Keynotes Edition 50 February 2020
KS 2 Grammar, Punctuation & Spelling test: - six years on
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he GPS test was introduced in 2013 in an attempt to improve grammar and its usage. Advocates of the test (there are some) believe it important that pupils can identify the key features of a sentence and select appropriate punctuation to convey the required meaning - but no one would argue with this. Teachers have always given children discreet exercises as a means of practising specific grammatical points learning when to use ‘to, too and two’ for example, or where to place the apostrophes in possessive adjectives and abbreviations.
subject. “Grammar rules, OK?” Ian Cushing, TES 6th December
The report acknowledges that the GCSE might not be appropriate MFL GCSE grades for all students, so recommends less academic alternatives be fter years of lobbying, Ofqual provided, such as vocational has acknowledged that it is language courses. The report more difficult to achieve good also recognises that one limiting grades in GCSE French and factor is the shortage of language German than in other subjects. As teachers, so recommends that all a consequence, the exam boards MFL subject specialists should be are being instructed to ‘review’ the on the shortage occupation list. grade boundaries and make them Currently, only Mandarin teachers more in line with Spanish, which are included. is perceived as easier. The changes will take effect from this summer. “Learning foreign languages should be
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Where opinions differ, is the requirement for pupils to understand, and use, the vocabulary and terminology associated with written English. Is it really necessary for a ten year to be familiar with “modal verbs”, or to know that an additional explanatory phrase in a sentence, demarcated by commas, is a parenthesis?
Quite apart from the statistical evidence, the numbers of students taking French and German have continued to decline – both have dropped by over 30% since 2014. This is due, at least in part, to the perception of them being more difficult than other subjects. It is hoped that this realignment will encourage more students to study a language.
Teachers dislike the dogmatic nature of the test because it requires them to focus on test strategies and the terminology. It is evident that teachers don’t teach like this out of choice, but because they are compelled to.
There are arguments for the same exercise to be carried out on A-level French and German courses, since students are apt to avoid A-level MFLs because of a perceived unpredictability in the results, particularly where top grades are concerned. “Ofqual
Has introducing the GPS paper improved overall standards of English writing at KS2 and beyond? The government believes it has, but the results are far from convincing. Meanwhile many pupils, lower attainers in particular, glaze over and become yet more disenchanted with English as a
strongly recommends that the study of an MFL should be made compulsory again, up to the age of 16.
to make it easier to get top grades in GCSE French and German” Schoolsweek Nov 5th, 2019 Pippa Allen-Kinross
A report by the Higher Education Policy Institute has noted the decline in the numbers studying a modern foreign language since they were made optional at Key Stage 4, in 2004. The report
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compulsory, says report.” Richard Adams The Guardian, 9th Jan 2020
Importance of oracy Nicky Pear, writing in the TES, makes a case for a greater focus on oracy in schools Ms Pear points out that there is plenty of research to suggest a direct link between oral skills and academic outcomes - the Educational Endowment Foundation states that “oral language interventions consistently show positive impact on learning”. Yet the government’s standardised tests at primary school level only focus on reading comprehension, writing and mathematics. As a consequence, the development of oral skills in the classroom tends to be marginalised. Nicky Pear also notes that employers now prioritise communication skills when
