1. National Curriculum Key Stage 2
Listening
listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
Speaking
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
present ideas and information orally to a range of audiences
Reading
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
Writing
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
describe people, places, things and actions orally and in writing
Grammar
understand basic grammar appropriate to the language being studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
Listening
Speaking
Reading
Writing
Grammar

2. KEY STAGE 3 Listening Speaking Reading Writing Grammar Listening
listen to a variety of forms of spoken language to obtain information and respond appropriately
transcribe words and short sentences that they hear with increasing accuracy
Speaking
initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
express and develop ideas clearly and with increasing accuracy, both orally and in writing
speak coherently and confidently, with increasingly accurate pronunciation and intonation
Reading
read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture
Writing
write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.
Grammar
identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
use accurate grammar, spelling and punctuation.
Listening
Speaking
Reading
Writing
Grammar

3. GCSE all four skills worth 25%
Reading and writing can both be assessed by exam – set and marked by exam boards.
There is some suggestion that dictionary access for an unseen writing task should be allowed. This is under consultation.
Listening - exam set and marked by boards
Speaking – proposing that tasks set and marked by the board but conducted by teachers. Consultation is considering, though, that is orals are marked by teachers, how to ensure consistency.
Ofqual currently considering the notice of tasks given by the boards and the timing of the oral exam. All exam boards must have one common approach.
All exams will be tiered but students can only sit either foundation or higher so that assessments and vocabulary are targeted clearly at higher or foundation level but there will still be some crossover of tasks.
UMS mark scales will be removed.
languages using logographic systems or characters such as Japanese may set or questions and instructions in English.
lists of grammar requirements will be drawn from existing lists produced in the Ofqual GCSE Subject Criteria. There will also be an indication of structure that students will be expected to recognise only and not produce independently.
Literary texts can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources.
GCSE subject content and assessment objectives (updated from the consultation document April 2014)

4. Listening
demonstrate general and specific understanding of different types of spoken language
follow and understand clear standard speech at normal speed, using familiar language across a range of specified contexts.
identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events.
deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of relevant and contemporary and cultural themes.
recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, summarise, evaluate and draw conclusions.
Speaking
communicate and interact effectively in speech for a variety of purposes across the range of specified contexts.
take part in a short conversation, asking and answering questions, and exchanging opinions.
convey information and narrate events coherently and confidently, using and adapting language for new purposes.
speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate.
initiate and develop conversations and discussions, producing extended sequences of speech.
make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events.
make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view.
use accurate pronunciation and intonation so as to be understood by a native speaker.

5. Reading
understand and respond to different types of written language.
understand general and specific details within texts using high frequency familiar language across a range of contexts.
identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events.
deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of contemporary and cultural themes.
recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including extracts from relevant abridged and adapted literary texts.
demonstrate understanding by being able to scan for particular information, organise and present relevant details, summarise, draw inferences in context and recognise implicit meaning where appropriate.
Translate a short passage from the assessed language into English.
Writing
communicate and interact effectively in writing for a variety of purposes across a range of specified contexts.
write short texts, using simple sentences and familiar language accurately to convey meaning, ask and answer questions and exchange information.
produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings.
make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events.
manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register.
make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince.
translate sentences and short texts from English into the assessed language to convey key messages accurately and to apply grammatical knowledge of language and structures in context.