<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">The national
curriculum for languages aims to ensure that all pupils:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> understand and
respond to spoken and written language from a variety of authentic<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">sources<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> speak with
increasing confidence, fluency and spontaneity, finding ways of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">communicating what
they want to say, including through discussion and asking<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">questions, and
continually improving the accuracy of their pronunciation and intonation<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> can write at
varying length, for different purposes and audiences, using the variety of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">grammatical
structures that they have learnt<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> discover and
develop an appreciation of a range of writing in the language studied.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Attainment targets<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">By the end of key
stage 3, pupils are expected to know, apply and understand the matters,<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">skills and processes
specified in the programme of study.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Schools are not
required by law to teach the example content in [square brackets].<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Languages – key
stage 3<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">2<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Subject content<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Key stage 3: Modern
foreign language<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Teaching may be of
any modern foreign language and should build on the foundations of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">language learning
laid at key stage 2, whether pupils continue with the same language or<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">take up a new one.
Teaching should focus on developing the breadth and depth of pupils’<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">competence in
listening, speaking, reading and writing, based on a sound foundation of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">core grammar and
vocabulary. It should enable pupils to understand and communicate<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">personal and factual
information that goes beyond their immediate needs and interests,<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">developing and
justifying points of view in speech and writing, with increased spontaneity,<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">independence and accuracy.
It should provide suitable preparation for further study.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Pupils should be
taught to:<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Grammar and
vocabulary<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> identify and use
tenses or other structures which convey the present, past, and future<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">as appropriate to
the language being studied<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> use and manipulate
a variety of key grammatical structures and patterns, including<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">voices and moods, as
appropriate<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> develop and use a
wide-ranging and deepening vocabulary that goes beyond their<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">immediate needs and
interests, allowing them to give and justify opinions and take part<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">in discussion about
wider issues<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> use accurate
grammar, spelling and punctuation.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">Linguistic
competence<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> listen to a
variety of forms of spoken language to obtain information and respond<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">appropriately<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> transcribe words
and short sentences that they hear with increasing accuracy<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> initiate and
develop conversations, coping with unfamiliar language and unexpected<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">responses, making
use of important social conventions such as formal modes of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">address<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> express and
develop ideas clearly and with increasing accuracy, both orally and in<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">writing<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> speak coherently
and confidently, with increasingly accurate pronunciation and<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">intonation<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> read and show
comprehension of original and adapted materials from a range of<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">different sources,
understanding the purpose, important ideas and details, and provide<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">an accurate English
translation of short, suitable material<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> read literary
texts in the language [such as stories, songs, poems and letters], to<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">stimulate ideas,
develop creative expression and expand understanding of the<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">language and culture<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"> write prose using
an increasingly wide range of grammar and vocabulary, write<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">creatively to
express their own ideas and opinions, and translate short written text<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">accurately into the
foreign language.<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">© Crown copyright
2013<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;">You may re-use this
information (excluding logos) free of charge in any format or med<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 0cm; text-indent: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal"><span style="mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>Helen Myershttp://www.blogger.com/profile/12761338159487180431noreply@blogger.com0