The Kate Languages Podcast - S4 Ep6 - The New MFL GCSE

The New MFL GCSE: What to Expect in 2026

In this episode of the Kate Languages Podcast, I talked you through the new Modern Foreign Languages (MFL) GCSE. With first teaching starting in September 2024 and first examinations in May/June 2026, it may have seemed a little way off when I recorded this episode... but as I publish this blog post in September 2024, we've already started teaching it!

Some of the information from the episode has changed and there have been a few updates since it was released, but I still think this is a great overview of the new French, German and Spanish GCSEs.

To listen to the episode in full, click "play" above.

The Big Picture: Key Changes

Before we delve into the specifics of each paper, let's look at some overarching changes that will affect the entire exam:

1. English-language rubrics: All instructions and questions will be in English across all papers. This is a significant shift that I believe will more effectively test students' comprehension of the target language.
2. Prescribed vocabulary list: The exam will be based on a list of 1200 words for foundation tier and 1700 words for higher tier, derived from the 2000 most commonly used words in the language. This approach focuses on high-frequency vocabulary, which should prove beneficial for students.
3. Updated topics: While the core topics remain similar (family, free time, school, etc.), there's a more modern and inclusive approach. For instance, the French vocabulary list includes terms related to different genders and sexualities, reflecting the concerns and interests of today's teenagers.
4. Emphasis on phonics: There's a increased focus on sound-symbol correspondences, which will require adjustments to teaching methods, particularly in Key Stage 3.

Now, let's break down the changes paper by paper.

Listening Paper: New Elements, Familiar Format

The listening paper remains largely similar to previous iterations, but with a couple of key differences:

1. Dictation element: Students will need to fill in gaps in sentences or, in some cases, write out full sentences. While this might seem daunting, especially for French (which is less phonetic than Spanish or German), it's a valuable skill that can be easily incorporated into teaching from Year 7 onwards.
2. Multiple listens: Edexcel will allow students to listen to each text three times, while the other exam boards seem to be sticking with two listens (except dictations, which will be 3 for AQA and Edexcel).

Reading Paper: Familiar with a Twist

The reading paper also maintains much of its familiar structure, with a few notable changes:

1. No literary texts: The current GCSE's inclusion of literary texts has been dropped. While some might mourn this loss, I believe it's a practical decision given the challenges of finding suitable, copyright-free texts.
2. Translation into English: This element remains, providing a good test of comprehension.
3. Vocabulary support: Any words not on the prescribed list (up to 2% of the text) will be translated in a glossary.

Writing Paper: Streamlined and Clearer

The writing paper sees some refinements that should make it more straightforward for students:

1. English-language rubrics: This change should eliminate confusion over what's being asked, particularly in role-play scenarios.
2. Adjusted bullet points: For example, AQA's 90-word question now has three bullet points instead of four, while the 150-word question retains two bullet points.
3. Sentence-level translation: For higher tier, the translation from English into the target language will be individual sentences rather than a paragraph.
4. Formal and informal writing: Edexcel maintains a focus on different registers, but without requiring outdated formal letter conventions.

Speaking Exam: A New Approach

The speaking exam sees perhaps the most significant changes:

1. Read-aloud text: This new element ties into the increased focus on phonics and pronunciation. However, AQA students won't be allowed to practice reading aloud during preparation time, which seems a bit counterintuitive.
2. Photo-based conversation: Instead of separate photo description and general conversation sections, the exam will use photos as a springboard for broader discussion. AQA requires students to discuss two photos, while Edexcel allows a choice between two.
3. Role-play in English: The notoriously confusing target-language role-play instructions have been replaced with clear English rubrics, which should make this section much more accessible.
4. Transactional vs informal: Interestingly, AQA's role-plays are all informal conversations with a French friend, while Edexcel's are all formal, transactional situations (e.g., buying cinema tickets).

Preparing for the Changes: Key Focus Areas

As we look ahead to these changes, here are three key areas I recommend focusing on in Key Stage 3:

1. Read-aloud tasks: Incorporate regular opportunities for students to read target language texts aloud, either to partners, the class, or as recorded homework assignments.
2. Dictations: Start including dictation exercises in your lessons. These can be easily integrated with listening tasks by having students write out transcripts of what they hear.
3. Phonics focus: Implement explicit phonics instruction at least once a week or fortnight, depending on your lesson frequency. This should continue from Year 7 right through to Year 11.

Resources and Support

To help teachers prepare for these changes, I'm developing several resources:

1. CPD series: Starting in September 2023, I'll be offering three CPD sessions throughout the year to support teachers in adapting their schemes of work and preparing for the new GCSE.
2. 'Buy Everything' offer: For those interested in accessing all my resources and CPD sessions, I offer a one-time payment option that provides lifetime access to all current and future materials on my website.
3. New GCSE Facebook group: I have set up a Facebook group to help teachers prepare for the new specifications.

Final Thoughts

Overall, I'm quite positive about these changes to the MFL GCSE. While there will undoubtedly be challenges in adapting to the new format, I believe many of these changes will lead to a more authentic assessment of students' language skills.

The focus on high-frequency vocabulary, the emphasis on phonics and pronunciation, and the more realistic speaking scenarios all seem like steps in the right direction. The removal of target-language rubrics should also make the exam more accessible and reduce confusion.

However, as with any significant change, there will be a period of adjustment. It will be crucial for teachers to start adapting their Key Stage 3 curricula now to ensure students are well-prepared when they begin the GCSE course in 2024.

I'm particularly excited about the opportunities this presents for refreshing our teaching methods and materials. The increased focus on phonics, for instance, could lead to significant improvements in students' pronunciation and confidence in speaking.