Resourcing the new French German and Spanish GCSE 2024

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Recognising that there are many challenges facing schools currently especially around teacher recruitment and retention (see recent DfE Working Lives of Teachers and Leaders) and many other issues highlighted in the report, including the uncertainty around the finances for 24-25, making decisions around the planning for the introduction of the teaching of the new French German and Spanish GCSEs from September needs to take many factors into account.  These affect the teachers and need to be made in the context of the whole school and its priorities, and should involve discussion with teachers and senior leaders.

Although the new GCSEs are not as different from the existing ones as many originally feared, there are still key differences, especially affecting the delivery in KS4 and preparing for the exams.

Schools and teachers will have existing schemes of work and resources (including textbooks, physical and/or electronic) for KS3 and KS4.  Now that the specifications and sample assessment materials have been approved by Ofqual and published, and the exam boards are confirmed (AQA and Edexcel – Eduqas have withdrawn), teachers and schools are in a position to evaluate their existing provision and decide what needs to be done and when ready for September 24 (and ongoing).

What are the features to consider when looking at existing schemes of work and resources (including textbooks), and new versions and deciding on possible models?  Currently Oxford University Press have published a textbooks for AQA and Pearson have published textbooks with versions for both Edexcel and AQA.  

What are the financial implications?

What are implications for teacher workload?

What is the quality of resources available?

Element	Quality		Detail
Images	Appealing to learners		Attractive Not patronising Inclusive
Easy to use	Pupils and cover teachers able to follow		All instructions and questions in plain English Exercises clearly referenced Audio easily accessible Projection of text and exercises easy Can be used independently by pupils
Planned pedagogy	Teacher notes		Clear about sequence  and supplementary activities (e.g. games) Can be used by a cover / inexperienced teacher Includes answers which can be projected / shared
Subject content	Vocabulary		Consistent with specification Relevant to learners, with scope to individualise for learners’ own situation Clear layout for independent access and learning [e.g. substitution tables translated] Lay-out supports memorisation / recall Opportunities to practise independently (e.g. Quizlet / Kahoot / Textivate-type activities) Audio of individual words available
	Grammar		Consistent with specification Logical sequence Gradual build-up Inbuilt revision / recall Foundation / Higher Lay-out supports memorisation / recall
	Phonics		Useful reference Audio available
	Culture		Stimulate interest and desire to communicate / find out more / travel
Activities	Interesting / motivating for the learner		Activities are meaningful / authentic (rooted  in real life information gap situations / game scenario)
Sequence of teaching	Logical sequence		Demonstration of language (model) (listening + editable  transcript [to allow translation if not provided] / reading) Comprehension (no need to use new language to show comprehension) Reproduction / repetition – chance to use language with support Productive – opportunity to adapt language for own purposes’ Inbuilt revision / recall Allow for revisiting and applying full range of grammar to themes at the end of the course
Differentiation		Foundation	Supports for those with lower targets (e.g. 1-2)
		Higher	Opportunities for extension for those with higher targets (e.g. 8-9)
Preparation for assessment types		Listening + Reading	Questions in English Appropriate question types (m/c, open-ended) (more open-ended for Edexcel)
		Listening	Appropriate  speed Appropriate repetition + length (AQA: twice, shorter / Edexcel: three times, longer)
		Dictation	Appropriate repetition (Repeated three times (AQA and Edexcel) Chunked on second hearing (AQA) Appropriate mark scheme
		Speaking	Appropriate Read aloud coverage of phonics; Edexcel prep 1 minute, AQA self correct Appropriate Read aloud follow-up questions (AQA 4, Edexcel 2) Appropriate Role play (AQA social, Edexcel transactional) Appropriate photo card (AQA 2, Edexcel choice of 2) Appropriate prep for unprepared questions (AQA 4  after read aloud, Edexcel, 2 after read aloud, 2 + 1 guided after photocard ), Appropriate mark scheme
		Writing	F – photo 4 (AQA) / 5 (Edexcel) statements F – 40/50  word (5 BP AQA, 3 BP Edexcel) F/H – 80/90 word (3 BP AQA, 4 BP Edexcel) H: 130/150 word (2 BP AQA, 4 BP Edexcel) Grammar multichoice (AQA) Appropriate guidance to match criteria
		Translation into TL	5 sentences (AQA F+H, Edexcel F) / Paragraph (Edexcel H)