Le système éducatif en France, novembre 2020

For some reason I am not allowed to paste a link to my Google Sites into FaceBook.. so I am here as well!

FAO A level Edexcel teachers - Theme 1.2 Education (or anyone interested in the French system of education)

I have spent a ridiculous amout of time finding out about the current French education system (there have been very significant changes over the last three years) -  and I almost dread publishing this post as it may be now that someone says 'it's already been done ...'!  I can console myself I suppose by knowing that through creating these resources I am pretty confident about the topic.

 Here's a link to a blogpost which in turn has an attached word doc with links to PowerPoints and informal video walk-throughs in English and a bit of French (in a YouTube playlist). 

Warning: I have now realised that in some of the videos I did not edit the occasional 'sigh' when I got something wrong and had intended to go back and edit ...!  I will re-do them some time!

Please feel free to share and please please let me know if I have made any mistakes whether in French or content.  I can take it!  Please note that it these are not designed as teaching resources... just as background - but the sources given supply a wealth of authentic source material, ripe for turning  into exercises!  

The following post is posted on my teaching blog here:

Les changements dans la société française.
L’éducation

Le système éducatif en France et les questions estudiantines

 The education system in France has changed considerably over the past 3 years and text books and resources produced over 3 years ago are therefore out of date.

 I hope that the following resources help to give information which will help teachers and students who are preparing for the A level exam.

 You are not expected to know things in great detail or to know precise figures, but you would be expected to know enough to be able to discuss issues arising from the education system, and to show comprehension of education-related texts in listening, reading and translation. 

The more widely you have read in this topic area, the more likely you will understand the context of any text chosen and the technical vocabulary of the topic.

 The core resources are:

(1)   a PowerPoint with hyperlinks to reliable sources - divided into sections to be more easily downloadable (see below)

(2)   video walk-throughs of the PowerPoint, combing explanation and drawing attention to key ideas and vocabulary.(

Printable resources are in my google drive folder here.

*YouTube Playlist: https://www.youtube.com/playlist?list=PLpcO4gjCbvuWN3bXi1sDeEbUgJsX0L7Vc

 Quizlet flashcards (may need editing)

Title	Ppt section	Current slides	Length	Index name	*YouTube
INTRO AND INDEX	A	1-3	2:40	01 Intro	https://youtu.be/tR4CAA6TDHM
LES SOURCES
Les sources	A	4-28	10:00	02 sources	https://youtu.be/COSywuy2MHI
LE CONTEXTE
L'organisation du système éducatif	B	29-34	05:00	03 organisation	https://youtu.be/7pN0oIU8WXs
Les grands principes du système éducatif	B	35-48	05:37	04 grands principes	https://youtu.be/BuQrifC9C_0
La politique actuelle	B	49 - 56	07:08	05 la politique actuelle	https://youtu.be/OF3Bjt0RiSc
L'ÉCOLE
La maternelle	C	57-63	08:41	06 l'école maternelle	https://youtu.be/IwuKEGtRyuE
L'école élémentaire	C	64-72	05:40	07 l'école élémentaire	https://youtu.be/hEgb-TqGUrw
Le socle commun	D	73-81	14:30	08 le socle commun + le livret scolaire	https://youtu.be/f2VWJiEGArE
LE COLLEGE
Les cycles et les programmes	E	82 - 87	08:34	09 le college -cycle et programme	https://youtu.be/Mc39HdPFHyE
Une visite animée	E	88	03:02	10 le college -une visite animée	https://youtu.be/AbdnIMAmDG0
Les enseignements	E	89-92		11 le college - les enseignements	https://youtu.be/J6-g2W_7Y8Y
L'évaluation	E	93-97	09:31	12 le college evaluation	https://youtu.be/FBF7UCxphq4
L'orientation	E	98-105	07:31	13 le college orientation	https://youtu.be/CnqoDrkVT20
LE LYCÉE
Overview	F	106-118	15:42	14 le lycée intro	https://youtu.be/6q9__yNginE
le lycée générale et technologique seconde 120 - 177	G	120-134	08:08	15 LEGT 2de	https://youtu.be/U8rLopXqmYs
LEGT options 1re et Tle	H	135- 148	08:56	16 LEGT voies	https://youtu.be/JHWmj6eAVtA
LEGT voie générale 1re et Tle	H	149-158	03:59	17 LEGT voie générale	https://youtu.be/hEHkelHzS7E
LEGT voie technologique 1re et Tle	H	159-175	06:52	18 LEGT voie technique	https://youtu.be/aQ2_mxfSM7c
L'Evaluaton du baccalaureat	H	167-175	10:21	19 evaluation bac	https://youtu.be/l7ZYPjbbneQ
Le lycée professionnel	I	178 - 205	12:43	20 LEP intro	https://youtu.be/hEgb-TqGUrw
LEP CAP et BAC	I	192-205	07:53	21 LEP diplomes	https://youtu.be/rODm5XySvRc
PARCOURSUP
Parcoursup	J	206-213	x	x	x

 

 

GCSE Speaking 2021 Final Ofqual Guidance.

CONTEXT

Ofqual has published the criteria to be used to endorse the speaking element of GCSE for those entered in the Summer 2021 series.

Here is the message from Ofqual sent on 5th November 2020:

Today we have published a number of documents following the consultation on the proposed Subject Level Conditions and Requirements (SLC) for GCSE Modern Foreign Languages (MFL): the consultation analysis report, the decisions document, and the final SLC.

 

The SLC include the assessment criteria teachers should use when assessing speaking skills, along with further details on the assessment approach:

https://www.gov.uk/government/news/gcse-mfl-spoken-language-assessment-criteria-and-approach

SOME IDEAS

 Here is an up-dated version of some ideas for implementing the requirements for a Speaking Endorsement for those taking GCSE in 2021.

If it's helpful, feel free to copy/edit.

Download here or see copy and paste below.

UPDATE 17/11/20: I have added a student sort-of friendly version for French GCSE - download here. (Version 2!)

The criteria for Pass, Merit and Distinction.

Requirement to reach level: Communication and Interaction + 2 others at same or higher level

NB -  This NOT a mark scheme for specific tasks.  It is an overall description of a Learner's performance covering different aspects at a particular level by the end of the course.

 

Communication and Interaction

Strands	Pass	Merit	Distinction
Relevance and detail of information	gives some relevant information	conveys mainly relevant information	communicates detailed and relevant information,
Length of response	in generally short responses.	with occasional longer responses.	including extended responses.
Opinions and justifications	conveys simple opinions.	expresses opinions with some simple justification.	expresses a variety of opinions with justification.
Questions	asks some straightforward questions.	asks some varied questions to obtain information.	asks a variety of questions using a range of question forms.
Development of response	may not always understand questions asked, but responses to those which are understood are comprehensible	responds to questions and develops some answers.	responds to a variety of questions, often developing their answers.
Level of interaction (Code: coping with unpredictable / unexpected?)	demonstrates a basic level of interaction.	demonstrates a good level of interaction.	demonstrates a very good level of interaction.

 

*Range of language [refer to grammar requirements set out in the awarding organisation's specification.]

Strands	Pass	Merit	Distinction
Grammatical structures	uses mostly simple grammatical structures.	manipulates straightforward grammatical structures with some variation and occasional complex structures	manipulates a variety of grammatical structures including some complex structures.
Vocabulary and expressions	uses a limited range of familiar vocabulary and expressions.	uses relevant and  some varied vocabulary and expressions	uses a range of relevant vocabulary and a variety of expressions.
Tenses	makes reference to present and past and/or future events with occasional success.	is generally successful in making reference to present, past and future events.	is mostly successful in making references to present, past and future events.

 

 

Accuracy

 

Strands	Pass	Merit	Distinction
Accuracy	is mainly correct when using familiar vocabulary and simple grammatical structures.	uses a generally good level of accuracy when using straightforward vocabulary and grammatical structures.	uses predominantly accurate language using a range of relevant vocabulary and some complex grammatical structures.
Impact of errors on communication	is likely to make errors, which sometimes impede communication	is likely to make errors, particularly when more complex language is attempted. Such errors sometimes hinder clarity of communication.	is likely to make errors that are usually minor or occur when complex structures and/or less familiar vocabulary are attempted. Such errors rarely hinder clarity of communication.

 

Pronunciation

 

Strands	Pass	Merit	Distinction
Comprehensibility	uses pronunciation that is mostly understandable.	uses generally good pronunciation and intonation but with some inconsistency.	uses pronunciation and intonation that are overall accurate and intelligible.
Impact of errors on communication	makes errors that sometimes impede communication.	makes some errors that occasionally impede communication.	makes errors which rarely impede communication.
Accuracy of pronunciation	there may be frequent native language interference.	there may be some native language interference.	there may be only isolated native language interference

 

 

Management/planning for speaking - ideas

Normal teaching and learning

Ofqual proposal Ref: Page 17-19 of Ofqual proposals	Helen's suggestion for possible response / ACTIONS
Spoken language assessment should but does not have to, take place during normal teaching and learning rather than during a one-off performance. The criteria set out below are not intended to be used in a formal examination context and there is no requirement to set up Centre-devised speaking tests to arrive at an outcome unless this is a necessary arrangement for specific Learners, e.g. for private candidates.	Establish principle for your context If possible … -          no 'one-off' performances -          no formal context -          no centre-devised tests If necessary, a Centre-devised test
Teachers may base their judgements on the accumulation of evidence of a Learner's language performance through everyday classroom activities over time. This means Teachers have scope for various opportunities for Learners to demonstrate competence against the criteria set out below. There is no requirement for an awarding organisation to review this evidence.	Establish how pupils can be given the opportunity to demonstrate speaking competence in 'everyday classroom activities over time'
Teachers may share the criteria with their Learners as well as their 'working at level, if they wish, to enable them to discuss, monitor and assess their own progress and to identify strengths and areas for improvement.	Establish how to share criteria and progress against these criteria and give opportunity to discuss.[NB opportunity for true formative assessment + support  'no surprises' - / no appeals']   Discuss advantages / disadvantages of 'indicative performance'
Teachers should arrive at judgements taking into account a Learner's strengths and weaknesses in performance across a range of contexts, themes and activities with different purposes.	Establish what constitutes 'a range of contexts, themes and activities with different purposes.'   Establish whether or not  / how teachers might keep record of performance (Checklist / grid / pupil record)
Themes are those broad themes which will be taught in order to cover the requirements for Listening, Reading and Writing as outlined in the awarding organisation's specification.	Avoid demanding coverage of the entire content of GCSE noting that language taught from Primary / Year 7 to lockdown is recycled in any normal scheme of work
Speaking activities can be integrated into the teaching and learning of these skills in order to develop the skill of speaking in its own right as well as supporting the development of the other skills.	Link with 'opportunity to demonstrate speaking competence in 'everyday classroom activities over time'   Establish how speaking can be integrated into preparation for listening, reading and writing.
Different purposes may cover for example, conversations, presentations, transactions, formal and informal settings, descriptions and narrations. These suggestions are neither prescriptive nor exhaustive. Learners can demonstrate their speaking skills in relation to different purposes in a whole class context, working in pairs and groups or in a one-to-one interaction with the Teacher.	Link with 'opportunity to demonstrate speaking competence in 'everyday classroom activities over time'   Establish checklist of opportunities for different tasks / purposes different contexts (alone, 1:1, pairs, whole-class)

 

Starter grids for brainstorming ideas for speaking

 

A: CLASSROOM ROUTINES

Encourage and notice speaking done when carrying out routines

 

Classroom routines	Greeting and leave taking
	Register - simple questions
	Instructions-  interaction [pupils take initiative to ask?]
	Checking on progress - interaction
	Games
	Pupil take teacher role
	etc.

 

B: T&L - L/R/W

Encourage and notice speaking when focusing on other skills

 

Listening, Reading and Writing as outlined in the awarding organisation's specification.

Speaking activities can be integrated into the teaching and learning of these skills in order to develop the skill of speaking in its own right as well as supporting the development of the other skills.

 

Listening & Reading	Instructions
	Comprehension in TL
	Discussing language - Giving answers 'X  - c'est correct Madame?' 'Que veut dire le mot X/'
	Reading aloud text / transcript
	Memorising and peforming
Writing	Preparing for describing picture / answering bullet points / 90-word / 150-word using TL
Grammar	Ask questions about grammar (il faut ajouter.. comment ça s'écrit?) Spoken communicative 'drills' (gradually remove support)
etc.

 

C : T&L - SPEAKING

 

Continue preparation for exam-type tasks

-          you already have the resources

-          you have already been preparing them for these task-types

-          all double up as preparation for other skills

-          they may want to take the exam another year

-          can be done 'live' or 'recorded'

 

Role play (with En instructions / gloss)	-          doubles up as  prep for listening.. if you can say it - you can understand it. -          allows support for variety of question forms
Describe photos	-          doubles up as  prep for Writing -          Grammar practice: esp good for 3rd person, adjectives - can now do in colour!
Conversation	-          doubles up as prep for writing -          variety of people: teacher/pupil - pairs - whole class -          practises range of themes needed for L R and W
Presentation	-          the 'communicative' part of Communicate and interact

 

D:  AUTHENTIC COMMUNICATION

 

Different teacher will have their own favourites … (optional? pupils opt in?)

 

Games	Happy families [1994] – Scruples-  Who's in the bag? – Articulate – Pictionary – Charades -Secret choice- 101 word games - Classic pathfinder: ‘you speak, they speak:focus on Target language’ – ‘Talk Project’ – ‘Group Talk’
Creative language	sing - create own song/rap - memorise poem (pronunciation) -Tell a joke - Drama - act out situations – dub advert into TL
Authentic	Skype/Zoom with partner school
etc.

 

 

FORMATIVE ASSESSMENT:

 

Involve the pupils in the criteria .. they need to impress you!

 

 

TECHNOLOGY

 

A whole host of apps / programs which you can use to interact with pupils via a platform if you have the tech …

UPDATE 17/11/20: I have added a student sort-of friendly version for French GCSE - download here. (Version 2!)

STUDENT GUIDE TO SPEAKING - Criteria for  Pass, Merit and Distinction.

What is your speaking like?  You could use this chart to keep a record of how you are getting on. 

Tick the boxes if you think you can say that 'on a good day I can do this pretty consistently' …so NOT as a 'one-off' in a single task on a single occasion.

Communication and Interaction

 

Strands	Pass	Merit	Distinction
Relevance and detail of information	gives some relevant information	conveys mainly relevant information	communicates detailed and relevant information,
Length of response	in generally short responses.	with occasional longer responses.	including extended responses.
Opinions and justifications	conveys simple opinions.	expresses opinions with some simple justification.	expresses a variety of opinions with justification.
Questions	asks some straightforward questions.	asks some varied questions to obtain information.	asks a variety of questions using a range of question forms.
Development of response	may not always understand questions asked, but responses to those which are understood are comprehensible	responds to questions and develops some answers.	responds to a variety of questions, often developing their answers.
Level of interaction	demonstrates a basic level of interaction.	demonstrates a good level of interaction.	demonstrates a very good level of interaction.

 

*Range of language [refer to grammar requirements set out in the awarding organisation's specification.]

Strands	Pass	Merit	Distinction
Grammatical structures	uses mostly simple grammatical structures.	manipulates straightforward grammatical structures with some variation and occasional complex structures	manipulates a variety of grammatical structures including some complex structures.
Vocabulary and expressions	uses a limited range of familiar vocabulary and expressions.	uses relevant and  some varied vocabulary and expressions	uses a range of relevant vocabulary and a variety of expressions.
Tenses	makes reference to present and past and/or future events with occasional success.	is generally successful in making reference to present, past and future events.	is mostly successful in making references to present, past and future events.

 

Themes covered:

Task Types done:

 

 

 

Accuracy

 

Strands	Pass	Merit	Distinction
Accuracy	is mainly correct when using familiar vocabulary and simple grammatical structures.	uses a generally good level of accuracy when using straightforward vocabulary and grammatical structures.	uses predominantly accurate language using a range of relevant vocabulary and some complex grammatical structures.
Impact of errors on communication	is likely to make errors, which sometimes impede communication	is likely to make errors, particularly when more complex language is attempted. Such errors sometimes hinder clarity of communication.	is likely to make errors that are usually minor or occur when complex structures and/or less familiar vocabulary are attempted. Such errors rarely hinder clarity of communication.

 

Pronunciation

 

Strands	Pass	Merit	Distinction
Comprehensibility	uses pronunciation that is mostly understandable.	uses generally good pronunciation and intonation but with some inconsistency.	uses pronunciation and intonation that are overall accurate and intelligible.
Impact of errors on communication	makes errors that sometimes impede communication.	makes some errors that occasionally impede communication.	makes errors which rarely impede communication.
Accuracy of pronunciation	there may be frequent native language interference.	there may be some native language interference.	there may be only isolated native language interference

Requirement to reach level:

Communication and Interaction + 2 others at same or higher level

NB -  This NOT a mark scheme for specific tasks.  It is an overall description of a Learner's performance covering different aspects at a particular level by the end of the course.

Range of language: French

The exam boards have issued a document demonstrating what is meant  by 'range', categorising this into 4 areas: sentences, structures, verbs and tenses.  (No mention of vocabulary!)

"The exemplification of grammatical structures should not be seen as a checklist, but rather as an indication of the type of grammatical structures required to fulfil the requirements of the level.  Learners may use rephrasing/repair strategies, e.g. adjusting the message, asking for clarification/repetition, self-correction."

You could highlight structures you are comfortable with- where 'on a good day' you can consistently produce the structures without excessive memorisation. . A good strategy would be to talk to me by for example asking me a question, and being ready with an impressive answer when I ask you the same question back!

You could pick out a few areas where you are 'nearly comfortable' and where some revision would help.

 

SENTENCES

PASS	MERIT	DISTINCTION
Short sentences with mostly single main clauses with basic word order • Je joue au foot le weekend. • J’ai un chien noir. • Il s’appelle Dude. • Il y a un magasin. • C’est intéressant.	A mixture of short and longer sentences using connectives Connectives such as: et, mais, car, parce que, cependant ·         J’aime beaucoup les maths mais mon prof n’est pas toujours sympa. Cependant, ma matière préférée est l’histoire parce que c’est intéressant.	Extended sentences and sequences of speech, sometimes with more than one clause using complex word order including conjunctions • Use of relative pronouns qui, que Ma correspondante qui habite en France s’appelle Magali. • Use of conjunctions such as:comme, puisque, à cause de Comme elle n’apprend pas l’anglais, on parle français.

 

STRUCTURES

PASS	MERIT	DISTINCTION
Familiar, common structures such as singular and plural noun forms, some appropriate use of articles and gender, basic negative expressions, common question words, possessive adjectives (1st person only)   • Singular and plural forms: un frère deux sœurs. • Appropriate use of articles: J’aime les maths et la géo. • Basic negative expressions: Je n’aime pas mon prof de physique. Il est strict. • Common question words: Quand, où, qui, que, qu’est-ce que, quel âge, combien, pourquoi, et vous, et toi ? • Possessive adjectives mon, ma, mes	More demanding structures such as subordination, pronouns, less common question words, and negative expressions, comparative adjectives.   • Subordination such as: Quand je suis en vacances j’aime aller au jardin public et jouer au tennis. Je ne peux pas sortir le soir si j’ai des devoirs. • Object pronouns such as: J’aime beaucoup mon frère parce qu’il m’aide avec mes devoirs. • Less common question words such as: comment, avec qui, quel/quelle/quels/quelles, combien de temps, à quelle heure ? • Less common negative expressions such as: ne…rien, ne…jamais, ne…personne, ne…plus • Comparatives such as: plus jeune que, aussi difficile que	More demanding structures such as less common pronouns, infinitive clauses, less common constructions • Use of disjunctive pronouns such as:avec lui, chez moi • Use of emphatic pronouns such as:Moi, je n’aime pas le rap. • Use of verb + infinitive structures such as: Nous avons décidé d’aller en ville demain. J’ai commencé à apprendre la guitare. Ma copine a choisi d’étudier le théâtre l’année prochaine. J’ai oublié d’acheter un cadeau d‘anniversaire pour ma sœur. • Use of comparative and superlative of adjectives and adverbs such as: Je trouve l’espagnol plus facile que le français. Ma meilleure copine est plus petite que moi. La physique est la matière la plus difficile, selon moi. • Use of less common pronouns such as: Ma sœur s’est cassé la jambe. Mes amis sont restés chez eux. • Use of less common constructions such as: adverbial expressions such as: d’un côté … de l’autre côté Il s’agit de | ça me plaît beaucoup, énormément

VERBS

PASS	MERIT	DISTINCTION
Regular verbs and common irregular verbs in mainly the first and third person singular • Common regular verbs aimer, manger, jouer, préférer, regarder, écouter, adorer, détester, penser, parler, commencer, porter, finir • Common irregular verbs avoir (including il y a), être, aller, faire, prendre, vouloir, pouvoir and devoir (the latter particularly used with on)	Less common regular and irregular verbs, reflexive verbs, different persons of the verb, singular and plural, use of common modal verbs with infinitives • Regular verbs such as: passer, dépenser, pratiquer, étudier, utiliser, travailler, voyager, acheter, aider, partager • Irregular verbs such as: ouvrir, partir, sortir, lire, écrire, offrir, dormir • Reflexive verbs such as: se lever, se coucher, s’habiller, s’intéresser à, s’entendre avec, se disputer avec Je me couche à dix heures pendant la semaine. Je me dispute avec mon père quelquefois. • Different persons of the verb: Mes parents et moi, nous allons … Mon ami et moi jouons … Mes amies n’aiment pas … elles préfèrent … • Modal verbs with the infinitive such as: Je voudrais travailler à l’étranger à l’avenir. Nous ne pouvons pas utiliser notre portable en classe. Nous ne devons pas courir dans les couloirs.	More complex verb structures as in these examples: Nous venons de déménager. Nous habitons maintenant à la campagne où c’est beaucoup plus calme. J’apprends le français depuis cinq ans. Après avoir fini mes examens je vais faire la fête avec mes copines. Je préfère faire mes devoirs en écoutant de la musique.   Use of modal verbs in a range of tenses as in these examples:   J’ai dû faire mes devoirs hier soir avant de sortir. Je n’ai pas pu acheter une nouvelle robe parce que je n’avais pas assez d’argent.

 

TIME FRAMES

PASS	MERIT	DISTINCTION
Basic formations of present and past and/or future to make reference to present, past and/or future events • Je fais mes devoirs dans ma chambre. • Je vais souvent à la piscine. • J’aime la natation. • J’ai regardé la télé hier soir. • J’ai fini mes devoirs à sept heures. • Je vais au cinéma samedi. • Après le film, je vais manger une pizza avec mes copains. • J’écouterai de la musique ce soir.	The formation of present, past and future tenses to make reference to present past and future events • A range of all three main tenses or time-frames: Je vais en ville tous les samedis. Hier soir je suis allé au cinéma avec mes copains. Nous avons regardé un film d’horreur. Samedi prochain je ferai du shopping en ville.	The formation of present, past and future tenses to make reference to present past and future events with a range of tenses; this might include less common examples of conditional and imperfect tenses and some use of the pluperfect •D’habitude je viens au collège en vélo mais hier, à cause du mauvais temps, j’ai pris le bus. •Je ne sais pas quel travail je voudrais faire quand je serai plus âgé. •Si j’avais le choix, je ne porterais pas l’uniforme scolaire; je mettrais un jean et un pull. •Puisque j’avais gagné un peu plus d’argent que d’habitude, j’ai acheté une nouvelle veste.