0:00
Hello, this is Mrs Hinson or Madame Hinson from Swanmore College, teacher of languages and I was going to do the workshop unfortunately and due to very low numbers I decided to cancel the workshop.

0:18
So I thought instead I would be placing with a video so you can all access and if you wanted to support your child, how to revise for the last assessment of this term in the summer one, which will be in June before the last data is due and the last report is sent to parents, then therefore I'll run through to help you.

0:41
So I've taken the last one that you've had.

0:43
So they've had already 2 assessments.

0:46
They've had the autumn one and the spring 1.

0:49
So this is the latest one.

0:50
Now it says French, but it doesn't matter.

0:53
French and Spanish are structured the same way and the same.

0:57
So it'll be a summer assessment and is split in different skills the same as this one.

1:04
So there'll be some listening, some universals, reading, grammar, writing and then a total of 100.

1:11
And then that gives us the mastery which we'll send to the report to your parents and carers.

1:18
The first one is will be the listening.

1:24
So the listening the teacher.

1:25
The class teacher will read a text and they need to decide which bullet point or which one is correct.

1:34
The next one will be again another listening.

1:37
Again it's the same we will read.

1:39
The class teacher will read a paragraph and the pupil will have to choose 5 correct answers.

1:46
We read everything 3 times because it gives you opportunity to each pupil to have a listen and be able to have three opportunities to listen to the text and make the choice.

1:59
Also because it is how the person GCSE runs for Spanish and French.

2:06
The listening.

2:08
Each listening is played three times during the exam, which is why we do also three times in class and in assessment.

2:16
Then the last one will be dictation.

2:19
We do dictations also in class as practise.

2:22
So the class teacher will read.

2:24
So as you can see, 1-2 and three they have a gap and then 4-5 sticks.

2:28
They have to write a small sentence.

2:31
Now this is based on 20 words because it's a foundation.

2:36
Again, this is the reason what we do is, is because it's a GCSE style question, but we adapt the vocabulary to year 7 and to year 8 and to year 9, and then, you know, to practise the phonetics of the language.

2:52
Spanish is a little bit easier because it's a more phonetic language.

2:55
French is trickier because of sonnet letters and groups of sounds and syllables that don't quite sound how they're written.

3:04
So French is a little bit tricky, but I will show you in a minute how to revise for that.

3:10
Then we move on to what we call the universals.

3:13
So universals, again, they have a multiple choice here, so the first one, but they have to decide.

3:18
They have one chance after three to decide which one it is.

3:23
Again, giving them three chance.

3:25
I always tell them to not leave it a gap, not leave it blank.

3:28
What the option, The answer is there.

3:31
They need to decide and if they really don't know, they just take a guess.

3:34
They have one chance out of three.

3:35
This one's a little bit more challenging.

3:37
They just need to know the words.

3:40
Now there's a lot of these words will be in the assessment assembles.

3:43
So I normally tell them to do this one last, do the all assessment and they can find any of these words in the text or anything else.

3:51
Then you know they can write them if they are sure to spell it.

3:55
Then we have the reading skills.

3:57
So there's a text here and then they have gap fill but we they have the word backwards there so they need to fill in.

4:06
Always tell them to look at the English to make sure that the answers make correct correct.

4:10
So stronger used to live with her mom and so it could be dad, grandfather, grandmother, cousins, probably it could be cats as well.

4:23
So it needs to be one of these answers with the accent.

4:25
So I always tell them to just check the answer once they've used it once they will cross it so the words only gets used once And the how the answers are all in English because again, the exam for GCSE is the same.

4:38
It'll be questions in English, answers in English was in English.

4:41
They just need to check the understanding of the language.

4:44
That's why we do it that way.

4:47
Then again here they've got another text and then they need to decide here.

4:50
So here's 5.

4:52
They need to decide which one is correct here.

4:55
So they'll need to check and they need to read carefully.

4:58
It's normally in the order, so the text will go in that order and they'll be in the same order for the multiple choice.

5:06
So for example, that one will be towards the top of the text and the last one will be towards the bottom of the text.

5:12
So they should follow, be able to follow the text and then answer the question, whether it's straw or not.

5:19
So that's again a GCSE question, start question.

5:22
That's how we do it.

5:24
Then we have three texts.

5:26
We've got three people.

5:27
So AB and C we kind of we'd give them name and it's just you need to decide who.

5:31
So who does dance?

5:32
So there are one chance after three, the answer will be in there now.

5:36
So normally I tell them, I say go and look at dance.

5:40
Can you find dance anywhere?

5:42
See if you can find, Oh, there's one here.

5:45
He doesn't say dance.

5:48
So oh, there's dance here as well.

5:49
So there's two dimension dance.

5:52
Does that one mention dance?

5:54
Not OK, so it's either one of them too.

5:56
But who does dance?

6:00
I can see from the answer here is that one you'll be B because that one says Jemaine, which means never.

6:08
So that's a bit of a trick.

6:09
So they need to, you know, to not just jump on the first word.

6:12
They can see, they can go back and, you know, go back and look at the words in front and behind to see if it's the correct answer for them.

6:20
Well, we go to grammar.

6:22
The grammar will be again the box there.

6:26
So they have the option, they know they have the answers there.

6:29
How we use it is they'll use the words and then cross their mouths once they've used it.

6:35
Now I tell them especially in French because we have subject pronouns, if you know I.

6:41
So if you look once, you've got some I.

6:44
Now if you look at I, there's only one that's got I, which is that 1 S.

6:49
The answer must be that one for that One South.

6:52
I will do that one and then cross it out that you've used it.

6:57
Now you can't use it again.

6:59
OK, The next one again is the grammar that we do in lesson.

7:05
Again, they have to choose.

7:06
We have.

7:07
It's one of those four.

7:08
Now, if we know we if you do it by deduction again, this should be able to get there quite easily.

7:15
So it's not I, it's not you and it's not they.

7:19
So it had to be that answer.

7:22
So by deduction, they can do a lot of deduction there last one, they have a writing task.

7:28
So the writing is a photo card.

7:30
It's not a complex task, They have to write 5 sentences, quite simple.

7:37
So they could say here in French in or Spanish.

7:40
There is a family, there is a dog, there is son.

7:52
Because they know how to say that because they practise the weather and the mood every lesson and there is a mom.

8:00
And then we'll put one because one, the number one works.

8:03
There was one mom.

8:05
There you go.

8:06
That'll do.

8:07
But that's 4.

8:08
But five sentences there is 123456, OK, there are five people person because it's kind of the same, almost the same way in French.

8:22
The reason why we do that again is a GCSE star question.

8:26
So they get used to all these questions.

8:27
So when we get to GCSE, if they decide to choose it, then they'll be very familiar with the exam star questions and they would have done it before.

8:36
But we always adapt the vocab.

8:38
And the last one is translation to see if they can put together the national adage.

8:43
Probably again, the same one as the the writing on the grammar one.

8:48
When they have to know the vocabulary that there's no choice.

8:50
There's no multiple choice.

8:52
The same here.

8:53
Now again, I tell them to do the writing last because they might find somewhere I have.

8:59
So if they know I have somewhere, then they can maybe work it out.

9:03
And then a cat, it might not be in here, but you know, and then they can try.

9:08
They might not know all the words.

9:09
It's OK to leave gaps and do the words that they know, but I would dare to do the writing last.

9:16
So how to revise?

9:18
So they have Dinoids Organiser and for the summer one we're going to revise everything up to a certain point.

9:25
So if we look at the front of Dinoids Organiser again, the Spanish will look the same.

9:33
We it's going to be on 7.1 a introduction, 71-B birthday, 71-C habitat, 7.1 D however, all the twos as well, 7.2 A 2B2C2D and then we're going to have 3A and 3B and that is it because then we're not going to test them on the last two because we didn't get there yet.

9:58
So we're only going to test them on that.

10:01
So they need to learn their centres builder.

10:03
So if we go on the first one, because I have to be a long time ago, they get centres builder and they can revise the centres builder.

10:11
My suggestion is they don't just learn that, but they also look and see if they can understand the parallel text because a lot of the listening that we do are based on the parallel text.

10:26
If they understand the parallel text, they'll understand the listening tasks that we're doing.

10:31
So these ones that I showed earlier, so these ones, these two here, they're based on parallel text.

10:40
That's why you know, we, we do them.

10:43
So it's, it's not, we don't test them on something we haven't told them that they haven't seen.

10:47
They haven't known that it's not in noise organiser.

10:50
Everything we test them on is in their noise organiser somewhere.

10:54
So that's for the listening.

10:56
I would revise all the centres builders and have a look now they don't need to know all the words by heart.

11:01
They need to recognise and I would focus on the words that they find difficult or they don't know.

11:07
So if there's some that they know by heart, they don't need to use it.

11:10
And you know to to, but to to revise the ones that they're unclear about or not quite sure.

11:16
Then the second one was the universals.

11:21
So universals and then you know a Juganizer or they know a Juganizer.

11:29
There you go.

11:30
You have universals here.

11:32
These are the ones that they'll be tested on South.

11:36
Again, they would see then they would know some of them, you know, I would practise the ones that they don't know or they less, you know, less show off.

11:45
That's what I would do to help them with access.

11:47
It's not about learning everything.

11:49
It's not about knowing everything.

11:51
It's, it's analysing what you know and how you can deduct the one it is not the one that is not the right answer.

12:01
So that was the universals, the reading again, the reading text are based on the parallel text.

12:09
If they know the parallel text, they'll understand the reading.

12:12
So again, they can have a read of the parallel text and then they'll they'll know what it means.

12:18
These ones are based on centres builders, but we've tried to change different words, but again, they're all words from the centres builders.

12:27
So cycling, Tuesday, dad, horse riding, all of that is in a census builder.

12:33
The grammar is in their lesson booklet.

12:42
So in the lesson declared, they would have had the grammar lesson for each topic.

12:46
Uh, so they need to find the ones where they, you know, do like the play, uh, use those do.

12:53
So that will be the sport 1.

12:55
So that's why in there.

12:56
So the sport one, if I go back to the no, I should realise that, uh, the twos, I think.

13:12
That's hobbies there you go sport, so you've got sport there, so you've got I play, he plays, she plays, we play, I do uh, so that's why you gotta see two play.

13:26
Umm, SO2 play will be in there on there.

13:40
Think it's something universals maybe let's have a look infinitive.

13:51
So they've got some here and then universals.

13:54
So they've got to be to have to do, to play, to go.

13:57
So they can use these as well to revise.

14:00
So as long as they revise on there then.

14:06
So that was the grammar again, these ones is the same.

14:09
So that's that one is for the first one when it says your age and here you are and your pets you live with that's in the centres builder.

14:20
So that one will be in the grammar in these ones introduction.

14:31
It's not that one the age is in there.

14:35
So that one the age, so it's 7.1 B my birthday and entity.

14:41
How old are you?

14:42
So when it says here we have there'll be a grammar in the lesson booklet.

14:53
The writing called the the photo card again, is it's a combination of vocab.

14:58
They can use whatever vocab if they're comfortable with the weather.

15:01
We use all the time.

15:02
We've seen family members, we've seen dog, we've seen cycling because it's in there.

15:08
And again, all these words that we're doing for our translation again are in the noise organiser.

15:17
So how I would revise is not do it in, it's just to again, chunk.

15:24
It is to do it small and regular.

15:28
So to do, for example, one day you're going to do sound, you're going to revise 7.1 B, and then you're going to look and then maybe give them 10 words from that page and see if they can remember anything.

15:41
And another day they'll do another 10 words from another one on there.

15:51
That's what I would do.

15:53
I would go back to the Spring and Autumn assessment and see how they did.

15:59
Which one was their weakest 1?

16:01
So normally it tends to be, you know, either universals, grammar or writing.

16:07
They're normally the three where the student struggles the most.

16:10
So have a look in the spring assessment and autumn assessment.

16:13
Which one did they struggle the most with?

16:16
Go back at the answers because they would have been corrected in class.

16:19
Have a look where they got it wrong and then see if they can redo the assessment.

16:24
Maybe, you know, hide the answers and then we do it and see if they can do better than last time.

16:31
That's what we're doing.

16:32
It is not, there's no pass, there's no fail, there's no GCSE grade this just to see how they're doing, how they're progressing.

16:39
And we can have an idea as a class teacher what how they're doing in the class and give them a mastery for the report to be sent home.

16:48
So that's more or less the spring assessment for the listening, if you want to practise the listening because it's a bit tricky for French.

16:58
Spanish is more phonetic.

16:59
Like I said earlier, you can go on Google and type in a word from the sentence builder and press the audio and it will say the word.

17:08
So maybe you know, one of the parents can type in a word and your child can, you know, try to write what they can hear.

17:17
If you're lucky enough to be able to speak French, then you know, by all means say it and then they can write it down.

17:23
You know, it's just kind of the, the difficulty with French as well is the accents.

17:28
So when they learn a word, they need to learn as part of the spelling, the accents, because there's no, there's no way of kind of always remembering if they go down or if they go up because not all students can hear the difference between the accents.

17:44
So hopefully that helped you giving you a how to revise for the assessment.

17:52
If you have any further questions or if we think you have missed anything, if you want me to cover something else, please let me know and I can try to do another video to help you out.

18:04
And you can contact us at MFL help, MFL help at Swanmore e-mail address.

18:12
Thank you very much.

18:13
And I hope your child, your children have enjoyed learning either Spanish or French.

18:18
They share with us, you know, because it's always, it's very, it's very impressive to know that they start with almost no knowledge of the language and then they can write and do an assessment.

18:32
They've only doing it since September, which is not a long time.

18:36
So I hope they've enjoyed it.

18:38
Thank you very much.