Thursday 22 August 2024

GCSE Results 2024

I was representing ALL at the well organised JCQ briefing this morning which included representation from Ofqual and it was very helpful to receive so much information, easily accessible.

I have brought together some detailed numbers and links which may be useful to those analysing ML results.

1 Press release from ALL

ALL has released the following Press release: 

2. Detailed numbers

The overall number of GCSE entries in all subjects has risen by 4.8% to 6,186,879 in 2024 with an increase of 4.6 % in the 16-year-old population in 2024 compared with 2023. 91.4% of all entries were from 16 year-olds. Entries from students aged 17 and over are up 20.5% to 430,377 compared with 357,207 in 2023.  In 2024, students aged 17 and over represent 7.0% of all entries compared with 6.0% in 2023.

 In 2024, within a context where the 16-year-old population is bigger (by 4.6%) French entries increased by 2.8% from 130,901 in 2023 to 134,651 in 2024, German increased by 3.5% from 34,707 to 35,913, Spanish entries increased by 6.2% from 125,651 to 133,395 and and other languages by 8.1% from 39,896 to 43,121. 

Comparing entry numbers between 2024 and 2019 (pre-pandemic) French has increased by 3%German has declined by 16.1%Spanish has increased by 30.5% and other languages have increased by 34%.  

 These numbers are taken from the JCQ UK cumulative figures published Thursday22nd August 2024.

 

Subject

Year

Number Sat

7/A

4/C

1/G

U

French

2024

134651

28.4

71.7

98.6

100

French

2023

130901

26.6

71.2

98.2

100

French

2019

130831

24.3

70.4

98.6

100

German

2024

35913

32.5

77.8

99.1

100

German

2023

34707

28.2

77.2

98.9

100

German

2019

42791

24.7

76.0

98.7

100

Spanish

2024

133395

27.3

70.5

98.1

100

Spanish

2023

125651

26.8

70.0

97.9

100

Spanish

2019

102242

27.7

71.1

98.2

100

Other Modern Languages (5)

2024

43121

71.8

92.5

97.7

100

Other Modern Languages (5)

2023

39896

70.3

92.2

97.8

100

Other Modern Languages (5)

2019

32183

65.9

90.2

97.5

100

 

JCQ Table: GCSE Other Modern Foreign Languages Entries Summer 2023 and 2024:

 


 3. Links

a) JCQ has shared results tables and press releases here:

b) Ofqual has provided an  ‘Ofqual GCSE results update:

 Ofqual adds that you may also find the following information useful:

 ______________________________________________________________________

c) A reminder about my recent blogpost: 

What to look out for in GCSE ML grading on Thursday 22nd August 2024

David Blow brings together 

  • the Ofqual announcement about aligning grading standards in GCSE French and German with Spanish
  • the FFT Datalab graphs on provisionalentries for GCSE languages 
  • and a section on ‘Cohort prior attainment profile in each subject’, where he reminds us that it is misleading to look at raw % achieving grades in different GCSE subjects, because the ability profile taking each subject will differ.  He illustrates this by sharing graphs generated by the DfE Transition Matrices published in October 2023. 

When the DfE releases Transition Matrices for 2024, we will share a further analysis of the 2024 data.





Tuesday 20 August 2024

What to look out for in GCSE ML grading on Thursday 22nd August 2024

The languages' community is gearing up for GCSE results day on Thursday 22nd August. 

Thank you to David Blow, ALL Fellow,  for sharing this document entitled 'What to look out for in GCSE  ML Grading on Thursday 22nd August 2024'.  [Apologies that the formatting has not transferred well to Google docs.  I will update tomorrow!]

 I have pasted it into this blogpost.  Throughout,  italics indicate content from sources quoted.

Ofqual announcement in July

On 18th July 2024 (postponed because of the election), Ofqual announced decisions arising from the completion of their work in 2019 to bring grading in GCSE French and German up to that of GCSE Spanish.
https://www.gov.uk/government/news/grading-continues-as-normal-this-summer-in-england

GCSE French and German
Ofqual decided in 2019 to better align grading standards in GCSE French and German with Spanish (https://www.gov.uk/government/news/inter- subject-comparability-in-gcse-modern-foreign- languages), following the conclusion of an extensive programme of work considering inter-subject comparability. We required exam boards to award more generously at grades 9, 7 and 4 in GCSE French and German in summer 2023. We also set out our intention to review this to consider whether any further adjustments were needed.

Following these adjustments, there is greater alignment between GCSE French, German and Spanish than prior to the pandemic. We were always clear that any adjustment might be phased over more than one year, and we are therefore requiring exam boards to make a further positive adjustment this summer in GCSE German (grades 9, 7 and 4), and GCSE French (grades 7 and 4). We are not requiring exam boards to make a further adjustment at grade 9 in GCSE French, since the evidence suggests that there was broad alignment with Spanish in summer 2023. Making these small adjustments supports Ofqual’s role to secure qualification standards.

It is important to note that the 2019 review (and hence this final piece of work) was only regarding GCSE French, German and Spanish.

These moves were welcomed by organisations, although they made the point that there was still not comparability with the other EBacc subjects. [See ALL press release 18th July 2024]  
https://www.all-languages.org.uk/wp-content/uploads/2024/07/Press-Release-18-July-2024.pdf

What will 2024 ML grades be like when announced on Thursday?

FFT Datalab published an extremely helpful blog on Monday.

Here at Datalab, we’ve been banging on about the harsh grading of modern foreign language GCSEs for years. So we were pleased to hear that Ofqual plans to make some adjustments to grading this year. But we were slightly less pleased when we heard the details of the plan.

Essentially, the plan is to award some grades in French and German more generously this year, to bring grading in these subjects more closely in line with grading in Spanish. But we would argue that grading in Spanish is also overly harsh, and that these adjustments may still not go far enough

Entries in ML

From FFT Datalab blog: 

The proportion of pupils entered for a language has fallen every year since 2019. [See picture 1] 

Picture 1

And we are likely to see another small fall this year.  Provisional data on entries suggests that, while entries to languages are likely to have increased this year, they will have increased by less than the increase in the overall population of 16 year olds. [See picture 2]

Picture 2

So, despite strong increases in entries in Spanish and other modern languages, we can probably expect to see the proportion of pupils entering languages overall fall again this year.

Picture 3 is taken from the provisional entries information and shows the entries over time for French German and Spanish and the sum of all three  as percentage of entries for Maths, as a proxy for the total number of candidates taking exams

Picture 3


Cohort prior attainment profile in each subject

This information is only made public in October each year when the DfE publishes the Subject Transition Matrices, so we can only go up to 2023.  Ofqual and the exam boards do have access to the 2024 prior attainment figures (i.e. KS2 in 2019) and use those as part of the “comparable outcomes” process to ensure a reasonably consistent year to year picture.

It is misleading to look at raw % achieving grades in different GCSE subjects, because the ability profile taking each subject will differ.

 Although “comparable outcomes” is in place to ensure that in general % getting each grade in each subject remain reasonably constant over time, clearly,  if fewer lower prior attainment pupils take a subject, then the percentage of higher grades should rise.

The Ofqual decision in 2019 was to bring grading in GCSE French and German up to GCSE Spanish.  However, between 2019 and 2023 the profiles taking French, German and Spanish changed, and we expect the change to be maintained if not furthered in 2024 

Entries from 2019 to 2023:

  • French: 109,139 to 110.101
  • German: 37,292 to 29,523
  • Spanish: 85250 to 104,718

There is a complication in comparison by prior attainment because the scale for KS2 prior attainment changed from sub-levels to scaled scores – roughly the KS2 Level 4b should align with scaled score of 100 whilst the top and bottom stay put.

We can see clearly in picture 4 the numbers of entries, where dotted lines represent 2019 and solid lines 2023, that the number of entries in Spanish from pupils of lower prior attainment have risen relatively.

Picture 4

The clearest way is to compare within 2019 and within 2023 the relative proportion for each prior attainment group doing French and German relative to Spanish, which is shown in Picture 5.

Picture 5

You can see clearly that the proportion of most able students in German relative to Spanish has risen noticeably (and in French), and so the proportion of top grade in German should rise in order to maintain “comparable outcomes”.

It is also worth looking at the raw numbers in the DfE Transition Matrices published in October.  You can see in Picture 6 that in 2023, there were over 10,000 students for Spanish entered with scaled score below 100 (the “expected” score), and yet over 500 of them gained a grade 8 or 9. 

Picture 6

 
Whereas in German, (Picture 7) only 2,000 students had KS2 below 100, and only 20 of them gained a grade 8 or 9!

Picture 7

This information for 2024 will be published by the DfE in October, but it is unlikely to change much from 2023. Below in picture 8 is the subject Transition Matrix for French to explain what the figures mean.

Picture 8


 


Tuesday 4 June 2024

D Day: a time to recall the events of WW2 and use French for real

 

I have prepared a resource which could be used in French lessons to accompany lessons about the second world war.

The resource is available as a document and PowerPoint. It aims to describe in simple French language

(1) the important dates of WWII from a French perspective

(2) the key points about the French resistance 

(3) the key points about D Day

It can be adapted to suit your purposes.  It includes a presentation, a worksheet and a quiz.

You can download the files directly from my Google Drive here.

Rationale:

FACTS

D Day celebrations give an opportunity to remind pupils of the timeline of events in the war.  They are likely to have learnt about the war from a British perspective, they will have access to much info on D Day itself at this period (programmes, articles etc) but they may not be familiar with the French perspective, including the notions of ‘collaboration’ and ‘resistance'. 

LANGUAGE

When visiting France (e.g. Battlefields trips, Normandy beaches) pupils are very likely to see text and pictures referring to WW2.  Reading authentic texts can be interesting and satisfying.  Even if words have not been encountered before, learner can ‘work out’ meanings drawing on what their existing knowledge events and language.


Monday 27 May 2024

Activities to get pupils talking

I have just come across a document called 'Checklist of activities to get pupils talking' downloadable here on my Google Drive.  

I prepared it for a training session for student teachers.  There are loads and loads of ways to get pupils talking in a lesson, but this list may be of use to someone!

Thanks to the many teachers who have shared their ideas with me over my 4 decades of teaching.  Core books I have to had which will have informed some of these ideas are:

  • Routledge Teaching Guide - A practical guide to teaching foreign languages in the secondary school
  • Routledge - Learning to teach foreign languages in the secondary school
  • CILT: Something to say? Vee Harris, James Burch, Barry Jones, Jane Darcy

I compiled this before acquiring the ALL publication 'It's good to talk' [link here]  and look forward to learning even more strategies.  You never ever stop learning.!

Checklist of activities to get pupils talking!

Most can be modelled by teacher  - whole class repetition – then led by pupils as ‘teacher clones’ in pair / group work. ‘Teacher clone effect!’

Ranked roughly in order of stage: predictable/supported -  Unpredictable/unsupported

Contents

  1. READ ALOUD
  2. INTERACTIVE READ ALOUD
  3. COMPREHENSION
  4. RANDOMISE
  5. DISGUISE THE TEXT
  6. MIME
  7. CARD GAMES
  8. PICTURE GAMES
  9. SONG AND RAP
  10. GAMES (non-card!)
  11. INFORMATION GAP
  12. OPEN DISCUSSIONS
  13. GROUP CHALLENGES


Activity ‘name’ (helps to make memorable for pupils .. don’t need to explain every time!)

Notes

READ ALOUD

Full text

Could be models dialogue, conversation, presentation, substitution table.

Choral repetition

Imitative – all involved but narrow

 

Choral performance

Read with different characteristics of performance:
‘Conduct’ / click  - get rhythm going (but insist only T clicks!)

To the beat of  a metronome / drums / clicking

Vary way it is said (volume, emotion,, speed)

Read aloud text

Variations:

Teacher / pupils alternate

Switch when you have had enough!

Rewards for good performance

Memorise

Reading auditions

As above in pairs

With expression . body language. Facial expression

Puppet show

Read aloud as a puppet

(create a theatre?!)

CTBG - Open pairs performance

Pair read in front of others.  Class gives feedback on appropriate criteria. ‘CTBG’ - catch them being good!

Memorisation

Memorise text gradually.

Gradually hide words / letters

Substitution tables gradually withdrawn

Against the clock

Time how long it takes to say the text x times

Recording studio

‘Final product’ encourages rehearsal

Act up!

Add own words to drama

Emotional roles

Resolving a dispute

Planning a party

Adding extra to the dialogue drawing on known – ideas,. Justifications

With props – restaurant

Add extra dimensions – emotions, problems

INTERACTIVE READ ALOUD

 

Hot Potato reading

Pupil reads and passes to another by saying their name when not expecting it

Closed pairs practice

Pairs practise to rehearse for performance.

Marathon

Read aloud until mistake spotted!

Pass the parcel

When music stop, pupil holding parcel reads the next bit

Musical pass the mobile phone

Pupil has back to class. Class pass the old phone while music playing. Music stops. Pupil with phone says next phrase (can disguise voice) . Pupil has to guess the person.

Human punctuation

Switch at punctuation mark

 

On the ball (for real!)

Teacher throw squeeze to pupils at random with text, they throw back with next section

On the ball

Teacher read – stop – challenge: next word?

COMPREHENSION

 

Q/A work – pointed questions

Pattern practice: Closed / alternatives / open

Teacher / Pupil / Teaching Assistant / Native speakers

NB  Guidance needed (can be daunting / demotivating if not done well – lamentable!)

True or false chanting

Repeat if true, silent if false

RANDOMISE

 

Reverse read aloud

Say word

Pupil say sentence containing the word

Random reading

Read sentence at random. Stop. Pupils supply next sentence.

Hangman

Give letters

Audio Hangman

Talk about letters

it begins with  / finishes with

 

It’s a phrase to say when you leave ..

DISGUISE THE TEXT

 

Beat the pen

Start to write the text  / hide – guess or ask to continue

Sound then rhythm

Sound first syllable and clap the rest. Pupils supply full sentence.

Closed mouth speaking (Mouth full speaking?)

 

Humming

Say with mouth closed and work out phrase form rhythm and intonation

Heads and tails

Display just the top / bottom

Topsy turvey

Display text upside down

Chinese whispers

Start each row with a phrase to be ‘passed along’ through whispering.  Winner raises hand and says aloud phrase correctly.

Translation challenge

Gradually reveal En/TL from fixed dialogue

Live challenge with substitution tables

MIME

Mime words / sentences within the text

Sign language

Work out the phrase from the sign language

Lip reading

Mouth the word  / phrase – pupil says the word/phrase

Trace in the sky

Trace in the air the word  / phrase – pupil says the word/phrase

Trace on your back

Trace on back the word  / phrase – pupil says the word/phrase

Special envoy

One pupil sent out of class.  Class decide on phrase to be mimed. Pupil returns and has to guess.

Class knock-down

Teams take it in turn to send out fellow team member. Decide on who mimes what. Team member returns.  Each mimes. When they com in they are timed in guessing the mimes. Shortest time wins.

Make the teacher mime

Pupil says word / sentence. If correct,  T mimes.

Charades

T/P mimes.

Class interprets.

Class says phrase / word

Team charades

Two teams A and B compete to guess sentences mimed by volunteer from their team quicker than the other team. After each mime, volunteer selects person to guess. Scores point if correct.  Then  moves to next card.

CARD GAMES

 

Fill the gaps

In pairs – each has the info the other one needs.

Secret choice

Teacher guesses pupil’s secret choice all class knows choice) for one round (10?).  Pupil gets points for each incorrect guesses.

Pupils take it in turns to guess Teacher’s secret choice. Same scoring.

Winner = most points (i.e. most incorrect guesses from opponent).

Pelmanism

Uncover matching pairs  /groups of cards.

Ask/hide/find the card

Pupils request card and keep.

When all distributed, pupils have to recall who had which card and request it.

Slow reveal

gradually reveal a card – first to say phrase.

Quick flash

Show card very quickly – can they say it?

Noughts and crosses

Translate / Give  the phrase represented in the square to gain the square (or it goes to other team)

Happy Families

Pupils guess who has which card and requests it in TL.

Supply phrases to play game

PICTURE GAMES

 

Pictionary

Teams draw word / phrase to illustrate.

Teams members guess within a time limit.

Taboo

Team member draws word / phrase to define in TL without using specific words.

Team members guess word,

Generation game conveyor belt

Words shown as on a conveyor belt.

Memorise words.

Recall – point per item recalled.

Kim’s game

Show words.

Then hide all

Memorise words

Recall – point per item recalled.

Through the keyhole

Guess 8 images

Call out words seen

(Can be done with paper an dcut out keyhole!)

Beat the blur?

Call out word before unblurred

SONG AND RAP

 

Singalong song

Memorable.  Could focus on one part (chorus?)

‘Pick up a song’ ‘On connaît la chanson’

Fade out – are they still in time when you come in again?

 

Raps

Could create their own

Chanting

Rhythmic chanting of elements

GAMES (non-card!)

 

Chain game

‘I went to market and I bought A’

‘I went to market and I bought B and A’

‘I went to market and I bought C and B and A

Bingo

Pupils create 3x3 grid filled with 9 of the 20 words / [phrases available.

(Or teacher creates in adavcen).

 Teacher ‘calls; for whole class.

Then Pupil ‘calls’ for whole class.

Then group games where one is caller.

Noughts and crosses

Translate / Give  the phrase represented in the square to gain the square (or it goes to other team)

Battleships

Plot location of ships (say, 10 within a grid of 8x8)

Pupil uses phrases to target grid reference.

If square has a ship, they win a point (or the number of points in the grid).

Can be with or without support of text.

Trapdoor

Each pair makes random choice of 3 to complete each of say 5 phrases.

Take it in turns to guess the other’s  choice.  If incorrect, play passes to opponent.

Mastermind

As trapdoor, but no phrases in between.

Give us a clue

Listening charades

20 questions game

Discover word / phrase by asking questions (animal, vegetable, mineral ?

Yes/No only answers allowed.

Blockbusters

Select hexagon. Answer challenge aloud to claim the hexagon. Winner crosses the board before the other team.

Millionaire

Quizmaster: teacher or pupil.

Pupil representing team answers. Can call on rest of team (ask th e audience) phone a friend (in team) or 50:50.

Can be built into a big TV show!

Flippity randomiser translations

Make a sentence from the randomiser (roulette? Fruit machine?)

Scruples

Anticipate what someone would do …

(High prep, but worth it!)

Monopoly

Play and interact in TL.

Scrabble

Play and interact in TL

Pictionary

Play and interact in TL

Logic games

Discuss reasoning for choices

  • e.g. match apartment to family
  • e.g. planning a party for fussy guests
  • e.g. placing animals in a zoo

INFORMATION GAP

Partner A / Partner B given info the other needs.

Fill the gaps

In pairs – each has the info the other one needs.

OPEN DISCUSSIONS

 

Surveys

Carry out surveys for a graph / feedback.

Find someone who /..

Info hunt to fill in grid

Group Talk!

Prompt: several images to discuss / give opinions and justifications

Train in key phrases to question / react / give opinion

See slides and Greg Horton talk

Diamond ranking

Groups discuss relative importance etc of cards / statements and rank  in order of importance.

Celebrity interviews

Wear masks and ask / answer questions.

Picture mystery (guess who owns house etc.)

Ask questions to match owner with house.

GROUP CHALLENGES

 

Quest in a 3D world!

Explore a 3D world with partner school.

Escape Room games

Play with a group and discuss in TL!

Practical Projects

Make chatterbox game – then play!

Design ideal house