AS Spanish₇₆₉₁

AS and A-level French, German and Spanish speaking and listening tests

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AS Spanish Specification Specification for first teaching in 2016

19 Apr 2016

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4.0 Scheme of assessment

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over one or two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

AS exams and certification for this specification are available for the first time in May/June 2017 and then every May/June for the life of the specification.

All materials are available in English only.

Our AS exams in Spanish include questions that allow students to demonstrate their ability to:

draw together their knowledge, skills and understanding from across the full course of study
provide extended responses.

4.1 Aims

Courses based on this specification should encourage students to:

enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken
develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language
develop their ability to interact effectively with users of the language in speech and in writing, including through online media
develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence
engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context
develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken
mediate between cultures and between speakers of the language and speakers of English
foster their ability to learn other languages
equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment.

4.2 Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all AS Spanish specifications and all exam boards.

The exams will measure how students have achieved the following assessment objectives.

AO1: Understand and respond:
- in speech to spoken language including face-to-face interaction
- in writing to spoken language drawn from a variety of sources.
AO2: Understand and respond:
- in speech to written language drawn from a variety of sources
- in writing to written language drawn from a variety of sources.
AO3: Manipulate the language accurately, in spoken and written forms, using a range of lexis and structure.
AO4: Show knowledge and understanding of, and respond critically to, different aspects of the culture and society of countries/communities where the language is spoken.

Across assessment objectives AO1 and AO2, no more than 10% of the total marks for the qualification may be used for responses in English, including translation into English.

Assessment objective weightings for AS Spanish

Assessment objectives (AOs)	Component weightings (approx %)			Overall weighting (approx %)
Assessment objectives (AOs)	Paper 1	Paper 2	Paper 3	Overall weighting (approx %)
AO1	15	0	5	20
AO2	25	0	5	30
AO3	5	15	10	30
AO4	0	10	10	20
Overall weighting of components	45	25	30	100

4.3 Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Component	Maximum raw mark	Scaling factor	Maximum scaled mark
Paper 1: Listening, reading and writing	90	x1	90
Paper 2: Writing	50	x1	50
Paper 3: Speaking	60	x1	60
Total scaled mark:			200

4.4 Paper 1: Listening, Reading and Writing

Duration: 1 hour 45 minutes; total raw mark: 90

Listening and responding

Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the passage they have heard and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the passages for listening, reference will be made to at least two Spanish-speaking countries other than Spain.

At least one passage will involve more than one speaker. Passages will be studio recorded and provided to schools and colleges. Students will have individual control of the recording. The language and delivery of the recorded material will reflect its content and context.

Reading and responding

Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the context may fall outside of these themes and sub-themes.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and abstract material such as opinions, views, emotional reactions and personal experiences will be tested.

For one question students will need to summarise in Spanish what they have understood from the stimulus text they have read and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the stimulus texts for reading, reference will be made to at least two Spanish-speaking countries other than Spain.

Assessment

In questions requiring a summary, the marks for content (AO1 or AO2) and language (AO3) are awarded independently.

Long summaries will be marked for content (AO1 or AO2) or language (AO3) until the first natural break (usually the end of a sentence or main clause) between 70 and 80 words. Short summaries are not subject to an automatic penalty but in practice are unlikely to include all the required content points and will therefore be self-penalising.

The AO1 or AO2 mark is awarded for a response which conveys the required information regardless of whether that response is expressed in the student’s own words, or is partly or wholly lifted from the recording or text. However, no AO1 or AO2 mark will be awarded for a content point where the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the bullet point. Examples of this are in the specimen mark scheme. ‘Lifted’ language will not be eligible for credit when the AO3 mark is awarded.

In comprehension questions with no AO3 marks, where the natural answer to a question consists entirely or partly of words or phrases from the recording or text, students may use that material without rephrasing it. Minor spelling errors which do not distort the meaning will be tolerated. However, the AO1 or AO2 mark will not be awarded for a response in which the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the question set. Examples of this are in the specimen mark scheme.

Translation

Students will translate a passage of at least 70 words from Spanish into English. The content will be based on the themes and sub-themes in this specification.

No dictionaries are allowed in this exam.

4.5 Paper 2: Writing

Duration: 1 hour 30 minutes; total raw mark: 50

Students will translate sentences amounting to at least 70 words from English into Spanish. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in Spanish containing some of the vocabulary and structures which they will need for the translation.

Students will answer one essay question in Spanish on the book or film which they have studied. Students will have a choice of question on each book and film. All questions will be in Spanish and will require a critical response. All questions will include bullet-pointed suggestions as to what students might cover in their answer. The bullet points will be optional.

Students will be advised to write approximately 250 words. Everything that students write will be marked; there is no word limit. Students writing the recommended number of words will have access to the full range of marks.

No dictionaries are allowed in this exam.

Access to the books and films is not allowed in this exam.

4.6 Paper 3: Speaking

Duration: 12–14 minutes plus 15 minutes supervised preparation time; total raw mark: 60

Students will discuss two sub-themes from those in this specification. The teacher-examiner will give the student two cards from one sub-theme and the student will choose one of these two cards. The teacher-examiner will also give the student two further cards, one from each of two sub-themes from the other theme. The student will choose one from these two cards.

The chosen stimulus cards will form the basis for the discussions. The content of each card will be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher examiner will ask the student the questions during the discussion. The student will have 15 minutes supervised preparation time to prepare the cards. The student may make notes during this time and refer to them during the test.

The student should prepare one question on each card to ask the teacher-examiner during the test. The question should arise from the material on the card.

To meet the requirement to ask questions, students must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.

Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.

All assessments will be marked by an AQA examiner.

A five - week window will be timetabled during April and May. All assessments must be conducted within this period.

Teachers conducting the assessments can open the assessment material up to two working days before the assessment window opens in order to prepare for conducting the tests.

Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments.

The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments.

Access to dictionaries is not permitted at any time during the assessment or preparation time.

Students' notes should be stored securely in the centre until results day.

For further detail on Paper 3: Speaking, see AS and A-level French, German and Spanish Instructions for Speaking Tests at aqa.org.uk

4.7 Assessment criteria

Paper 1 Summary questions: AO3

Mark	Description
5	The language produced is generally accurate but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex structures accurately where required by the task.
4	The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex structures accurately where required by the task.
3	The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex structures accurately where required by the task.
2	The language produced contains many errors, some of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex structures accurately where required by the task.
1	The language produced contains many errors, most of a basic nature. The student shows very little grasp of grammar and is very rarely able to manipulate structures accurately where required by the task.
0	The student produces nothing worthy of credit.

Paper 2: Writing

Essays on texts and films will be assessed according to the following assessment criteria.

AO3 (15 marks)

Mark	Description
13–15	The language produced is generally accurate, but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex language accurately. The student uses a good range of vocabulary appropriate to the context and the task.
10–12	The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex structures accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task.
7–9	The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex structures accurately. The student uses a sufficient range of vocabulary appropriate to the context and the task.
4–6	The language produced contains many errors, some of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex structures accurately. The student uses a limited range of vocabulary appropriate to the context and the task.
1–3	The language produced contains many errors, most of a basic nature. The student shows very little grasp of grammar and is very rarely able to manipulate complex structures accurately. The student uses a very limited range of vocabulary appropriate to the context and the task.
0	The student produces nothing worthy of credit.

AO4 (20 marks)

Mark	Description
17–20	Very good critical response to the question set. Knowledge of the text or film is consistently accurate and detailed. Students consistently use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film.
13–16	Good critical response to the question set. Knowledge of the text or film is usually accurate and detailed. Students usually use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film.
9–12	Reasonable critical response to the question set. Knowledge of the text or film is sometimes accurate and detailed . Students sometimes use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film.
5–8	Limited critical response to the question set. Some knowledge of the text or film is demonstrated. Students occasionally use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film.
1–4	Very limited critical response to the question set. A little knowledge of the text or film is demonstrated. Students very occasionally use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film.
0	The student produces nothing worthy of credit in response to the question.

Paper 3: Speaking

This discussion of each of the two sub-themes will be assessed using the criteria below.

The marks for each discussion will be combined to give a mark out of 60.

AO1 (5 marks)

Mark	Description
5	A good pace of delivery that makes nearly all responses easy to follow. The ideas and opinions expressed are mostly developed. Students respond appropriately to most unpredictable elements.
4	A reasonable pace of delivery that makes most responses easy to follow. The ideas and opinions expressed are often developed. Students respond appropriately to some unpredictable elements.
3	Pace of delivery is such that some responses are easy to follow. The ideas and opinions expressed are sometimes developed. Students respond appropriately to a few unpredictable elements.
2	Pace of delivery is such that most responses are difficult to follow. The ideas and opinions expressed are only occasionally developed. Students respond appropriately to few unpredictable elements.
1	Pace of delivery is very slow and disjointed throughout. The ideas and opinions expressed are rarely developed. Students respond appropriately to very few unpredictable elements.
0	Nothing in the performance is worthy of a mark

Notes

The pace of delivery refers to the hesitation and pauses that may occur to allow for a word to be found, for a phrase to be formulated or for self-correction and/or repair strategies to be used. The use of self-correction and/or repair strategies will not be penalised.

AO2 (5 marks)

Mark	Description
5	Students’ responses show that they have a very good understanding of the material on the card.
4	Students’ responses show that they have a good understanding of the material on the card.
3	Students’ responses show that they have some understanding of the material on the card.
2	Students’ responses show that they have a limited understanding of the material on the card.
1	Students’ responses show that they have a very limited understanding of the material on the card.
0	Nothing in the performance is worthy of a mark.

Notes

The material on the card is defined as the text containing the target-language headings, any statement of opinion, any factual/statistical information and the printed questions.

AO3 (10 marks)

Mark	Description
9–10	A good range of varied vocabulary and complex language and some knowledge of appropriate idiom are demonstrated. Application of grammar is mostly accurate. Pronunciation and intonation are very good.
7–8	Some variety of vocabulary and complex language is demonstrated. Application of grammar is often accurate. Pronunciation and intonation are good.
5–6	Little variety of vocabulary and structures is demonstrated. Application of grammar is sometimes accurate. Pronunciation and intonation are fairly good.
3–4	Predominantly simple language with limited variety of vocabulary and structures. Application of grammar is rarely accurate with some serious errors. Pronunciation and intonation are mostly intelligible.
1–2	The range of vocabulary and structures is significantly limiting. Little evidence of accurate grammar with frequent serious errors. Pronunciation and intonation are poor.
0	Nothing in the performance is worthy of a mark.

Notes

Pronunciation and intonation are not expected to be of native speaker standard.

Serious errors are defined as those which adversely affect communication.

Idiom refers to a form of expression that is particular to the target language.

AO4 (10 marks)

Mark	Description
9–10	Very good critical response. Very good knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students are mostly successful in developing their arguments, justifying their points of view and drawing conclusions based on their understanding of the sub-theme.
7–8	Good critical response. Good knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students are often successful in developing their arguments, justifying their points of view and drawing conclusions based on their understanding of the sub-theme.
5–6	Reasonable critical response. Reasonable knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students are sometimes successful in developing their arguments, justifying their points of view and drawing conclusions based on their understanding of the sub-theme.
3–4	Limited critical response. Limited knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students are occasionally successful in developing their arguments, justifying their points of view and drawing conclusions based on their understanding of the sub-theme.
1–2	Very limited critical response. Very limited knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students are rarely successful in developing their arguments, justifying their points of view and drawing conclusions based on their understanding of the sub-theme.
0	Nothing in the performance is worthy of a mark.

Further guidance on what we expect for AO4 can be found in the indicative content in the mark scheme.

3.4 Works

5.0 General administration