Transcript Controlled assessment advice

AQA Controlled
Assessments in MFL
Speaking
Writing
Speaking
• Worth % of your final grade
• Two tasks
• marks per task, therefore 60 marks available for the
speaking tasks.
• Untiered no separate foundation or higher tasks).
• Two tasks will be marked by your teacher and then one
must be submitted to AQA for marking.
• Both tasks are in the form of a dialogue.
• You cannot submit the same task for speaking and writing.
• You will be offered the chance to do a third task if you wish
to boost your grade and have a better two to choose from,
but this is at the discretion of your teacher. If this is
permitted, you will not get any extra time in class to prepare
and you will have to do all the work at home yourself.
Unit 4 - Writing
• Worth 30% of your final grade.
• Two tasks
• 30 marks per task, therefore 60 marks available for the
speaking tasks.
• Untiered (no separate foundation or higher tasks).
• Two tasks will be marked by your teacher and then one must
be submitted to AQA for marking.
• Between 200-350 words over two pieces for D-G grades and
400-600 words for A* - C
• You cannot submit the same task for speaking and writing.
• You will be offered the chance to do a third task if you wish
to boost your grade and have a better two to choose from,
but this is at the discretion of your teacher. If this is
permitted, you will not get any extra time in class to prepare
and you will have to do all the work at home yourself.
Stage 1
• General Teaching and Learning time on the topic with
full teacher input, in other words ‘normal lessons, work
and homework’
• You have access here to all available resources
(teacher, assistant, textbooks, dictionaries, worksheets
etc)
• Ensure that all your bookwork is complete and
accurate and make any changes and finish off all
work that your teacher asks you to, as you will
need to learn this work word for word for the
assessments.
Stage 2
• Your teacher tells you the task. There must be no support from
this moment on from the teacher.
• You can spend up to 6 hours in class and/or at home preparing
for the task.
• You may produce a plan – there is an official planning sheet for
this.
• If you write a draft this must be done in class and must not go
home. No-one is allowed to comment on this. Nothing from
home that you have written must come to school and
nothing in school that you have written in the preparation
lessons must go home.
• You have access here to reference materials eg. textbooks,
dictionaries, worksheets.
• The research can be done outside the classroom.
• Do all the writing/preparing at home where you have
unlimited access to materials. In school preparation
lessons, your time is more effectively spent practising it off
by heart, testing yourself, improving your memory.
Writing a plan (a ‘flashcard’)
• This can include a maximum of 40 words in the target language
and/or English
• Plans must not contain full sentences, conjugated verbs,
diagrams, pictures or codes.
• Past participles are allowed eg. mangé / gegessen
• Your teacher can comment on your plan but only you can amend
it. This needs to be done well in advance of the recording date.
• If you wish to use your plan in the assessment, the teacher
must see and approve it at least 24 hours beforehand.
• If your plan is not approved in this way, you will not be
allowed to use it.
• Your teacher may obliterate ‘illegal’ words with a permanent
marker pen.
• Any corrections to the plan, following teacher feedback, must be
made on the original plan. Tippex is not allowed.
Stage 3 - Speaking
• This is when you do your speaking assessment
and complete your dialogue with your teacher.
• You must attend for the assessment on the date
and time specified.
• Each task must last between 4 and 6 minutes.
• You may have access to your Task Planning
Form but nothing else.
• You need to use a verb in order to get points for
the ! surprise question
• I can ask supplementary questions to get a full
answer from you for any bullet point.
The unpredictable (!) element
• Last section of the speaking assessment
• Must be answered with a verb to get any
marks.
• If you are unsure and wish me to repeat
say ‘je ne comprends pas’ or ‘répétez s’il
vous plait’ I can rephrase. If you say this in
English this is marked as incorrect.
Assessment Criteria
• Communication – 10 marks
Information conveyed, ideas presented and
developed, events narrated (for highest marks)
• Range and Accuracy of Language – 10 marks
Make sure you use a variety of vocabulary and
examples of different tenses
• Pronunciation and Intonation – 5 marks
Good accent and intonation
• Interaction and Fluency – 5 marks
Responds readily. Goes beyond the minimum.
Some initiative. Good pace.
Stage 3 - Writing
• This is when you do the write-up of your
written piece.
• You will have 60 minutes (+extra time allowed
if you are permitted it).
• You need to write in black pen.
• Write as clearly and as neatly as possible.
• Allow yourself enough time to check your
work and edit any mistakes.
• You can have your task planning sheet and a
dictionary with you.
Assessment criteria - writing
• Content - 15
– develop each point, extend each sentence
– include opinions and reasons for everything
• Range of Language - 10
– use a variety of structures
– use at least two different tenses
• Accuracy - 5
– spelling DOES matter!
– write clearly so there can be no mistake about what
you intend to write
– accents and punctuation are important too
Your planning - in advance / at
home
• You can refer to your book and any other
resources, e.g. your recording
• You can take your book home but you may
not write in it.
• Any draft or writing must be done on paper
and kept in the classroom or left at home.
• You should be practising your speaking
and testing your memory in preparation
sessions.
Where do I do what?
• In school:
– learning off by heart, practising and tweaking
– anything new written down/drafted must stay
in school
– ‘surprise’ questions
• At home:
– practising, developing, researching...
Suggested work for speaking:
Session 1
• Read the task very carefully.
• Is there anything new that you need to
prepare? If so, then use previous work and
class resources to work out what you need to
say.
• Work out how you need to
say/pronounce/write/spell/remember it.
• If you cannot take your draft home and cannot
write in your book, how are you going to
learn/practice this new bit?
• Learn how to say those parts off by heart.
Session 2
• Practice so that you know off by heart how
to say the ‘new’ parts
• Start looking at the additional new
questions. Prepare an answer for each
question in the same way: use your past
work and permitted resources to prepare
an answer.
• Learn how to say off by heart at least 3 full
answers.
Session 3
• Look at the rest of the questions. Prepare
and use your past work and your permitted
resources to prepare an answer.
• Squeeze in WOW words to make sure that
your responses sound and look as fluent
and as genuine as possible.
Session 4
• If you wish to produce a plan, then you
must do it in this lesson so that I can
comment on it
• If you do not wish to produce a plan, then
continue tweaking and practising
Session 5
• Find out and practice how to say things like
‘I don’t know’, ‘I’m not sure’, ‘Well....’ and
so on
• Test yourself - how much can you
remember?
• Time yourself: it must last a minimum of 4
minutes (max 6)
• Practice, practice, practice
Session 6
• You should by now be almost ready and
know your responses off by heart.
• Spend this session practising (with or
without your plan) so that you are ready
next lesson for the assessment
• surprise questions
• timing
• ‘fillers’