GCSE (9-1) Spanish. q u al. io n. c r e dit. Specification DRAFT

GCSE (9-1) Spanish io n FT at q u al ac Of DR A c r e dit This draft qualification has not yet been accredited by Ofqual. It is published enable teachers have early sight of our proposed approach Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish (1SP0). Further changes may be required and no assurance can be given at this time that the proposed qualification will be made available in its current form, or that it will be accredited in time for first teaching in September 2016 and first award in 2018. Specification DRAFT Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish (1SP0) First teaching from September 2016 First certification from 2018 Issue 1

Contents 1 Introduction 4 Why choose Edexcel GCSE Spanish? 4 Supporting you in planning and implementing this qualification 5 Qualification at a glance 6 2 content and assessment information 8 Themes and pics 9 Paper 1: Listening and understanding in Spanish 11 Paper 2: Speaking in Spanish 13 Paper 3: Reading and understanding in Spanish 36 Paper 4: Writing in Spanish 38 3 Administration and general information 55 Entries 55 Access arrangements, reasonable adjustments, special consideration and malpractice 55 Student recruitment and progression 58 Appendix 1: Candidate speaking examination record form (CS2) 61 Appendix 2: Grammar list 63 Appendix 3: Vocabulary list 68 Appendix 4: The context for the development of this qualification 151 Appendix 5: Transferable skills 153 Appendix 6: Codes 154

1 Introduction Why choose Edexcel GCSE Spanish? We believe languages should be accessible for all students. Our new Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Spanish has been developed help students of all abilities progress and develop a passion for languages, through culturally engaging content. We ve listened feedback from the languages community - subject associations, academics and advisors, gether with hundreds of teachers and students - and have developed an engaging and inspirational course of study that will enable your students manipulate and use the target language effectively, independently and creatively, so that they have a solid basis from which progress A level or employment. Engaging and popular pics Our specification includes both familiar and new pics that you have ld us you like and that motivate your students. Manageable content Our content has been structured across five themes. This flexible programme of study allows time for a focussed revision period at the end of the course. Content and assessments that provide an engaging real-world focus The authentic situations and stimuli enable students see language in context and learn about the culture of the target language country. Our assessments allow for spontaneity and test grammar, as well as providing plenty of opportunities for students apply their knowledge independently, creatively, and in authentic situations. Straightforward assessments that are accessible all students Special care has been taken ensure that all our papers are designed be clear and concise and, where appropriate, questions feature scaffolding help all students progress through the assessments confidently. Reading and listening papers are structured so that questions set in the target language are in a separate section from those questions requiring responses in English. Both papers are also structured so that they are progressive in their level of demand with the most demanding question being the final question in the paper. Translation tasks are progressive in their level of difficulty and are of appropriate demand at each tier. Carefully selected texts We have worked closely with teachers and expert practitioners ensure we include interesting and relevant texts at the right level for learners at each tier and that will encourage the use of a wide range of texts in the classroom. Clear and precise assessment criteria Our mark schemes have been trialled with sample student answers ensure they reward students appropriately and that it is clear what is expected of learners at each band. Continuous progression Our content builds on the understanding developed at KS2 and KS3 while also ensuring that learners new the subject are appropriately supported, and provides a firm foundation for students make a smooth transition A level. 4 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Supporting you in planning and implementing this qualification Planning To support you in delivering this specification, our Getting Started guide available on the Edexcel website gives you an overview of the new GCSE qualification help you get grips with the changes content and assessment and help you understand what these changes mean for you and your students. We will give you an editable course planner and scheme of work that you can adapt suit your department. Our mapping documents highlight key differences between the new and 2012 qualification. Teaching and learning There are lots of free teaching and learning support help you deliver the new qualification, including: translation and literary text booklets a guide questions in the target language a network of leading practitioners across the country student guide online and face--face training events. Published resources and CPD events will also be available help you deliver the new qualification. Preparing for exams We also provide a range of resources help you prepare your students for the assessments, including: additional assessment materials support formative assessments and mock exams marked exemplars of student work with examiner commentaries ExamWizard, our exam preparation ol, containing sample assessment materials for each skill. ResultsPlus ResutsPlus provides the most detailed analysis available of your students exam performance. It can help you identify the pics and skills where further learning would benefit your students. Get help and support Our subject advisor service, led by Alistair Drewery, and online community will ensure you receive help and guidance from us and that you can share ideas and information with other teachers. You can sign up receive e-newsletters keep up date with qualification updates and product and service news. Learn more at qualifications.pearson.com Pearson Edexcel Level 1/Level 2 GCSE (9-1) 5 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Qualification at a glance Content and assessment overview The Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish consists of four externally examined papers based on the following skills: listening, speaking, reading and writing. Students must complete their speaking assessment in April/May and all other assessments in May/June in any single year. Each paper is available at Foundation tier or Higher tier. Students must be entered for a single tier across all papers. The use of dictionaries is not permitted. For Paper 2 this includes during the preparation time. Paper 1: Listening and understanding in Spanish *(Paper code: 1SP0/1F and 1H) Written examination Foundation tier: 35 minutes including 5 minutes reading time; 50 marks Higher tier: 45 minutes including 5 minutes reading time; 50 marks 25% of the tal qualification Content overview This paper draws on vocabulary and structures across all the themes and pics (see page 9). Assessment overview Students are assessed on their understanding of standard spoken Spanish by one or more speakers in a range of public and social settings. Students will respond multiple-response and short-answer open response questions based on a recording featuring male and female Spanish speakers. Students must answer all questions in both sections. There is no requirement for students produce written responses in Spanish. Foundation tier Section A is set in English. The instructions students are in English. Section B is set in Spanish. The instructions students are in Spanish. Higher tier Section A is set in Spanish. The instructions students are in Spanish. Section B is set in English. The instructions students are in English. Paper 2: Speaking in Spanish *(Paper code: 1SP0/2F and 2H) Internally conducted and externally assessed Foundation tier: 7 9 minutes plus 12 minutes preparation time; 60 marks Higher tier: 10 12 minutes plus 12 minutes preparation time; 72 marks 25% of the tal qualification Content overview This paper draws on vocabulary and structures across all the themes and pics (see page 9). Assessment overview Students are assessed on their ability communicate and interact effectively through speaking in Spanish for different purposes and in different settings. 6 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

There are three tasks which must be conducted in the following order: Task 1 a role play based on one pic that is allocated by Pearson. Task 2 questions based on a picture stimulus based on one pic that is allocated by Pearson. Task 3 conversation based on two themes. The first theme is based on the pic chosen by the student in advance of the assessment. The second theme is allocated by Pearson. The assessments are conducted by teachers in one session within a prescribed assessment window and the recordings then submitted Pearson for external marking. Paper 3: Reading and understanding in Spanish *(Paper code: 1SP0/3F and 3H) Written examination Foundation tier: 45 minutes; 50 marks Higher tier: 1 hour; 50 marks 25% of the tal qualification Content overview This paper draws on vocabulary and structures across all the themes and pics (see page 9). Assessment overview Students are assessed on their understanding of written Spanish across a range of different types of texts, including advertisements, emails, letters, articles and literary texts. Students are required respond multiple-response and short-answer questions based on these texts. Students must answer all questions in each of the three sections: Section A is set in English. The instructions students in English. Section B is set in Spanish. The instructions students in Spanish. Section C includes a translation passage from Spanish in English with instructions in English. Paper 4: Writing in Spanish *(Paper code: 1GN0/4F and 4H) Written examination Foundation tier: 1 hour 10 minutes; 60 marks Higher tier: 1 hour 20 minutes; 60 marks 25% of the tal qualification Content overview This paper draws on vocabulary and structures across all the themes and pics (see page 9). Assessment overview Students are assessed on their ability communicate effectively through writing in Spanish for different purposes and audiences. Students are required produce extended responses of varying lengths and types express ideas and opinions in Spanish. The instructions students are in Spanish. Word counts are specified for each question. Students must answer all questions. Foundation tier three extended response questions and one translation in Spanish. Higher tier two extended response questions and one translation in Spanish. *See Appendix 6: Codes for a description of this code and all codes related this qualification Pearson Edexcel Level 1/Level 2 GCSE (9-1) 7 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

2 content and assessment information The Pearson Edexcel Level 1/Level 2 GCSE in Spanish (9-1) allows students develop their ability communicate with Spanish native speakers in both speech and writing. They will study across a variety of contexts relevant their age and interests and will also develop a greater awareness of culture of Spanish-speaking communities and countries. These contexts are listed under Themes and pics on pages 9 and 10. Students will need develop and use their knowledge and understanding of Spanish grammar progressively through their course of study. Grammar requirements are contained in the grammar list within this specification (see Appendix 2: Grammar list). To help students build upon their range of vocabulary, a list is provided of words that students are expected use and understand (see Appendix 3: Vocabulary list). These lists are not exhaustive but are intended as a guide; students at both tiers will be required understand and respond familiar words (appropriate the tier) that are not are not on the lists. aims and learning objectives The aims and objectives of this qualification are enable students : develop their ability communicate confidently and coherently with native speakers in speech and writing, conveying what they want say with increasing accuracy express and develop thoughts and ideas spontaneously and fluently listen and understand clearly articulated, standard speech at near normal speed deepen their knowledge about how language works and enrich their vocabulary in order for them increase their independent use and understanding of extended language in a wide range of contexts acquire new knowledge, skills and ways of thinking through the ability understand and respond a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken be encouraged make appropriate links other areas of the curriculum enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge develop language-learning skills both for immediate use and prepare them for further language study and use in school, higher education or employment develop language strategies, including repair strategies. 8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Themes and pics Questions across all four language skills are set in common contexts, addressing a range of relevant contemporary and cultural themes. They are organised in five themes, each broken down in pics and sub-pics. The five themes are: Identity and culture Local area, holiday, travel School Future aspirations, study and work International and global dimension. All themes and pics must be studied in the context of both the students home country and that of countries and communities where Spanish is spoken. For listening and reading assessments, the majority of contexts are based on the culture and countries where the assessed language is spoken. Students may also refer the culture of the assessed language country/countries or communities within the speaking and writing papers. It is, therefore, important that students are exposed materials relating Spanish-speaking countries throughout the course. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 9 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Each pic has been highlighted in bold. All pics must be studied in the context of both the students home country and that of countries and communities where Spanish is spoken. Theme: Identity and culture Who am I?: relationships; when I was younger; what my friends and family are like; what makes a good friend; interests; socialising with friends and family; role models Daily life: cusms and everyday life; food and drink; shopping; social media and technology (use of, advantages and disadvantages) Cultural life: celebrations and festivals; reading; music; sport; film and television Theme: Local area, holiday and travel Holidays: preferences, experiences and destinations Travel and urist transactions: travel and accommodation; asking for help and dealing with problems; directions; eating out; shopping Town, region and country: weather; places see; things do Theme: School What school is like: school types; school day; subjects; rules and pressures; celebrating success School activities: school trips, events and exchanges Theme: Future aspirations, study and work Using languages beyond the classroom: forming relationships; travel; employment Ambitions: further study; volunteering; training Work: jobs, careers and professions Theme: International and global dimension Bringing the world gether: sports events; music events; campaigns and good causes Environmental issues: being green ; access natural resources 10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Paper 1: Listening and understanding in Spanish Content Students are assessed on their understanding of standard spoken Spanish in a variety of scenarios. Students will need : identify the overall message, key points, details and opinions deduce meaning from a variety of spoken texts recognise the relationship between past, present and future events recognise and respond key information, important themes and ideas in spoken text, including authentic sources, adapted and abridged, as appropriate be able answer questions, extract information, evaluate and draw conclusions. This paper draws on vocabulary and structures across all the themes (outlined on pages 9 and 10). Students are presented with recorded scenarios involving one or more speakers in public and social settings, they include authentic sources addressing the themes. Recorded material features both male and female voices and represents different age groups. Students should be given the opportunity become accusmed hearing the Spanish language spoken in a range of styles and registers. Recordings for individual questions within the assessment vary in length, including both short and longer spoken passages, using both familiar language and, where appropriate, more complex language and abstract material, as appropriate the tier. To prepare students adequately for this assessment, teachers should present and exploit a range of vocabulary relevant each theme listed and build on the Key Stage 3 Programme of Study, where appropriate. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 11 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Assessment information First assessment: May/June 2018. The assessment is out of 50 marks. Students must be allocated five minutes in which read through the paper before the first extract in the recording starts. This gives them an opportunity familiarise themselves with the length and the layout of the paper and read the questions before hearing the first extract in the recordings. Students will listen the recording featuring Spanish-language speakers who will speak at a rate appropriate the expected level of student understanding. Each passage is recorded twice, with pauses following the second hearing allow each student sufficient time write or note their response each question (or part of a question) and read the next question before the related extract is played. Recordings will be issued on CD ROM audio format or as digital sound files accessed via a secure download. Each question is set in a context drawn from the pics. The assessment tasks will feature general content that is familiar and accessible all students. Students must answer all questions in both sections. Foundation tier o o The assessment is 35 minutes, including 5 minutes reading time. Section A contains 12 questions set in English. Question types will comprise both multipleresponse and short-answer open response questions. The instructions students are in English. o Section B contains two questions set in Spanish. Question types comprise of multipleresponse questions. The instructions students are in Spanish. Higher tier o o o The assessment is 45 minutes, including 5 minutes reading time. Section A contains two questions set in Spanish. Question types comprise of multipleresponse questions. The instructions students are in Spanish. Section B contains eight questions set in English. Question types comprise of both multipleresponse and short-answer open response questions. The instructions students are in English. Four of the questions will be common both tiers. For both tiers, there is no requirement for students produce written responses in Spanish. The use of dictionaries is not permitted. Sample assessment materials A sample paper and mark scheme for this paper can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Spanish Sample Assessment Materials (SAMs) document. 12 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Paper 2: Speaking in Spanish Content Students are assessed on their ability communicate and interact effectively through speaking in Spanish for different purposes. Students will need : convey information and narrate events coherently and confidently, using and adapting language for different purposes speak spontaneously, responding unpredictable questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate use a range of vocabulary and grammatical structures accurately, including some more complex forms, with reference past, present and future events make creative and more complex use of the language, as appropriate, express and justify their own thoughts and points of view use accurate pronunciation and innation in order be undersod by a native speaker, however, they will be able access the highest marks available for each task without a perfect command of Spanish. These are assessed through a series of three consecutive tasks. Task 1 - Role play The role play is an interaction requiring the student initiate conversation, ask and answer questions, exchange information and use different registers. The role play relates either formal or informal scenarios, in turn inviting the student use either formal or informal register relevant the scenario. The task is set in the register that the student is required use, so students should use that register in their responses. The role plays are set and are provided by Pearson at the time of assessment. The scenarios are transcational in nature and will require an exchange of information. The scenarios are based on any of the pics (listed on pages 9 and 10). Task 2 - Picture-based task The assessment scenario is based on any of the pics (listed on pages 9 and 10). The pic is allocated by Pearson at the time of assessment. This assessment allows students : describe and narrate events respond points of view exchange opinions. Students are required use a range of tenses in this assessment at both Foundation and Higher tiers. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 13 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Task 3 - Conversation The conversation allows students cover all of the requirements outlined in the Contents section on page 13, including conveying information, giving points of view, developing conversation and discussion and producing extended sequences of speech. The conversation is based on any two themes (listed on pages 9 and 10) and is in two parts. For the first part of the conversation, the student selects one pic from one theme in advance of the assessment. The choice of pic must be agreed between the student and the teacher and must be selected no later than two weeks before the assessment takes place. This part of the conversation task starts with this first pic and then must move on other pics within the same theme. The second part of the conversation must be on a different theme. Pearson will allocate two themes for the teacher choose from at the time of assessment. The teacher must ensure that they select a theme that is different from the theme chosen by the student which includes one pic. The teacher must also ensure that this part of the conversation must cover a range of pics from within the selected theme. Students are required use a range of tenses in this assessment. 14 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Assessment information General information First assessment: April/May 2018. The entire assessment must be conducted in Spanish. Students complete three tasks. Task 1 a role play based on one pic. This is allocated by Pearson at the time of assessment. Task 2 a task containing a picture and questions drawn from one pic. This is allocated by Pearson at the time of assessment. Task 3 conversation based on two themes. The first theme is based on the pic chosen by the student in advance of the assessment. The second theme is selected by the teacher from a choice of two themes allocated by Pearson. Tasks 1 and 2 are set in the register in which the student is required use. At the time of assessment, Pearson will issue a prescribed order per student for their role play, picture-based task and two themes for the second part of the conversation. The teacher does not choose the order of the cards. The assessment materials provided by Pearson for all tasks may be accessed by the teacher no more than three days before the student takes the assessment. This is enable the teacher prepare themselves in conducting the assessment. Students are presented with instructions in English but must communicate entirely in Spanish for the duration of the assessment. Assessments are conducted by teachers in one session within a prescribed assessment window and then submitted Pearson for external marking. Assessments are conducted by centres within a five-week assessment period of up five weeks in April and May in any single year. Dates for the assessment period will be confirmed in the UK Information Manual at the start of each academic year. The assessment period will not always be continuous or be the same period each year, for example it will need accommodate the Easter break which changes each year. Complete, unedited recordings of all assessments must be submitted Pearson examiners for external marking on USB or CD. Each question is set in a context drawn from the pics. The assessment tasks will feature general content that is familiar and accessible all students. Students must be permitted 12 minutes preparation time consider the questions and stimulus for tasks 1 and 2. Students are assessed on the quality of responses rather than length of assessment; however the assessment times are different reflect the demand of each tier. All assessments are marked against assessment criteria, please see pages 22 35. All role plays are marked for communication only. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 15 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Centres must have in place procedures verify the identity of all students at the time of the assessment and confirm this on the candidate speaking examination record form (CS2) (see Appendix 1). Centres are required submit Pearson one completed CS2 form for all students for each tier. The use of dictionaries is not permitted during the preparation time or during the assessment. Foundation tier assessment time and marks The tal assessment for the three tasks is 7 9 minutes plus 12 minutes preparation time. The assessment is worth 60 marks. The assessment consists of the following three tasks which must be conducted in the following order: o Task 1 one role play recommended last between one one-and-a-half minutes for 10 marks o o Task 2 one picture-based task recommended last between two-and-a-half three minutes for 20 marks Task 3 a conversation recommended last between three and a half four-and-a-half minutes for 30 marks. Higher tier assessment time and marks The tal assessment for the three tasks is 10 12 minutes plus 12 minutes preparation time. The assessment is worth 72 marks. The assessment consists of the following three tasks which must be conducted in the following order: o o o one role play recommended last between two two-and-a-half minutes for 12 marks one picture-based task recommended last between three three-and-a-half minutes for 24 marks a conversation recommended last between five six minutes for 36 marks. 16 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Preparation time Students are allocated 12 minutes preparation time, under supervised conditions, immediately prior the assessment for tasks 1 and 2. The purpose is consider the questions and stimulus for the role play and picture-based scenarios allocated. Students are permitted make notes (up a maximum of one side of A4 for both tasks 1 and 2) during this period and they can refer them during the role play and picture-based assessment, but not during the conversation task. Students must return their notes the teacher before commencing task 3 (conversation). The notes should be for reference only and students must not read out whole, prepared sentences in answer questions. Any notes made during the preparation time must be kept securely by the centre until the end of Ocber in the year the assessment is completed, after which time they should be securely destroyed. Students cannot have access a dictionary, or any other resource, during the preparation time. Task 1 - Role play Pearson will set and provide ten sets of role plays. Each role play consists of two cards one for the teacher and one for the student. Teacher card The teacher cards contain instructions on how conduct this task and the role play. These contain exemplar student responses which should be used for guidance only. These exemplar responses are not expected answers. Each role play opens with an introduction from the teacher, followed by the student initiating the role play conversation. Candidate card The candidate cards include prompts as a guide and highlight where they need ask a question (indicated by the symbol? ) and for where an unpredictable question is given them by the teacher (indicated by the symbol! ). Students have access this during their preparation time help in preparing for the assessment. At the Foundation tier, the candidate cards contain five bullet points, eliciting five utterances. Students need ask one question and respond one unpredictable question. Students are required speak only in the present tense. At the Higher tier, the candidate cards contain six bullet points, eliciting six utterances. Students need ask two questions and respond two unpredictable questions. Students are required speak in the present and either past or future tense relevant the scenario. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 17 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Task 2 Picture based task Pearson will provide ten sets of picture-based tasks. Each task consists of two cards one for the teacher and one for the student. Teacher card The teacher cards contain instructions on how conduct this task and the five questions ask the student. Each task opens with the teacher asking the first question which is based on the picture. The first question is directly based on the picture; the remaining questions extend beyond the picture, but are based on the overall pic from which the picture is drawn, inviting an exchange of views or opinions. Candidate card At the Foundation tier, students are provided with a picture and five bullets in Spanish help in preparing for the five questions that will be asked during the assessment. Students have access this during their preparation time. At the Higher tier, students are provided with a picture and five bullets in Spanish help in preparing for the five questions asked during the assessment. The final bullet is marked by the symbol! denote one unpredictable question. Students have access this during their preparation time. Task 3 - Conversation The first part of the conversation opens with the first pic chosen by the student. To enable them make a confident start, each student must introduce their chosen pic and is allowed up one minute do this. The teacher continues the conversation on the chosen pic and then moves on other pics within the same theme. The second part of the conversation is based on a different theme allocated by Pearson and covers a range of pics across that single theme. Teachers must ensure that an equal amount of time is allocated both parts of the conversation. Throughout the conversation, in order facilitate a genuine and spontaneous interaction, the nature of questions from the teacher should enable students : answer questions freely, in turn allowing them produce extended sequences of speech develop conversations and discussions give and justify own thoughts and opinions use a range of tenses/timeframes (present, past, future). 18 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Administration and general information about the conduct of the speaking assessment Preparation time and notes for tasks 1 and 2 only The notes made during the preparation time should be a reference only, and students should not read out whole, prepared sentences. The preparation time must be supervised. It can take place either in the examination room with the teacher or outside of the room with an invigilar. Students are not permitted write on the candidate cards. Students must return their notes and candidate cards the teacher at the end of the second task (picture-based task). Any notes made during the preparation time must be kept securely by the centre until the end of Ocber in the year the assessment is completed, after which time they should be securely destroyed. Students cannot have access a dictionary, or any other resource, during the preparation time. Sample assessment materials Sample candidate and teacher cards for the role play and picture-based tasks and accompanying marking guidance and assessment criteria can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Spanish Sample Assessment Materials (SAMs) document. Marking guidance and assessment criteria are also provided in this document. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 19 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Marking guidance for Paper 2: Speaking This marking guidance is for the use of Pearson appointed external examiners. The guidance has been included for teacher reference aid understanding of how the assessment criteria are applied. The assessment criteria are contained in several marking grids be applied the oral assessment for each tier. All mark grids are levels-based and for each tier they are as follows: Role play There is one mark grid for the role play which assesses communication only Picture-based task There are three mark grids be applied this task which are: Communication and content Interaction and spontaneity Linguistic knowledge and accuracy Conversation There are three mark grids be applied this task which are: Communication and content Interaction and spontaneity Linguistic knowledge and accuracy. Using levels-based mark schemes When using a levels-based mark scheme, the best fit approach should be used: examiners should first decide which descripr most closely matches the answer and place it in that band the mark awarded within the band will be decided based on the quality of the answer and will be modified according how securely all bullet point descriprs are met at that band in cases of uneven performance, the points above will still apply. Candidates will be placed in the band that best describes their answer according each of the traits described in the band. Marks will be awarded wards the p or botm of that band depending on how candidates have evidenced each of the descripr bullet points please note that the number of bullet points in the band descripr does not directly correlate the number of marks in the band descripr. 20 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Guidance on individual mark grids Role-play mark grid Style and register: Students will have select the appropriate style and register for the role play depending on the situation. Formal style and register would include, for example, avoidance of slang, over-familiar language and inappropriate idiom. Informal style and register would include, for example, colloquial, conversational language which students would use with friends. Communication and content mark grid Creative use of language is considered as: using language create an effect manipulating language, including familiar, high frequency and simple language, respond unfamiliar/unexpected contexts/purposes using language express thoughts, ideas, feelings and emotions using language inform and narrate ideas, thoughts and points of view maintain interest applying a variety of vocabulary and structures maintain interest using language effectively achieve more complex purposes eg interest, convince. Individual : this is linked creative use of language whereby students use language express original thoughts, ideas and points of view which go beyond the minimum/standard/predictable response. Linguistic knowledge and accuracy grid: Accuracy Students are not expected produce perfect, error-free speech in order access the p band; this would be applicable even when speaking in the native language. Disturb the flow This refers inaccuracies with grammatical structures that jar with the listener even if the meaning is still clear. Disturb clarity This refers inaccuracies with grammatical structures that prevent instant communication. The listener may have strain understand what has been said or ask for repetition. They will eventually be able understand/guess the speaker s intention. Prevent meaning being conveyed This refers inaccuracies whereby despite asking for repetition or listening carefully, the listener cannot understand what is meant. Complex language is considered be: all grammar and structures that are included in the grammar list which are specific Higher tier GCSE varied and complex word order conceptually more challenging language using extended sentences that include a range of structures, for example conjunctions, pronouns, reported speech and/or a range of lexis, for example express abstract ideas/convey justified arguments. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 21 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Assessment criteria for the foundation tier Students work is marked by Pearson using the following assessment criteria. Note: any student response beyond the maximum time of 9 minutes for the whole paper will not be credited Role play (foundation tier) Mark Description 0 No rewardable material 1 3 Some elements of the task are communicated with some ambiguity Responds questions/statements with hesitation/frequently stilted response Appropriate use of register for some elements 4 7 Candidates can only access this band if they initiate the role-play and ask a question Most elements of the task are communicated successfully, including initiating the conversation and asking questions, with a little ambiguity Responds questions/statements sometimes with ease; some hesitation, occasionally stilted response Appropriate use of register for most elements 8 10 All elements of the task are communicated successfully with no ambiguity Responds questions/statements mostly with ease, some hesitation with unexpected question Consistent use of appropriate register 22 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Picture-based discussion: Communication and content (foundation tier) Mark Description 0 No rewardable material 1 2 Uses simple language give simple description, information and narration Expresses simple thoughts and points of view, little justification Uses a small selection of common, familiar vocabulary and expression, frequent repetition Pronunciation and innation are understandable with inconsistencies and communication is often impaired 3 5 Occasionally effective language used for different purposes, describe, narrate, inform Occasional examples of creative use of language express an individual thought, idea, point of view with occasional justification Uses a variety of mainly common, familiar language, some repetition Pronunciation and innation are generally understandable with some impairment in communication 6 7 Frequently effective language used for different purposes, describe, narrate, inform Frequent examples of creative use of language express some individual thoughts, ideas and points of view, some of which are justified Uses a variety of vocabulary and expression, including some examples of more uncommon language Pronunciation and innation are generally accurate with only occasional impairment in communication Pearson Edexcel Level 1/Level 2 GCSE (9-1) 23 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Picture-based discussion: Interaction and spontaneity (foundation tier) Mark Description 0 No rewardable material 1 2 Occasional instances of developing the conversation with prompting Occasionally sustains the conversation, sometimes unable continue the flow Mainly short responses with little expansion Interacts naturally on occasion, much hesitation 3 5 Sometimes develops the conversation with prompting Able sustain most of the conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on the occasional response with an extended sequence, some teacher examiner prompting Interacts naturally during short sections of the conversation, some hesitation 6 7 Frequently develops the conversation with little prompting, occasionally takes the initiative and expands independently Able sustain conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on some responses with extended sequences, occasional teacher examiner prompting Interacts naturally during prolonged sequences, little hesitation 24 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Picture-based discussion: Linguistic knowledge and accuracy (foundation tier) Mark Description 0 No rewardable material 1 2 Uses past, present and future tenses/time frames with limited success; occasional control of some common verb forms Uses a small selection of simple, straightforward grammatical structures, simple language Occasional accurate application of grammar, inaccuracies prevent meaning being conveyed in parts 3 4 Uses past, present and future tenses/time frames meet most of the requirements of the task; some control of some common verb forms Uses a small variety of straightforward grammatical structures, occasional instances of complex language Some accurate application of grammar, inaccuracies disturb the clarity in places 5 6 Candidates can only access the p band if they include all three required tenses/timeframes of past, present and future Uses past, present and future tenses/time frames meet the requirements of the task; generally secure control of verb forms Uses a variety of straightforward grammatical structures, some instances of complex language Mostly accurate application of grammar, inaccuracies occasionally disturb the flow of speech in parts Pearson Edexcel Level 1/Level 2 GCSE (9-1) 25 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Conversation: Communication and content (foundation tier) Mark Description 0 No rewardable material 1 3 Communicates some brief, relevant information on the pics and questions Expresses simple thoughts and points of view, little justification Uses a small selection of common, familiar vocabulary and expression, frequent repetition Pronunciation and innation are understandable with inconsistencies and communication is often impaired 4 7 Communicates information relevant the pics and questions, with occasional expansion Occasional examples of creative use of language express an individual thought, idea, point of view with occasional justification Uses a variety of mainly common, familiar language, some repetition Pronunciation and innation are generally understandable with some impairment in communication 8 10 Communicates information relevant the pics and questions, with some expansion Frequent examples of creative use of language express some individual thoughts, ideas and points of view, some of which are justified Uses a variety of vocabulary and expression, including some examples of uncommon language Pronunciation and innation are generally accurate with only occasional impairment in communication 26 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Conversation: Interaction and spontaneity (foundation tier) Mark Description 0 No rewardable material 1 3 Occasional instances of developing the conversation with prompting Occasionally sustains the conversation, sometimes unable continue the flow Mainly short responses with little expansion Interacts naturally on occasion, much hesitation 4 7 Sometimes develops the conversation with prompting Able sustain most of the conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on the occasional response with an extended sequence, teacher examiner prompting Interacts naturally during short sections of the conversation, some hesitation 8 10 Frequently develops the conversation with little prompting, occasionally takes the initiative and expands independently Able sustain conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on some responses with extended sequences, occasional teacher examiner prompting Interacts naturally during prolonged sequences, little hesitation Pearson Edexcel Level 1/Level 2 GCSE (9-1) 27 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Conversation: Linguistic knowledge and accuracy (foundation tier) Mark Description 0 No rewardable material 1 3 Uses past, present and future tenses/time frames with limited success; occasional control of some common verb forms Uses a small selection of simple, straightforward grammatical structures, simple language Occasional accurate application of grammar, inaccuracies prevent meaning being conveyed in parts 4 7 Uses past, present and future tenses/time frames meet most of the requirements of the task; some control of some common verb forms Uses a small variety of straightforward grammatical structures, occasional instances of complex language Some accurate application of grammar, inaccuracies disturb the clarity in places 8 10 Candidates can only access the p band if they include all three required tenses/timeframes of past, present and future Uses past, present and future tenses/time frames meet the requirements of the task; generally secure control of verb forms Uses a variety of straightforward grammatical structures, some instances of complex language Mostly accurate application of grammar, inaccuracies occasionally disturb the flow of speech in parts 28 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Assessment criteria for the higher tier Students work is marked by Pearson using the following assessment criteria. Note: any student response beyond the maximum time of 12 minutes for the whole paper will not be credited Role play (higher tier) Mark Description 0 No rewardable material 1 4 Some elements of the task are communicated with occasional ambiguity Responds questions/statements sometimes with ease; some hesitation Appropriate use of register for some elements 5 8 Candidates can only enter this band if they initiate the role-play and ask questions. Most elements of the task are communicated successfully, including initiating the conversation and asking questions; little ambiguity Responds questions/statements mostly with ease, occasional hesitation with unexpected questions Appropriate use of register for most elements 9 12 All elements of the task are communicated successfully with no ambiguity Responds questions/statements with ease, including unexpected questions, minimal hesitation Consistent use of appropriate register Pearson Edexcel Level 1/Level 2 GCSE (9-1) 29 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Picture-based discussion: Communication and content (higher tier) Mark Description 0 No rewardable material 1 3 Frequently effective language used for different purposes, describe, narrate, inform Frequent examples of creative use of language express some individual thoughts, ideas and points of view, some of which are justified Uses a variety of vocabulary and expression, including some examples of more uncommon language Pronunciation and innation are generally accurate with only occasional impairment in communication 4 6 Mostly effective language use for different purposes, including describe, narrate, inform Largely creative use of language express, exchange and justify a range of individual thoughts, and opinions Uses a mostly wide variety of vocabulary and expression, including frequent examples of uncommon language Pronunciation and innation are predominantly accurate and intelligible 7 8 Consistently effective language use for different purposes, including describe, narrate and inform Consistently creative use of language express, exchange and justify a wide range of individual thoughts and opinions Uses a consistently wide variety of vocabulary and expression, including many examples of uncommon language Pronunciation and innation are consistently accurate throughout so that full communication is achieved 30 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Picture based discussion: Interaction and spontaneity (higher tier) Mark Description 0 No rewardable material 1 3 Frequently develops the conversation with little prompting, occasionally takes the initiative and expands independently Able sustain conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on some responses with extended sequences, occasional teacher examiner prompting Interacts naturally during prolonged sequences, hesitation with the unexpected question/the occasional question 4 6 Mostly develops the conversation, takes the initiative and expands independently Able sustain and sometimes lead the conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on responses with extended sequences for most of the conversation, minimal teacher examiner prompting Interacts naturally and answers questions with ease most of the time; little hesitation with the unexpected question/the occasional question 7 8 Consistently develops the conversation, takes the initiative and expands independently Able sustain and lead the conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on responses using extended sequences throughout the conversation without teacher examiner prompting Interacts naturally and answers questions with ease, including the unexpected question; minimal hesitation Pearson Edexcel Level 1/Level 2 GCSE (9-1) 31 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Picture based discussion: Linguistic knowledge and accuracy (higher tier) Mark Description 0 No rewardable material 1 3 Uses past, present and future tenses/time frames meet the requirements of the task; generally secure control of verb forms Uses a variety of straightforward grammatical structures, some instances of complex language Mostly accurate application of grammar, inaccuracies disturb the flow of speech in parts 4 6 Uses past, present and future tenses/time frames meet the requirements of the task; predominantly secure control of verbs and tenses Uses a variety of vocabulary and grammatical structures including complex language Largely accurate application of grammar and of most complex items attempted; infrequent inaccuracies occasionally disturb the flow of speech 7 8 Candidates can only access the p band if they include all three required tenses/timeframes of past, present and future Uses past, present and future tenses/time frames meet the requirements of the task; consistently secure control of verbs and tenses Uses a wide variety of grammatical structures, including complex language Consistently accurate application of grammar, resulting in coherent, intelligible speech; inaccuracies do not disturb overall flow of speech 32 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Conversation: Communication and content (higher tier) Mark Description 0 No rewardable material 1 4 Communicates information relevant the pics and questions, with some expansion Frequent examples of creative use of language express some individual thoughts, ideas and points of view, some of which are justified Uses a variety of vocabulary and expression, including some examples of uncommon language Pronunciation and innation are generally accurate with only occasional impairment in communication 5 8 Communicates detailed information relevant the pics and questions, with frequent expansion Largely creative use of language express, exchange and justify a range of individual thoughts, and opinions Uses a mostly wide variety of vocabulary and expression, including frequent examples of uncommon language Pronunciation and innation are predominantly accurate and intelligible 9 12 Communicates detailed information relevant the pics and questions, with consistent expansion Consistently creative use of language express, exchange and justify a wide range of individual thoughts and opinions Uses a consistently wide variety of vocabulary and expression, including of uncommon language Pronunciation and innation are consistently accurate throughout so that full communication is achieved Pearson Edexcel Level 1/Level 2 GCSE (9-1) 33 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Conversation: Interaction and spontaneity (higher tier) Mark Description 0 No rewardable material 1 4 Frequently develops the conversation with little prompting, occasionally takes the initiative and expands independently Able sustain conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on some responses with extended sequences, occasional teacher examiner prompting Interacts naturally during prolonged sequences, hesitation with the unexpected question/the occasional question 5 8 Mostly develops the conversation, takes the initiative and expands independently Able sustain and sometimes lead the conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on responses with extended sequences for most of the conversation, minimal teacher examiner prompting Interacts naturally and answers questions with ease most of the time; little hesitation with the unexpected question/the occasional question 9 12 Consistently develops the conversation, takes the initiative and expands independently Able sustain and lead the conversation, asking for clarification/repetition, rephrasing when necessary continue the flow Expands on responses using extended sequences throughout the conversation without teacher examiner prompting Interacts naturally and answers questions with ease, including the unexpected question; minimal hesitation 34 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Conversation: Linguistic knowledge and accuracy (higher tier) Mark Description 0 No rewardable material 1 4 Uses past, present and future tenses/time frames meet the requirements of the task; generally secure control of verb forms Uses a variety of straightforward grammatical structures, some instances of complex language Mostly accurate application of grammar, inaccuracies disturb the flow of speech in parts 5 8 Uses past, present and future tenses/time frames meet the requirements of the task; predominantly secure control of verbs and tenses Uses a variety of vocabulary and grammatical structures including complex language Largely accurate application of grammar and of most complex items attempted; infrequent inaccuracies occasionally disturb the flow of speech 9 12 Candidates can only access the p band if they include all three required tenses/timeframes of past, present and future Uses past, present and future tenses/time frames meet the requirements of the task; consistently secure control of verbs and tenses Uses a wide variety of grammatical structures, including complex language Consistently accurate application of grammar, resulting in coherent, intelligible speech; inaccuracies do not disturb overall flow of speech Pearson Edexcel Level 1/Level 2 GCSE (9-1) 35 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Paper 3: Reading and understanding in Spanish Content Students are assessed on their understanding of written Spanish across a range of different types of texts. Students need : identify the overall message, key points, details and opinions in texts deduce meaning from a variety of written texts recognise the relationship between past, present and future events understand texts, organise and present relevant details, and, where appropriate, draw inferences in context and recognise implicit meaning recognise and respond key information, important themes and ideas in more extended written text, including authentic sources, adapted and abridged as appropriate, by being able answer questions, extract information. This paper draws on vocabulary and structures across all the themes (listed on pages 9 and 10). Texts for individual questions within the assessment use high-frequency language and vary in length, including both short and longer written passages. Texts include authentic sources that introduce more complex language and unfamiliar materials. The range of text types include: advertisements, emails, letters, articles and literary texts a short passage be translated from Spanish in English. Literary texts consist of short extracts from texts that may have been adapted and abridged from authentic sources be appropriate this level from letters, short sries, novels or plays contemporary and hisrical sources. Students are also be expected translate a short passage of written Spanish in English demonstrate an ability transfer meaning accurately in English. Scenarios in the texts are set either at home or, more frequently, in a Spanish-speaking country, allowing students develop appropriate cultural awareness and understanding. To prepare students adequately for this assessment, teachers should present and exploit a range of vocabulary relevant each theme listed, building on the Key Stage 3 Programme of Study, where appropriate. Students should be presented with Spanish language in a range of styles or registers and in a variety of different contexts, as appropriate their age and level of understanding. Students should also be presented with different fonts and formats, for example short, printed messages, articles and email messages. 36 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Assessment information First assessment: May/June 2018. The assessment time is: o o foundation tier - 45 minutes in length higher tier - 1 hour in length. The assessment is out of 50 marks. The assessment consists of 10 questions. Students must answer all questions from each of the three sections. Students are required respond questions based on passages of text from a range of sources. Each question is set in a context drawn from the themes. Section A has six questions set in English. Question types comprise both multiple-response and short-answer open response questions. The instructions students are in English. Section B contains three questions set in Spanish. The instructions students are in Spanish. o For the foundation tier there are three multiple-response questions. o For the higher tier, there are two multiple-response questions and one short-answer open response question. Section C contains one translation passage from Spanish in English. The instructions students are in English. Four of the questions are common both tiers. The use of dictionaries is not permitted. Sample assessment materials A sample paper and mark scheme for this paper can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Spanish Sample Assessment Materials (SAMs) document. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 37 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Paper 4: Writing in Spanish Content Students are assessed on their ability communicate effectively through writing in Spanish. Students need : communicate effectively in writing for a variety of purposes across a range of specified contexts write short texts, using simple sentences and familiar language accurately convey meaning and exchange information produce clear and coherent text of extended length 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, describe and narrate with reference 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, note down key points, express and justify individual thoughts and points of view, in order interest, inform or convince translate sentences and short texts from English in the assessed language convey key messages accurately and apply grammatical knowledge of language and structures in context. Assessment information First assessment: May/June 2018. The assessment is out of 60 marks. Each question is set in a context drawn from the themes and pics. The assessment tasks feature general content that is familiar and accessible all students. Students are required produce responses of varying lengths and types express facts, ideas and opinions in Spanish. The length of each response required and complexity of language increases across the paper. Recommended word counts are specified for each question. Students will not be penalised for writing more or fewer words than recommended in the word count or for going beyond the mandary bullets. One question is a translation of a short passage from English in Spanish. The instructions students are all in Spanish. The use of dictionaries is not permitted. 38 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Foundation tier o The assessment time is 1 hour and 10 minutes in length. o The paper consists of three questions and one translation from English in Spanish. o Students must answer all questions. o Question 1 assesses students on their ability write describe and express opinions. o Question 2 assesses students on their ability note down key points and convery information. Students must use the formal register. o Question 3 has two options from which students have select one. This question assesses students on their ability convey information, narrate, express opinions, interest, and convince the reader about a certain point. This question is common the higher tier. o Question 4 is the translation question. Students are required translate five sentences from English Spanish. The sentences are ordered by increasing level of difficulty. Higher tier o o o o o The assessment time is 1 hour and 20 minutes in length. The paper consists of two questions and one translation from English in Spanish. Students must answer all questions. Question 3 has two options from which students have select one. This question assesses students on their ability convey information, narrate, express opinions, interest, and convince the reader about a certain point. Students should use the formal register. This question is common the foundation tier. Question 2 has two options from which students have select one. This question assesses students on their ability convey information, narrate, express and justify ideas and opinions, and interest or convince the reader. Students must use the formal register. o Question 3 is the translation question. Students are required translate a short paragraph from English in Spanish. The individual sentences are ordered by increasing level of difficulty. Sample assessment materials A sample question paper and accompanying marking guidance and assessment criteria can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Spanish Sample Assessment Materials (SAMs) document. Marking guidance and assessment criteria are also provided in this document. Pearson Edexcel Level 1/Level 2 GCSE (9-1) 39 in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Marking guidance for Paper 2: Writing This marking guidance is for the use of Pearson appointed external examiners. The guidance has been included for teacher reference aid understanding of how the assessment criteria are applied. The assessment criteria are contained in several marking grids. For both foundation and higher tier, each question on the writing paper has different levels-based mark grids applied them. They are as follows: Higher tier Question 1: Communication and content Linguistic knowledge and accuracy Question 2: Communication and content Linguistic knowledge and accuracy Question 3: Translation mark grid (assesses both communication and content and linguistic knowledge and accuracy) Foundation tier Question 1: Communication and content Linguistic knowledge and accuracy Question 2: Communication and content Linguistic knowledge and accuracy Question 3: Communication and content Linguistic knowledge and accuracy Question 3: Translation mark grid (assesses both communication and content and linguistic knowledge and accuracy) Using levels-based mark schemes When using a levels-based mark scheme, the best fit approach should be used: examiners should first decide which descripr most closely matches the answer and place it in that band the mark awarded within the band will be decided based on the quality of the answer and will be modified according how securely all bullet point descriprs are met at that band in cases of uneven performance, the points above will still apply. Candidates will be placed in the band that best describes their answer according each of the traits described in the band. Marks will be awarded wards the p or botm of that band depending on how candidates have evidenced each of the descripr bullet points please note that the number of bullet points in the band descripr does not directly correlate the number of marks in the band descripr. 40 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Guidance on individual mark grids Communication and content mark grid Creative use of language is considered as: using language create an effect manipulating language, including familiar, simple language, respond unfamiliar/unexpected contexts/purposes using language express thoughts, ideas, feelings and emotions using language inform and narrate ideas, thoughts and points of view maintain interest applying a variety of vocabulary and structures maintain interest using language effectively achieve more complex purposes eg interest, convince. Individual : this is linked creative use of language whereby students use language express original thoughts, ideas and points of view which go beyond the minimum/standard/predictable response. Style and register: Question 2 on the Higher paper and question 2 on the Foundation paper are set in a formal context and require the student write in a more formal style and register. Formal style and register would include, for example, avoidance of slang, overfamiliar language, use of inappropriate idiom, exaggeration, text-speak or writing in a conversational style. The other questions in the Foundation and Higher papers are set in informal contexts and require a more informal style and register. Examples of informal style include colloquial, conversational language which students would use with friends. Linguistic knowledge and accuracy grid: Accuracy Students are not expected produce perfect, error-free writing in order access the p band; this would be applicable even when writing in the native language. Disturb the flow This refers inaccuracies with grammatical structures that jar with the reader even if the meaning is still clear. Disturb clarity This refers inaccuracies with grammatical structures that prevent instant communication. The reader may have re-read what has been written in order understand it but are able guess at the writer s intention. Prevent meaning being conveyed This refers inaccuracies whereby despite reading a section of text several times, the reader cannot understand what is meant. Complex language is considered be: all grammar and structures that are included in the grammar list which are specific Higher tier GCSE varied and complex word order conceptually more challenging language using extended sentences that include a range of structures, for example conjunctions, pronouns, reported speech and/or a range of lexis, for example express abstract ideas/convey justified arguments. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 41

Assessment criteria for the foundation tier Students work is marked by Pearson using the following assessment criteria. Students will not be penalised for writing more or fewer words than recommended in the word count Question 1: Communication and content (foundation tier) Mark Description 0 No rewardable material 1-2 The meaning of the passage is partially communicated, some words and phrases are omitted/incorrectly communicated Linguistic structures are used with accuracy in some phrases and sentences but inaccuracies sometimes disturb clarity or prevent meaning being conveyed 3-4 The meaning of the passage is mostly communicated, occasional words are omitted/incorrectly communicated Generally accurate application of grammar; inaccuracies rarely affect the flow or clarity of the writing 5-6 The meaning of the passage is fully communicated Sustained accurate application of grammar throughout; any inaccuracies do not hinder the overall flow or clarity of the writing 42 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Question 1: Linguistic knowledge and accuracy (foundation tier) Mark Description 0 1-2 No rewardable material Uses the present tense partially meet the requirements of the task; shows occasional control of common, familiar verbs 3-4 5-6 Produces simple, short sentences in isolation Limited accurate application of a small selection of simple grammatical structures; frequent inaccuracies prevent meaning being conveyed Uses the present tense meet most of the requirements of the task; shows some control of common, familiar verbs Produces simple, short sentences with little linking Some accurate application of a small selection of simple grammatical structures; regular inaccuracies disturb clarity Uses the present tense meet the requirements of the task; shows control of common, familiar verbs Produces simple sentences with some linking Accurate application of a small selection of simple grammatical structures; occasional inaccuracies disturb the flow Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 43

Question 2: Communication and content (foundation tier) Mark Description 0 1-3 4-7 8-10 No rewardable material Relevant information limited, basic points made without development Limited ability use language present facts, inform and note down key points Limited use of common, familiar vocabulary and expression with frequent repetition Occasional appropriate use of register and style Some relevant information meet the task, basic points made with little development Uses language effectively for some purposes, present straightforward facts, inform and note down key points Uses common, familiar vocabulary and expression with some repetition Mostly appropriate use of register and style mostly sustained Relevant information meet the task, basic points made with some development Uses language mostly effectively present simple facts, information and note down key points using simple ideas Uses small selection of common, familiar vocabulary and expression with little repetition Appropriate use of register and style sustained 44 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Question 2: Linguistic knowledge and accuracy (foundation tier) Mark 0 1 2 Descripr No rewardable material Uses tenses/time frames that occasionally meet the requirements of the task, limited control of common familiar verb forms 3 4 5 6 Limited use of straightforward grammatical structures Produces simple, short sentences which are not linked Limited accurate application of a small range of straightforward grammatical structures; inaccuracies regularly prevent meaning being conveyed Uses present and future tenses/time frames that meet some of the requirements of the task; control of common familiar verb forms is evident but inconsistent Uses straightforward grammatical structures, frequent repetition Produces simple, short sentences; minimal linking Some accurate application of a small range of straightforward grammatical structures; inaccuracies occasionally prevent meaning being conveyed Uses present and future tenses/time frames that meet the requirements of the task, shows some control of common familiar verb forms and tenses Uses straightforward grammatical structures, some repetition Produces predominantly simple sentences occasionally linked gether Uses straightforward grammar with accuracy but some inaccuracies disturb the flow Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 45

Question 3: Communication and content (foundation tier) Mark Descripr 0 1 4 No rewardable material Some aspects of the task are addressed, attempted expansion of the occasional main point 5 8 9 12 Uses straightforward language, for different purposes, including narrate, inform, describe and interest; attempts made give convincing personal opinions which are occasionally successful Produces some examples of straightforward points of view which are sometimes justified Some variety of common, familiar language Variable use of appropriate register and style Most aspects of the task are addressed with some expansion of the occasional main point Uses language effectively some of the time, for different purposes, narrate, inform and describe with occasional effective use of language interest and give convincing personal opinions Language is used express straightforward points of view with some justification; occasional creative use express some individual thoughts and ideas A variety of mainly common, familiar language Appropriate use of register and style throughout but with inconsistencies Each aspect of the task addressed with expansion of some main points Uses language effectively most of the time, for different purposes, including narrate, inform and describe; some effective use of language interest and give convincing opinions Occasional examples of creative language use express individual thoughts, ideas and points of view, occasional justification A variety of mainly common, familiar language with the occasional example of uncommon language Appropriate use of register and style throughout with the occasional inconsistency 46 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Question 3: Linguistic knowledge and accuracy (foundation tier) 0 1 2 No rewardable language Uses past, present and future tenses/time frames that sometimes meet the requirements of the task, shows some control of familiar, common verbs and tenses 3-5 Uses straightforward grammatical structures, some repetition Produces predominantly simple sentences, occasionally linked gether Variable accuracy in the application of grammar; some inaccuracies prevent meaning being conveyed Uses past, present and future tenses/time frames which mostly meet the requirements of the task, shows control of familiar, common verbs and tenses Different examples of straightforward grammatical structures are evident Produces occasional extended sentences which are linked with familiar conjunctions 6 8 Mostly accurate application of grammar; isolated inaccuracies disturb clarity in places Candidates can only access the p band if they include the three required tenses/time frames of past, present and future Uses past, present and future tenses/time frames which meet the requirements of the task, mostly secure control of verbs and tenses Some variety of grammatical structures, occasional complex item Produces some extended sentences, well-linked gether Generally accurate application of grammar, supporting overall clarity Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 47

Question 4: Translation (foundation tier) This mark grid applies sentences (a), (b) and (c) which are worth 2 marks each. The mark grid will be applied each individual sentence. Mark Descripr 0 No rewardable material 1 Meaning partially communicated with inaccuracies that disturb clarity or prevent meaning being conveyed 2 Meaning fully communicated with occasional inaccuracies that disturb the flow This mark grid applies sentences (d) and (e) which are worth 3 marks each. The mark grid will be applied each individual sentence. Mark Descripr 0 No rewardable material 1 Some words are communicated but the overall meaning of the sentence is not communicated 2 The meaning of the sentence is partially communicated Linguistic structures and vocabulary are mostly accurate with some inaccuracies that disturb clarity or prevent meaning being conveyed 3 The meaning of the sentence is fully communicated Linguistic structures and vocabulary are accurate with only occasional inaccuracies that disturb the flow 48 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Assessment criteria for the higher tier Question 1: Communication and content (higher iter) Students work is marked by Pearson using the following assessment criteria. Students will not be penalised for writing more or fewer words than recommended in the word count Mark 0 1 4 Descripr No rewardable material Some aspects of the task are addressed; attempted expansion of the occasional main point 5 8 Uses straightforward language, for different purposes, including narrate, inform, describe and interest; attempts made give convincing personal opinions which are occasionally successful Produces some examples of straightforward points of view which are sometimes justified Some variety of common, familiar language Variable use of appropriate register and style Most aspects of the task are addressed with some expansion of the occasional main point Uses language effectively some of the time, for different purposes, narrate, inform and describe with occasional effective use of language interest and give convincing personal opinions Language is used express straightforward points of view with some justification; occasional creative use express some individual thoughts and ideas A variety of mainly common, familiar language Appropriate use of register and style throughout but with inconsistencies 9 12 Each aspect of the task addressed with expansion of some main points Uses language effectively most of the time, for different purposes, including narrate, inform and describe; some effective use of language interest and give convincing opinions Occasional examples of creative language use express individual thoughts, ideas and points of view, occasional justification A variety of mainly common, familiar language with the occasional example of uncommon language Appropriate use of register and style throughout with the occasional inconsistency Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 49

Question 1: Linguistic knowledge and accuracy (higher iter) Mark Descripr 0 1 2 No rewardable material Uses past, present and future tenses/time frames that sometimes meet the requirements of the task, shows some control of familiar, common verbs and tenses 3-5 Uses straightforward grammatical structures, some repetition Produces predominantly simple sentences, occasionally linked gether Variable accuracy in the application of grammar; some inaccuracies prevent meaning being conveyed Uses past, present and future tenses/time frames which mostly meet the requirements of the task, shows control of familiar, common verbs and tenses Different examples of straightforward grammatical structures are evident 6 8 Produces occasional extended sentences which are linked with familiar conjunctions Mostly accurate application of grammar; isolated inaccuracies disturb clarity in places Candidates can only access the p band if they include the three required tenses/time frames of past, present and future Uses past, present and future tenses/time frames which meet the requirements of the task, mostly secure control of verbs and tenses Some variety of grammatical structures, occasional complex item Produces some extended sentences, well-linked gether Generally accurate application of grammar, supporting overall clarity 50 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Question 2: Communication and content (higher tier) Mark Descripr 0 No rewardable material 1 4 Some aspects of the task addressed with expansion of some main points Occasional examples of creative use of language express individual thoughts, ideas and points of view, occasional justification Uses language effectively most of the time narrate and inform with some effective use of language interest/convince A variety of mainly common, familiar language, occasional examples of more uncommon language Appropriate use of register and style with the occasional inconsistency 5 8 Most aspects of the task addressed with frequent expansion of main points Frequent examples of creative use of language express some individual thoughts, ideas and points of view, some of which are justified Uses language effectively throughout narrate and inform with frequent examples of language interest/convince Uses a variety of vocabulary and expression, some examples of uncommon language Appropriate use of register and style with few inconsistencies 9 12 All aspects of the task addressed, with mostly effective expansion of main points Creative use of language express a range of individual thoughts, ideas and points of view, most of which are justified Uses language effectively throughout most of the response, for different purposes, narrate, inform, interest/convince Uses a variety of vocabulary and expression, frequent examples of uncommon language Predominantly appropriate use of register and style throughout 13 16 All aspects of the task addressed, with effective expansion of main points Creative use of language express and fully justify a wide range of individual thoughts, ideas and points of view Uses language effectively throughout the response, for different purposes, narrate, inform, interest/convince Uses a wide variety of vocabulary and expression, many examples of uncommon language Consistent use of appropriate register and style throughout Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 51

Question 2: Linguistic knowledge and accuracy (higher tier) Mark Descripr 0 1 4 No rewardable material Uses past, present and future tenses/time frames that mostly meet the requirements of the task, control of some verbs and tenses Some variety of grammatical structures including some instances of complex language Manipulates language produce prolonged sequences of fluent writing; some extended, well-linked sentences Mostly accurate application of grammar; inaccuracies disturb the flow or clarity in places 5 8 Uses past, present and future tenses/time frames that predominantly meet the requirements of the task, predominantly secure control of verbs and tenses Uses a variety of grammatical structures including complex language Manipulates language produce a predominantly fluent response; frequent extended sentences, mostly well-linked 9 12 Predominantly accurate application of grammar; inaccuracies rarely affect the flow or clarity of the writing Candidates can only access the p band if they include all three of the required tenses/time frames of past, present and future Uses past, present and future tenses/time frames that fully meet the requirements of the task, secure control of verbs and tenses Uses a wide variety of grammatical structures, including complex language Manipulates language produce a fluent response throughout with extended, well-linked sentences Sustained accurate application of grammar throughout; any inaccuracies do not hinder the overall flow or clarity of the writing 52 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Question 3: Translation (higher tier) Mark Descripr 0 No rewardable material 1-4 The meaning of the passage is partially communicated, some words and phrases are omitted/incorrectly communicated Linguistic structures are used with accuracy in some phrases and sentences but inaccuracies sometimes disturb clarity or prevent meaning being conveyed 5-8 The meaning of the passage is mostly communicated, occasional words are omitted/incorrectly communicated Generally accurate application of grammar; inaccuracies rarely affect the flow or clarity of the writing 9-12 The meaning of the passage is fully communicated Sustained accurate application of grammar throughout; any inaccuracies do not hinder the overall flow or clarity of the writing Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 53

Assessment Objectives Students must: % in GCSE AO1 Listening understand and respond different types of spoken language 25 AO2 Speaking communicate and interact effectively in speech 25 AO3 Reading understand and respond different types of written language 25 AO4 Writing communicate in writing 25 Total 100% Breakdown of Assessment Objectives Paper Assessment Objectives AO1 % AO2 % AO3 % AO4 % Total for all Assessment Objectives Paper 1: Listening and understanding in Spanish 25 0 0 0 25 Paper 2: Speaking in Spanish 0 25 0 0 25 Paper 3: Reading and understanding in Spanish 0 0 25 0 25 Paper 4: Writing in Spanish 0 0 0 25 25 Total for GCSE 25% 25% 25% 25% 100% 54 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

3 Administration and general information Entries Details of how enter students for the examinations for this qualification can be found in our UK Information Manual. A copy is made available all examinations officers and is available on our website: qualifications.pearson.com Forbidden combinations and discount code Students taking Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish must take all assessments in either the Foundation tier or the Higher tier only. Centres should be aware that students who enter for more than one GCSE, or other Level 2 qualifications with the same discount code, will have only the grade for their 'first entry' counted for the purpose of the School and College Performance Tables (please see Appendix 6: Codes). For further information about what constitutes 'first entry' and full details of how this policy is applied, please refer the DfE website: www.education.gov.uk Students should be advised that, if they take two GCSEs with the same discount code, schools and colleges which they wish progress are very likely take the view that they have achieved only one of the two GCSEs. The same view may be taken if students take two GCSE or other Level 2 qualifications that have different discount codes but which have significant overlap of content. Students or their advisers who have any doubts about their subject combinations should check with the institution which they wish progress before embarking on their programmes. Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central our work. Our equality policy requires all students have equal opportunity access our qualifications and assessments, and our qualifications be awarded in a way that is fair every student. We are committed making sure that: students with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison students who do not share that characteristic all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly the achievement of their peers. Language of assessment Assessment of this qualification will be available in English, with the exception of specific questions in the listening, reading abd writing assessments. For speaking and writing assessments, all student work must be in Spanish. For listening and reading, all student work must follow the instruction provided for the individual question. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 55

Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries : access the assessment show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is meet the particular needs of an individual student with a disability, without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 make reasonable adjustments. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment. Reasonable adjustments The Equality Act 2010 requires an awarding organisation make reasonable adjustments where a person with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required take reasonable steps overcome that disadvantage. A reasonable adjustment for a particular person may be unique that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of facrs, which will include: the needs of the student with the disability the effectiveness of the adjustment the cost of the adjustment; and the likely impact of the adjustment on the student with the disability and other students. An adjustment will not be approved if it involves unreasonable costs the awarding organisation, timeframes or affects the security or integrity of the assessment. This is because the adjustment is not reasonable. Special consideration Special consideration is a post-examination adjustment a student's mark or grade reflect temporary injury, illness or other indisposition at the time of the examination/ assessment, which has had, or is reasonably likely have had, a material effect on a candidate s ability take an assessment or demonstrate their level of attainment in an assessment. Further information Please see our website for further information about how apply for access arrangements and special consideration. For further information about access arrangements, reasonable adjustments and special consideration, please refer the JCQ website: www.jcq.org.uk. 56 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Malpractice Candidate malpractice Candidate malpractice refers any act by a candidate that compromises or seeks compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in examinations must be reported Pearson using a JCQ M1 Form (available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed pqsmalpractice@pearson.com or posted Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure report malpractice constitutes staff or centre malpractice. Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, Pearson on a JCQ M2(a) Form (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible can be emailed pqsmalpractice@pearson.com or posted Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure report malpractice itself constitutes malpractice. More-detailed guidance on malpractice can be found in the latest version of the document JCQ General and Vocational Qualifications Suspected Malpractice in Examinations and Assessments, available at: www.jcq.org.uk/exams-office/malpractice. Awarding and reporting This qualification will be graded, awarded and certificated comply with the requirements of Ofqual's General Conditions of Recognition. The raw marks for papers 1, 2, 3 and 4 in this qualification will be scaled by Pearson represent the relative weighting of 25% for each paper. Foundation tier Paper Weighting Raw marks Scaling facr Scaling mark 1 25% 50 1.500 75 2 25% 60 1.250 75 3 25% 50 1.500 75 4 25% 60 1.250 75 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 57

Higher tier Paper Weighting Raw marks Scaling facr Scaling mark 1 25% 50 1.500 75 2 25% 72 1.042 75 3 25% 50 1.500 75 4 25% 60 1.250 75 This GCSE qualification will be graded and certificated on a nine-grade scale from 9 1 using the tal subject mark where 9 is the highest grade. Individual papers are not graded. For Foundation tier, grades 1 5 are available and for Higher tier, grades 4 9 are available, however if the mark achieved is a smaller number of marks below the 4/3 grade boundary, then a grade 3 may be awarded. The first certification opportunity for this qualification will be 2018. Students whose level of achievement is below the minimum judged by Pearson be of sufficient standard be recorded on a certificate will receive an unclassified U result. Student recruitment and progression Pearson follows the JCQ policy concerning recruitment our qualifications in that: they must be available anyone who is capable of reaching the required standard they must be free from barriers that restrict access and progression equal opportunities exist for all students. Prior learning and other requirements There are no prior learning or other requirements for this qualification. Progression The Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish offer a suitable progression route from Key Stages 2 and 3 focusing on the development of all four language skills, listening, speaking, reading and writing. Grammar and the mastering of linguistic features are key elements of this specification as is the inclusion of authentic written and spoken sources. Students will be expected be able talk about themselves as well as matters which go beyond their immediate experience. They should be able express and justify their own opinions in speech and writing, building on the fluency and spontaneity developed at Key Stage 3 The skill of translation will be developed from those skills initiated from Key Stage 3. The broader range of pics promotes a clear progression in grammar and vocabulary from Key Stage 3 and will increase linguistic and cognitive demand. The grammar and vocabulary lists illustrate the level required for this qualification. This qualification offers a suitable progression route GCE AS and GCE A Level in Spanish language. In addition, the study of one language at GCSE can facilitate and help promote the learning of other languages. The qualification may also add an individual s employability profile. 58 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Students will be able apply their knowledge, skills and understanding authentic, real-life contexts. They will develop transferable skills that support higher education study and the transition employment, gether with an understanding and appreciation of Spanishspeaking countries and their cultures. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 59

Appendices Appendix 1: Candidate speaking examination record form (CS2) 61 Appendix 2: Grammar list 63 Appendix 3: Vocabulary list 68 Appendix 4: The context for the development of this qualification 151 Appendix 5: Transferable skills 153 Appendix 6: Codes 154 60 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Appendix 1: Candidate speaking examination record form (CS2) A separate form must be submitted for Foundation tier and Higher tier candidates. Please indicate the tier below. Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Spanish Centre name: 1SP0: 2F / 2H* (*Please delete as appropriate) Centre number: Candidate name and number Declaration & permissions signature and date* Role play Picture based discussion Conversation (1) (2) Teacher name Declaration & permissions signature and date* * I declare that the above examinations have been carried out in line with Pearson and JCQ documentation for the conduct of the examinations and agree this work being used support teachers and examiners. Please phocopy and continue on a separate sheet as necessary. Please do not write in shaded boxes these areas are for Pearson Examiner use only. A Word version of this form is available on our website facilitate administration in centres. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 61

Appendix 2: Grammar list GCSE students will be expected have acquired knowledge and understanding of Spanish grammar during their course. In the examination they will be required apply their knowledge and understanding, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R) only receptive knowledge is required. Spanish (Foundation tier) Nouns: gender singular and plural forms. Articles: definite and indefinite lo plus adjective (R) Adjectives: agreement position comparative and superlative: regular and mayor, menor, mejor, peor; demonstrative (este, ese, aquel) indefinite (cada, otro, do, mismo, alguno) possessive, short form (mi) possessive long form (mío) (R); interrogative (cuán, qué). Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 63

Adverbs: formation comparative and superlative: regular interrogative (cómo, cuándo, dónde); adverbs of time and place (aquí, allí, ahora, ya); common adverbial phrases. Quantifiers/intensifiers: muy, bastante, demasiado, poco, mucho Pronouns: subject object (R) position and order of object pronouns (R) reflexive relative: que relative: quien, lo que (R) disjunctive (conmigo, para mí)) demonstrative (éste, ése, aquél, es, eso, aquello); indefinite (algo, alguien); interrogative (cuál, qué, quién). Verbs: regular and irregular verbs, including reflexive verbs all persons of the verb, singular and plural modes of address: tu and usted radical-changing verbs negative forms 64 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Verbs (continued): interrogative forms; reflexive constructions (se puede, se necesita, se habla); uses of ser and estar tenses present indicative present continuous preterite imperfect: in weather expressions with estar, hacer imperfect (R) immediate future future (R) perfect: most common verbs only conditional: gustar only in set phrases; pluperfect (R) gerund (R); imperative: common forms including negative subjunctive, present: (R) in certain exclamary phrases ( Viva! Dígame!) subjunctive, imperfect: quisiera; impersonal verbs: most common only Prepositions: common including personal a por and para. Conjunctions: common including y, pero, o, porque, como, cuando Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 65

Number, quantity, dates Time use of desde hace with present tense (R). Spanish (Higher tier) All grammar and structures listed for Foundation tier, as well as: Articles: lo plus adjective Adjectives: comparative and superlative possessive, short and long forms (mi, mío); relative (cuyo). Adverbs: comparative and superlative Pronouns: object position and order of object pronouns relative: all other uses including quien, lo que, el que, cual possessive (el mío, la mía). 66 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Verbs: tenses imperfect imperfect continuous perfect pluperfect conditional passive voice (R) gerund present subjunctive: imperative, affirmation and negation, future after conjunctions of time (cuando), after verbs of wishing, command, request, emotion, express purpose (para que); imperfect subjunctive (R) Time: use of desde hace with present tense use of desde hace with impresent tense (R). Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 67

Appendix 3: Vocabulary list The following vocabulary list is intended assist teachers in planning their work. It provides the core generic vocabulary that all students will need acquire. It is an essential vocabulary list that students should refer and build on when preparing for the duration of their study for the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish. However, students entered for the Foundation tier are required understand and respond common or familiar words and/or forms of words that are not on the vocabulary list. Similarly, students entered for the Higher tier are required understand and respond common or familiar words and/or forms of words that are not on the vocabulary list and which are less common or familiar than those used in relation Foundation tier assessments. Word lists Section 1: High-frequency language Common verbs Common adjectives Common adverbs Prepositions Colours Numbers Ordinal numbers Quantities and measures Some useful connecting words Time expressions Times of day Days of the week Months and seasons of the year Question words Other useful expressions Other high-frequency words Countries Continents Nationalities 68 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Section 1: High-frequency language (continued) Areas/mountains/seas Useful acronyms Social conventions Lanuguage used in dialogue and messages Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 69

Section 2: Topic-specific language Although words are listed under specific pic headings, the words are not exclusive those particular headings. Many words also relate other themes but may be listed only in one. Many common verbs are given in the verb list with a few others included under a specific pic. Each pic has been highlighted in bold. All pics must be studied in the context of both the students home country and that of countries and communities where Spanish is spoken. Theme: Identity and culture Who am I?: relationships; when I was younger; what my friends and family are like; what makes a good friend; interests; socialising with friends and family; role models Daily life: cusms and everyday life; food and drink; shopping; social media and technology (use of, advantages and disadvantages) Cultural life: celebrations and festivals; reading; music; sport; film and television Theme: Local area, holiday and travel Holidays: preferences, experiences and destinations * Travel and urist transactions: travel and accommodation; asking for help and dealing with problems; directions; eating out; shopping Town, region and country: weather; places see; things do Theme: School What school is like: school types; school day; subjects; rules and pressures; celebrating success School activities: school trips, events and exchanges Theme: Future aspirations, study and work Using languages beyond the classroom: forming relationships; travel; employment Ambitions: further study; volunteering; training Work: jobs, careers and professions Theme: International and global dimension Bringing the world gether: sports events; music events; campaigns and good causes Environmental issues: being green ; access natural resources 70 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Section 1: High-frequency language Common verbs accept accompany add advise allow answer/ reply apply argue arrive ask ask a question ask for avoid bath, bathe be be able be about (do) be born be called be careful be hot / cold be hungry be in a hurry be interested in be keen be located be lucky be sleepy, tired be sorry be successful be thirsty borrow break bring brush (teeth,hair) aceptar acompañar añadir aconsejar permitir contestar/responder dirigirse a, solicitar, aplicar discutir llegar preguntar hacer una pregunta pedir evitar bañarse ser, estar poder, ser capaz de estar a pun de (hacer) nacer llamarse tener cuidado tener calor/frío tener hambre tener prisa interesarse en tener ganas de encontrarse, estar situado/situarse tener suerte tener sueño sentir, lamentar tener éxi tener sed pedir prestado romper traer cepillarse Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 71

Common verbs (continued) buy buy tickets (for a show) call cancel carry change change (trains etc) chat check choose clear the table click climb mountains climb/ go up close collide/ crash come complain contact cost count cry dance decide describe deserve die discuss dismiss do the vacuum cleaning do the washing up do, make download (music) draw dress drink drive comprar sacar entradas llamar cancelar llevar cambiar hacer transbordo charlar averiguar, verificar elegir quitar la mesa cliquear, hacer clic escalar montañas subir cerrar chocar venir quejarse contactar costar contar llorar bailar decidir describir merecer morir discutir despedir pasar la aspiradora fregar (los plas) hacer descargar (música) dibujar vestirse beber conducir 72 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Common verbs (continued) eat comer end terminar(se) enjoy disfrutar enjoy oneself divertirse, pasarlo bien enter entrar escape escapar(se) fail (an exam) suspender (un examen) fall caer feel sentir(se) fill llenar fill out (a form) rellenar (una ficha) find, meet encontrar(se) finish, end acabar, terminar follow/ continue forget forgive get (good) marks get angry get dressed get on well with get up give give (presents) give orders, send go go along (in a car) go down, get off (bus, train) go for a walk go shopping go bed go up; get on (bus,train) go wrong/ fail, hand over hate have have (auxiliary verb) have a cold seguir, continuar olvidar perdonar sacar (buenas) notas enfadarse vestirse llevarse bien con levantarse dar ofrecer/dar (regalos)/regalar mandar ir circular, viajar (en coche) bajar pasearse, ir de paseo, dar un paseo ir de compras acostarse subir fallar, fracasar entregar odiar/detestar tener haber estar resfriado/constipado Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 73

Common verbs (continued) have breakfast desayunar have dinner, supper cenar have lunch almorzar have ; must deber/tener que hear oír help ayudar hold tener hope esperar hurry darse prisa hurt doler imagine imaginar(se) improve mejorar inform informar introduce invite iron jump knock, hit know (a fact) know (be familiar with) land last laugh lay the table learn leave/go away leave (an object), allow leave, depart; go out lend lift the receiver light, turn on like/ love ( be pleasing ) listen live load, charge look after look for, fetch introducir invitar planchar saltar llamar (a la puerta), golpear saber conocer aterrizar durar reír poner la mesa aprender marcharse dejar salir prestar descolgar (el teléfono) encender gustar (a), encantar (a) escuchar vivir cargar cuidar buscar 74 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Common verbs (continued) look like, resemble parecerse a lose perder love querer, amar make a mistake equivocarse manage, run, direct dirigir meet juntarse, encontrar, conocer miss, be missing echar de menos, faltar need necesitar note notar/darse cuenta open abrir order pedir (comida en el restaurante) organise organizar park aparcar pass (an exam) pass by/ go phone play (game, sport) play (musical instrument) please; be pleasing prefer present/ introduce (someone) prevent, warn pull push put put back/ replace put on make up rain read realise receive, be host recommend refund regret, be sorry remember rent/ hire repair aprobar (un examen) pasar telefonear jugar car gustar (a) preferir presentar prevenir tirar empujar poner reemplazar, reponer maquillarse llover leer darse cuenta de recibir, acoger recomendar reembolsar arrepentirse, lamentar acordarse de, recordar alquilar reparar, arreglar Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 75

Common verbs (continued) repeat research reserve/ book return revise ride a horse ring run save save (money) say; tell say goodbye see seem sell send serve share shave show shower sign sing sit down skate ski sleep smile smoke snow speak spend (money) spend (time) start/ begin stay/ remain steal stick repetir investigar reservar volver repasar montar a caballo, ir a caballo llamar (por teléfono)/sonar correr salvar ahorrar decir despedirse ver parecer vender enviar, mandar servir compartir afeitarse mostrar/enseñar ducharse firmar cantar sentarse patinar esquiar dormir sonreír fumar nevar hablar gastar pasar empezar/comenzar quedarse robar pegar 76 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Common verbs (continued) sp study succeed sunbathe surf the internet swim take take advantage of take phographs teach tell, recount thank think, believe throw tidy uch try try twist, turn type understand use visit wait for walk want wash (oneself) wear win, earn wish work work (i.e. function) worry write parar(se) estudiar lograr, triunfar mar el sol navegar en Internet nadar coger, mar aprovechar sacar fos enseñar contar agradecer pensar, creer tirar arreglar car intentar tratar de rcer escribir a máquina, mecanografiar entender usar, utilizar visitar esperar andar, caminar, pasear querer lavar(se) llevar ganar desear trabajar funcionar preocuparse escribir Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 77

Common adjectives active all alone/ lonely angry awful beautiful big, tall boring brave brief brilliant broken chestnut brown clean close closed comfortable cool delicious difficult dirty disgusting dynamic easy excited exciting false fast/quick fat favourite flexible former, antique, old free (no cost) free full funny/entertaining/ amusing good activo/a do/a solo/a enfadado/a horrible precioso/a, hermoso/a grande aburrido/a valiente breve brillante ro/a castaño limpio/a cercano/a cerrado/a cómodo/a guay delicioso/a, rico/a difícil sucio/a asqueroso/a dinámico/a fácil entusiasmado/a emocionante falso/a rápido/a gordo/a favori/a, preferido/a flexible antiguo/a gratis, gratui/a libre lleno/a divertido/a bueno/a 78 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Common adjectives (continued) grateful great great great, marvellous handsome/pretty/charming happy/cheerful hard hardworking healthy heavy high/ tall hot in a good mood kind last/ latest lazy light lively local locked long lost magnificent marvellous mature naughty necessary new next noisy numerous old only open other own perfect agradecido/a estupendo/a, fantástico/a gran formidable guapo/a alegre duro/a trabajador/a sano/a pesado/a al/a caliente de buen humor simpático/a último/a perezoso/a ligero/a animado/a local cerrado/a con llave largo/a perdido/a magnífico/a maravilloso/a maduro/a travieso/a necesario/a nuevo/a próximo/a ruidoso/a numeroso/a viejo/a único/a abier/a otro/a propio/a perfec/a Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 79

Common adjectives (continued) ready real responsible rich rotten same satisfied sensational serious short shy silent silly, stupid small sought after strict strong thin tired tiring gether traditional ugly unbelievable unpleasant useful valid valuable weak wise young lis/a verdadero/a responsable rico/a podrido/a mismo/a satisfecho/a sensacional serio/a cor/a tímido/a silencioso/a estúpido/a, n/a pequeño/a buscado/a severo/a, estric/a fuerte delgado/a cansado/a cansando/a jun/a tradicional feo/a increíble antipático/a útil válido/a valioso/a, de (gran) valor débil sabio/a joven 80 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Common adverbs again (for a) long time almost already always badly below (down) especially fortunately here immediately more nevertheless often over there perhaps quickly rather/ quite really recently sometimes still (yet) straight away there o unfortunately up there very well otra vez (por) mucho tiempo casi ya siempre mal abajo especialmente, sobre do afortunadamente, por suerte aquí inmediatamente más no obstante, sin embargo a menudo ahí quizás/quizá rápidamente, de prisa bastante realmente recientemente a veces davía en seguida allí demasiado desgraciadamente, desafortunadamente arriba muy bien Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 81

Prepositions about above according after against among at (someone s house) at the end of at, because of before behind between during everywhere except far (from) for, in order from in in front of inside near next on on the corner of opposite outside/ out of through wards under until with without alrededor de/aproximadamente encima de según después contra entre en (casa de) al final de a a causa de antes detrás entre durante por das partes salvo, excep lejos (de) para de, desde en, dentro de delante de dentro (de) cerca de al lado de sobre, en en la esquina de enfrente de fuera de por, a través de hacia bajo, debajo de hasta con sin 82 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Colours black blue brown chestnut brown colour dark dark (hair, skin) fair (hair,skin) green grey light orange pink red violet white yellow negro/a azul marrón castaño/a color (m) oscuro/a moreno/a rubio/a verde gris claro/a naranja rosa rojo/a violeta blanco/a amarillo/a Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 83

Numbers 1 uno (un/una) 31 treinta y uno (un/una) 2 dos 32 etc. treinta y dos 3 tres 40 cuarenta 4 cuatro 50 cincuenta 5 cinco 60 sesenta 6 seis 70 setenta 7 siete 80 ochenta 8 ocho 90 noventa 9 nueve 100 cien() 10 diez 101 cien uno/a 11 once 102 cien dos 12 doce 120 cien veinte 13 trece 200 dosciens/as 14 carce 201 dosciens/as uno 15 quince 300 tresciens/as 16 dieciséis 400 cuatrociens/as 17 diecisiete 500 quiniens/as 18 dieciocho 600 seisciens/as 19 diecinueve 700 seteciens /as 20 veinte 800 ochociens/as 21 veintiuno 900 noveciens/as 22 veintidós 1000 mil 23 veintitrés 1001 mil uno/a 24 veinticuatro 1100 mil cien() 25 veinticinco 2000 dos mil 26 veintiséis 100 000 cien mil 27 veintisiete 200 000 dosciens/as mil 28 veintiocho 1 000 000 millón (m), un millón de 29 veintinueve 2 000 000 dos millones (de) 30 treinta Ordinals first second third fourth fifth sixth seventh eighth ninth tenth primer/primero/a segundo/a tercer/tercero/a cuar/a quin/a sex/a séptimo/a octavo/a noveno/a décimo/a 84 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Quantities and measures a bottle of a box of a dozen a jar of a little of a packet of a part of a piece of a quarter of a slice of a third of tin double, twice enough exactly gramme half of kilogram litre maximum minimum much/many nothing only several una botella de una caja de una docena de un tarro de un poco de un paquete de una parte de un pedazo de un cuar de una rebanada de un tercio de lata (f) doble bastante, suficiente exactamente gramo (m) mitad (f) kilo (m) litro (m) máximo mínimo mucho/a/os/as nada solamente varios/as Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 85

Some useful connecting words also and before but first of all nevertheless/ however or so then/ afterwards then though también y/e antes pero lo primero (de do) sin embargo o/u pues luego, después ennces aunque Time expressions a fortnight afternoon; in the afternoon ago always at the start day day after morrow day before yesterday early evening every day from from time time just now, straight away last last night last year late minute morning, in the morning next night, at night now quince días, quincena (f) tarde (f); por la tarde hace siempre al principio/al comienzo día (m) pasado mañana anteayer temprano tarde (f) dos los días, cada día a partir de de vez en cuando ahora mismo pasado/a anoche año pasado tarde minu (m) mañana (f), por la mañana próximo/siguiente noche (f), por la noche ahora 86 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Time expressions (continued) on time party since / from soon the next day day morrow week weekend year yesterday puntual/a tiempo fiesta (f) desde pron/luego al día siguiente (m) hoy mañana semana (f) fin de semana (m) año (m) ayer Times of day midnight noon at one o clock at two o clock, etc five past, etc half past hour in the evening in the morning it s one o clock it s two o clock, etc minute quarter past quarter ten, etc medianoche (f) mediodía (m) a la una a las dos, etc. y cinco, etc. y media hora (f) de la tarde de la mañana es la una son las dos, etc. minu (m) y cuar menos cuar menos diez, etc. Days of the week Monday Tuesday Wednesday Thursday Friday lunes martes miércoles jueves viernes Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 87

Saturday Sunday (on) Monday (on) Monday morning (on) Monday evening on Mondays every Monday sábado domingo (el) lunes (el) lunes por la mañana (el) lunes por la tarde los lunes cada lunes Months and seasons of the year month January February March April May June July August September Ocber November December spring summer autumn winter season (in) autumn (in) spring (in) summer (in) winter mes (m) enero febrero marzo abril mayo junio julio agos septiembre/setiembre octubre noviembre diciembre primavera (f) verano (m) oño (m) invierno (m) estación (f) (en) oño (en) primavera (en) verano (en) invierno 88 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Question words How much?/how many? How? What for? What? When? Where? Where? Which? Who? Why? Cuán/Cuáns/as? Cómo? Para qué? Qué? Cuándo? Dónde? Adónde? Cuál? Quién? Por qué? Other useful expressions all the better good luck here you are How do you spell that? I don t mind I m fine I ve had enough in my opinion it depends it doesn t matter mine of course OK (I agree) once again there you are thank you o bad usually what a shame with pleasure do lo mejor buena suerte aquí lo tienes Cómo se escribe? me da igual esy bien he tenido bastante en mi opinión depende no importa nada mío/a por supues de acuerdo otra vez ten (informal); tenga (formal) gracias demasiado mal normalmente, usualmente qué lástima, qué pena con (mucho) gus/placer Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 89

Other high-frequency words as, like everybody figure for example if middle/ half Miss Mr Mrs no number shape someone something that/those thing this/these time type/kind/sort way yes como do el mundo, dos cifra (f) por ejemplo si medio (m), mitad (f) señorita señor señora no número (m) forma (f) alguien algo eso/a/os/as cosa (f) es/a/os/as vez (f) género, tipo (m) forma, manera (f) sí 90 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Countries This list includes some, but not all, countries in which Spanish is spoken. It also includes larger common European countries and non-european countries likely be familiar a large number of candidates in the UK. Other countries and nationalities should be taught according the needs of the candidature. Argentina Austria Belgium Brazil Denmark England France Germany Great Britain Greece Holland India Ireland Italy Mexico Netherlands Pakistan Peru Russia Scotland Spain Sweden Turkey Switzerland United Kingdom United States Wales Argentina (f) Austria (f) Bélgica (f) Brasil (m) Dinamarca (f) Inglaterra (f) Francia (f) Alemania (f) Gran Bretaña (f) Grecia (f) Holanda (f) India (f) Irlanda (f) Italia (f) México (m) Países Bajos (mpl) Pakistán (m) Perú (m) Rusia (f) Escocia (f) España (f) Suecia (f) Turquía (f) Suiza (f) Reino Unido (m) Estados Unidos (mpl) País de Gales (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 91

Continents Africa Asia Australia Europe North America South America Latin America África (f) Asia (f) Australia (f) Europa (f) América del Norte (f), Norteamérica (f) América del Sur (f), Sudamérica (f) América Latina (f), Latinoamérica (f) Nationalities American Argentinian Austrian Belgian Bolivian Brazilian British Chilean Colombian Danish Dutch Ecuadorean English European French German Greek Irish Indian Italian Mexican Pakistani Peruvian Russian Scottish Spanish Swedish Swiss americano/a argentino/a austriaco/a belga boliviano/a brasileño/a británico/a chileno/a colombiano/a danés/a holandés/a ecuariano/a inglés/a europeo/a francés/a alemán/a griego/a irlandés/a indio/a italiano/a mexicano/a pakistaní peruano/a ruso/a escocés/a español/a sueco/a suizo/a 92 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Nationalities (continued) Turkish Venezuelan Welsh turco/a venezolano/a galés/a Areas/mountains/seas Andalusia Aragon Atlantic Ocean Aunomous Communities Basque Country Cantabrian Sea Castile Catalonia Galicia Mediterranean Sea Rioja the English Channel the Pyrenees Useful acronyms Andalucía Aragón Océano Atlántico, el Comunidades autónomas (fpl) País Vasco Mar Cantábrico, el Castilla Cataluña Galicia Mar Mediterráneo, Rioja, La Canal de la Mancha, el Pirineos, Los European Union fast train service high speed train ID card secondary education secondary school Spanish national railway company Spanish public radio channel Spanish public TV and radio channel USA UE TALGO AVE DNI (documen nacional de identidad) ESO (Educación Secundaria Obligaria) CES (Colegio de Enseñanza Secundaria) RENFE RNE RTVE EE. UU. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 93

Social conventions best wishes enjoy yourself/selves; have a good time good evening goodbye goodnight hello (on the telephone) hello, good day help! hi please (request)/please (polite) see you later see you soon see you morrow thank you thank you very much saludos que te diviertas!/ que lo pases bien! buenas tardes adiós buenas noches diga? hola, buenos días Socorro! hola por favor hasta luego hasta pron hasta mañana gracias muchas gracias 94 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Language used in dialogues and messages area code at the moment call me (informal/formal) dial the number for the attention of further /following I will put you through I ll be right back I m listening in communication with in fact moment on the line on the line/speaking receiver (telephone) sent by stay on the line telephone telephone book text text message ne voice mail wait wrong number prefijo (m) de momen llámame/llámeme marcar el número a la atención de con relación a le paso vuelvo enseguida escucho; dígame en contac con de hecho momen (m) en línea hablando, al apara, en la línea auricular (m) enviado por no cuelgue teléfono (m) guía de teléfonos (f) tex (m) mensaje (de tex) timbre/no (m) mensaje en el contestador (m) espere número equivocado (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 95

Section 2 Topic-specific vocabulary Identity and culture: daily life, food and drink, including eating out Foundation tier appetite apple apricot banana bean beer beef bill biscuit bottle bread breakfast brussels sprouts butter cabbage café cake carrot cauliflower cereals champagne cheese cherry chicken chips chocolate choice chop (e.g. pork/lamb) cider closed (on Mondays) cocoa coffee cold sliced meat (e.g. salami) apeti (m) manzana (f) albaricoque (m) plátano (m) alubia (f), judía (f) cerveza (f) carne de vaca (f) cuenta (f) galleta (f) botella (f) pan (m) desayuno (m) coles de Bruselas (fpl) mantequilla (m) col (f) cafetería (f) pastel (m) zanahoria (f) coliflor (f) cereales (mpl) champán (m) queso (m) cereza (f) pollo (m) patatas fritas (fpl) chocolate (m) elección (f), opción (f) chuleta (f) sidra (f) cerrado/a (los lunes) cacao (m) café (m) carne fría cortada en lonchas (f) 96 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Identity and culture: daily life, food and drink, including eating out Foundation tier (continued) cooked, boiled cream crisps cucumber cup cusmer delicious dessert dining room dish of the day drink egg enjoy your meal! euro evening meal, dinner, supper fish fixed price menu food food shopping fork fruit fruit pie fruit juice full glass grapefruit grapes gravy, sauce green beans ham hamburger hot chocolate hypermarket ice cream ice cream parlour cocido/a, hervido/a crema (f) patatas fritas (fpl) pepino (m) taza (f) cliente (m) delicioso/a postre (m) comedor (m) pla del día (m) bebida (f) huevo (m) buen provecho! euro (m) cena (f) pescado (m) menú a precio fijo (m) comida (f) compra de comestibles (f) tenedor (m) fruta (f) tarta de frutas (f) zumo de fruta (m) lleno/a vaso (m) pomelo (m) uvas (f,pl) salsa (f) judías verdes (f, pl) jamón (m) hamburguesa (f) chocolate caliente (m) hipermercado (m) helado (m) heladería (f) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 97

Identity and culture: daily life, food and drink, including eating out Foundation tier (continued) inn (traditional) Jar jam juice kebab knife lamb lemon lemonade lettuce, salad lunch main course margarine meal meat meatball melon menu menu of the day milk mince mineral water mixed money mushroom mustard napkin oil onion omelette orange packet pasta pâté pastries posada (f) tarro (m) mermelada (f) zumo (m) brocheta (f), pincho (m) cuchillo (m) cordero (m) limón (m) limonada (f) lechuga (f), ensalada (f) almuerzo (m) pla principal (m) margarina (f) comida (f) carne (f) albóndiga (f) melón (m) menú (m), carta (f) menú del día (m) leche (f) carne picada (f) agua mineral (m) mix/a dinero (m) champiñon (m), seta (f) mostaza (f) servilleta (f) aceite (m) cebolla (f) rtilla (f) naranja (f) paquete (m) pasta (f) paté (m) pastelis (mpl) 98 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Identity and culture: daily life, food and drink, including eating out Foundation tier (continued) peas guisantes (m, pl) peach melocotón (m) pear pera (f) pizza pizza (f) pepper pimienta (f) pepper (vegetable) pimien (m) pineapple piña (f) pizzeria, pizza restaurant pizzería (f) place setting (sometimes charged) cubier (m) plate pla (m) plum ciruela (f) pork portion pot (of coffee, hot chocolate etc) pota prepared food/ready meal radish raspberry refreshments rest day, day off restaurant rice roast roll (bread) salt salty/savoury salad dressing sandwich sausage self-service service set meal slice snack snack bar cerdo (m) porción (f), ración (f) cafetera (f), tetera (f) patata (f) comida precocinada/ya hecha (f) rábano (m) frambuesa (f) refrescos (m, pl) día de descanso (m) restaurante (m) arroz (m) asado/a panecillo (m) sal (f) salado/a aliño para ensalada (m) sándwich (m), bocadillo (m) salchicha (f) auservicio (m) servicio (m) menú del día (m) rebanada (f), loncha (f) merienda (f) bar (m), cafetería (f) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 99

Identity and culture: daily life, food and drink, including eating out Foundation tier (continued) soup speciality spaghetti spoon starter strawberry steak sweet sweet sugar table table cloth tart tasty tea tea room teaspoon tip (money) ask drink eat order pay serve wait at table, serve ma tuna vanilla vegetable vegetarian vinegar waiter/waitress water wine yoghurt sopa (f) especialidad (f) espaguetis (m, pl) cuchara (f) entrada (f) fresa (f) bistec (m), filete (m) dulce caramelo (m) azúcar (m) mesa (f) mantel (m) tarta (f) sabroso/a té (m) salón de té (m) cucharita (f), cucharadita (f) propina (f) pedir, preguntar beber comer pedir pagar servir atender una mesa, servir a la mesa mate (m) atún (m) vainilla (f) verdura (f) vegetariano/a vinagre (m) camarero (m), camarera (f) agua (m) vino (m) yogur (m) 100 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Identity and culture: daily life, food and drink, including eating out Higher tier artichoke appetizing beer (from the pump) bitter boiled egg; hard-boiled egg cucumber drink before meal duck fried egg fruit/herbal tea full fat milk garlic goat s cheese goose homemade honey leeks lettuce loaf medium (steak) noodles pasta pâté pistachio rare (steak) raw raw vegetables (starter) snack salmon saucer scrambled egg sea food (semi-)skimmed milk smoked spicy spinach alcachofa (f) apetiso/a cerveza de barril (f) amargo/a huevo pasado por agua (m) pepino (m) aperitivo (m) pa (m) huevo fri (m) tisana (f) leche entera (f) ajo (m) queso de cabra (m) ganso (m) hecho/a en casa miel (f) puerros (m, pl) lechuga (f) barra (de pan) (f) (un filete) a pun fideos (m, pl) pasta (f) paté (m) pistacho (m) poco hecho crudo/a verduras (fpl) merienda (f) salmón (m) platillo (m) huevos revuels (mpl) mariscos (m, pl) leche (semi)desnatada (f) ahumado/a picante espinacas (f, pl) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 101

Identity and culture: daily life, food and drink, including eating out Higher tier steak steamed (boiled) tasty tray trout turkey veal well-cooked filete (m), bistec (m) cocinado/a, /cocido/a al vapor sabroso/a bandeja (f) trucha (f) pavo (m) ternera (f) bien cocido/a, muy hecho 102 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Identity and culture what my friends and family are like Words relating dress and style Foundation tier belt cinturón (m) boot bota (f) boxer shorts calzoncillos (mpl) bra sostén (m), sujetador (m) bracelet brazalete (m), pulsera (f) cap gorra (f) changing room probador (m) clothes ropa (f) clothes shop tienda de modas/ropa (f) coat abrigo (m) cotn (made of cotn) dress dressed in earring fashion fashionable fitting room glove handbag hat it fits/suits you jacket jeans jeweller s (shop) ; jewellery (craft) jewels leather (made of leather) leggings linen (made of linen) lipstick loose (i.e. o big) make, brand makeup medium (size) necklace nightdress (de) algodón vestido (m) vestido de pendiente (m) moda (f) a la moda/de moda/estar en la onda probador (m) guante (m) bolso (m) sombrero (m) te va bien/te queda bien chaqueta (f) vaqueros (mpl) joyería (f), joyas (fpl) joyas (fpl) (de) cuero leggings (mpl), leotardos (m) hilo (m), lino (m) lápiz (m)/barra (f) de labios holgado/a, amplio/a, /suel/a marca (f) maquillaje (m) mediano/de talla media collar (m) camisón (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 103

Words relating dress and style Foundation tier (continued) old fashioned anticuado/a, pasado/a de moda old fashioned (vintage, retro style) de estilo retro/antiguo pants, briefs bragas (fpl) perfume perfume (m) poloshirt polo (m) pyjamas pijamas (mpl) ring anillo (m) scarf bufanda (f) shirt camisa (f) shoe zapa (m) shoe shop zapatería (f) shorts pantalón cor (m) size (general); shoe size skirt slipper small smart sock sports kit sports shirt spotted striped suit style sweater, jumper sweatshirt swimming costume/ trunks tato tie tights tracksuit trainers trousers umbrella watch wool (made of wool) talla (f), número de zapata (m) falda (f) zapatilla (f) pequeño/a elegante calcetín (m) ropa de deporte (f) camisa/camiseta (f) de deporte de/a lunares de/a rayas, rayado/a traje (m) estilo (m) jersey (m), suéter (m), pulóver (m) sudadera(f) traje de baño (m), bañador (m) tatuaje (m) corbata (f) medias (fpl) chandal (m) zapatillas de deportes (fpl) pantálon (m), pantalones (mpl) paraguas (m) reloj (m) (de) lana 104 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Words relating dress and style Higher tier cardigan dressing gown dyed model silk (made of silk) slippers straw hat tight have one s hair cut have one s hair done put on makeup velvet (made of velvet) chaqueta de pun (f), rebeca (f) bata (f) teñido/a modelo (m) (de) seda zapatillas (fpl) sombrero de paja (m) ajustado/a, apretado/a, ceñido/a cortarse el pelo peinarse maquillarse, pintarse (de)terciopelo Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 105

Identity and culture: what my friends and family are like Words on relations, relationships, personal and physical characteristics Foundation tier adolescent adult, grown-up adolescente (mf) adul/a (mf), persona mayor (f) adventurous atrevido/a age edad (f) alone solo/a armchair butaca (f), sillón (m) at home; at my/our house en (mi/nuestra) casa, aunt tía (f) baby bebé (m), niño/a (mf) bald calvo bathroom cuar de baño (m0 beard; bearded barba (f), barbudo beautiful precioso/a, hermoso/a bedroom dormirio (m) (fecha de (f))nacimien (date of) birth (m) birthday birthplace block (of flats) born bossy body piercing boy boyfriend brother brother-in-law / sister-in-law brothers and sisters, siblings cat celebrity chair character character, personality charming chatty child clothes cumpleaños (m) lugar de nacimien (m) bloque (de pisos) (m) nacido/a auritario/a, mandón/mandona piercing (m) chico (m), niño (m) novio (m) hermano (m) cuñado (m)/cuñada (f) hermanos (mpl) ga (m) celebridad (mf), famoso/a (mf) silla (f) carácter (m) personalidad (f) encantador/a hablador/a niño (m), niña (f) ropa (f) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 107

comfortable (house, furniture) cousin curly dad daughter dead dining room divorced dog engaged eyes face family famous father feeling first name flat; appartment foolish, silly friend friendly friendship furniture garden garage girl girlfriend glasses goldfish grandad grandchild grandfather grandma, granny grandmother grandparents guinea pig guy, dude, bloke hair half brother half sister hamster cómodo/a primo/a (mf) rizado/a padre (m), papá (m) hija (f) muer/a comedor (m) divorciado/a perro (m) prometido/a ojos (mpl) cara (f) familia (f) famoso/a padre (m) sentimien (m), sensibilidad (f) nombre de pila (m) piso (m), apartamen (m) n/a amigo/a simpático/a amistad (f) muebles (mpl) jardín (m) garaje (m) chica (f), niña (f) novia (f) gafas (fpl) peces de colores (mpl) abuelo (m) nie/ta (mf) abuelo (m) abuela (f), abuelita (f) abuela (f) abuelos (mpl) cobayo/a (mf), conejillo de Indias (m) tipo (m), tío (m) pelo (m), cabello (m) hermanastro (m) hermanastra (f) hámster (m) 108 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

home honest house husband ideal in a good / bad mood in love intelligent invitation kitchen kiss lazy life lively living room/front room/lounge loft man married mean, nasty member of the family mood mother moustache mouth multicultural mum naughty neighbour nephew nice, kind nice, likeable nickname niece no sense of humour normal old old fashioned older oldest (brother/sister) only child optimistic parents casa (f), hogar (m) honrado/a, hones/a casa (f) esposo (m), marido (m) ideal de buen/mal humor enamorado/a inteligente invitación (f) cocina (f) beso (m) perezoso/a vida (f) animado/a sala (de estar) (f), salón (m) ático (m), desván (m) hombre (m) casado/a tacaño/a, desagradable miembro de la familia (m) humor (m) madre (f) bigote (m) boca (f) multicultural mamá (f) malo/a, travieso/a vecino/a (mf) sobrino (m) simpático/a, amable simpático/a, amable apodo (m) sobrina (f) sin sentido del humor normal antiguo/a, viejo/a anticuado/a, pasado/a de moda mayor el mayor, la mayor hijo/a único/a (mf) optimista padres (mpl) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 109

party penfriend people person pessimistic pet picture place of residence post code present; gift pretty rabbit reasonable relationship religion selfish semi-detached house separated serious shy single sister sofa; settee son son-in-law / daughter-in-law straight (hair) study (room) surname survey telephone number terraced house thin/slim tidy; neat annoy argue, quarrel babysit be called be in a good / bad mood care for, look after celebrate chat, chatter fiesta (f) amigo/a por correspondencia (mf) gente (f) persona (f) pesimista animal doméstico (m), mascota (f) cuadro (m), pintura (f) lugar de residencia (m) código postal (m) regalo (m) boni/a, guapo/a, mono/a conejo (m) razonable relación (f) religión (f) egoísta casa adosada (f) separado/a serio/a tímido/a soltero/a hermana (f) sofá (m) hijo (m) yerno (m), nuera (f) lacio, liso estudio (m) apellido (m) encuesta (f), sondeo(m) número de teléfono (m) casa adosada (f) flaco/a, delgado/a ordenado/a, arreglado/a molestar, irritar, fastidiar discutir, reñir, pelearse hacer de canguro llamarse estar de buen/mal humor cuidar celebrar, festejar charlar 110 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

chat (on line) get divorced get engaged get on (well) with invite look (e.g. angry/happy etc) chatear divorciarse prometerse llevarse bien con invitar parecer Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 111

Words on relations, relationships, personal and physical characteristics Foundation tier(continued) respect separate, split up rise tropical fish twin - twins ugly uncle unemployed unbearable untidy visit well behaved wife, woman youth (i.e the time of life) respetar separar rtuga (f) pez tropical (m) gemelo/a (mf) gemelos (mpl) feo/a tío (m) desempleado/a, parado/a, en paro insoportable, inaguantable desordenado/a visita (f) que se porta bien, obediente esposa (f), mujer (f) juventud (f) 112 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Words on relations, relationships, personal and physical characteristics Higher tier a good deed acquaintance, friend adopted adventurous annoying argument career character trait cheeky comfortable (at ease) conceited depressed discrimination faith (religious) fiancé(e) furnished gang gender, sex generous humour identical twins independent jealous loyal, faithful mad, crazy meeting old age/third age old people s home pensioner, senior citizen pretentious priest racist relationship relative, relation reliable role model self-confident sensitive acción buena (f) conocido/a (mf), compañero/a (mf) adoptado/a atrevido/a irritante discusión (f), pelea (f), riña (f) carrera (f) característica (f) atrevido/a, fresco/a cómodo/a, a gus engreído/a deprimido/a discriminación (f) fe (f) novio (m), novia (f) amueblado/a pandilla (f) género (m), sexo (m) generosos/a humor (m) gemelos idénticos (mpl) independiente celoso/a leal, fiel loco/a reunión (f) vejez (f), tercera edad (f) asilo de ancianos (m) pensionista (mf) pretencioso/a, pedante sacerdote (m), cura (m) racista (mf) relación (f) pariente (mf), familiar (m) responsible, de confianza modelo de conducta (m) seguro/a de sí mismo/a sensible Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 113

sense of humour sentido del humor (m) 114 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Words on relations, relationships, personal and physical characteristics Higher tier (continued) sexist similar single parent single person; single spoilt spot, pimple stubborn study; home office be disadvantaged experience look after (e.g. children) pick on, harass, bully resemble/look like suffer support thank underage understanding well-balanced sexista (mf) similar, parecido/a madre soltera (f)/padre soltero (m) persona soltera (mf), soltero/a mimado/a grano (m) terco/a, tenaz estudio (m) estar en desventaja experimentar cuidar acosar, intimidar parecer sufrir apoyar dar gracias a, agradecer menor de edad acuerdo (m); comprensivo/a equilibrado/a Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 115

Identity and culture: cultural life Foundation tier (rock) climbing (score a) goal (television) programme ( go) horse riding () kiss activity address adventure film athletics badminn ball band/group basketball body building book boxing bridegroom camera canoeing caron cat CD (compact disc) celebration, party chess Christmas Christmas Eve clarinet classical, classic club escalada (en roca) (f) (marcar) un gol programa (de televisión) (m) (hacer) la equitación besar actividad (f) dirección (f) pelicula de aventura (f) atletismo (m) bádminn (m) balón (m), pelota (f) banda(f), grupo (m) balonces (m) culturismo fisiculturismo (m) libro (m) boxeo (m) novio (m) cámara(f),máquina fográfica (f) piragüismo (m) dibujo animado (m) ga (m) (m), CD (m), disco compac (m) celebración (f), fiesta (f) ajedrez (m) Navidad (f) Nochebuena (f) clarinete (m) clásico/a club (m) collect coleccionar collection colección (f) comic (magazine) tebeo m) competition concurso (m) computer game videojuego (m) concert concier (m) cycling ciclismo (m) dance/dancing baile (m) detective/police (sry) novela policíaca(f) 116 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

disco (place) documentary discoteca (f) documental (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 117

Identity and culture: cultural life Foundation tier (continued) drums Easter Easter Monday entertainment equipment extreme sports fanatical about fantasy film flute folk music Football free time game games console Good Friday Guitar Gymnastics hall handball Happy birthday! Happy New Year! hobby hockey horror film ice skating judo karate keyboard Leisure leisure activity/ hobby Lent (period leading up Easter) life magazine marriage martial arts medium sized batería (f) Pascua (f) lunes de Pascua (m) entretenimien (m) equipo (m) deportes extremos/ de al riesgo (mpl) fanático de película de fantasia (f) flauta (f) música folklórica(f) fútbol (m) tiempo libre (m), ocio (m) juego (m) consola de juegos (f) Viernes San (m) guitarra (f) gimnasia (f) salón (m) balonmano (m) Feliz cumpleaños! Feliz Año Nuevo! pasatiempo (m), afición (f) hockey (m) película de horror (f) patinaje (m) judo (m) karate (m) teclado (m) ocio (m) pasatiempo afición (f) Cuaresma (f) vida (f) revista (f) casamien matrimonio (m) (m), (m), artes marciales (fpl) mediano/a, de talla media 118 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

mobile phone mothers day mountain bike mountaineering móvil (m) día de la Madre (m) bicicleta de montaña (f) montañismo (m), alpinismo (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 119

Identity and culture: cultural life Foundation tier (continued) MP3 (file) music New Year news nightclub orchestra parachuting paragliding petanque (French game similar bowls) piano play (theatre) player pleasure/amusement pocket money pop music postcode quiz show race/racing rap reading recorder (instrument) referee rock (musical) roller blading romantic romantic film/love film rugby sailing saxophone science fiction film series show (theatre etc); TV show MP3 música (f) Año Nuevo (m) noticias (fpl) club nocturno (m) orquesta (f) sal con paracaídas (m) parapente (m) petanca (f) piano (m) obra de teatro (f) jugador/a placer (m) dinero bolsillo (m) de música pop (f) código postal (m) programa concurso (m) carrera/s (fpl) música rap (f) lectura (f) flauta dulce (f) árbitro/a rock (m) patinaje línea (m) romántico/a película romántica/de amor (f), rugby (m) en vela (f) saxofón, saxófono (m) película de ciencia ficción (f) serie (f) espectáculo (m), programa 120 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

(m) singer skate boarding skiing soap (opera) song sport sports ground sporty cantante (mf) monopatinaje (m) esquí (m) telenovela (f), culebrón (m) canción (f) deporte (m) campo de deportes (m) deportista Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 121

Identity and culture: cultural life Foundation tier (continued) spy sry squash (sport) stage stereo system/music centre straight (hair) surfing swimming table tennis team tennis thin (slim) thriller take out for a walk (dog) y trampolining trumpet TV channel twelfth night/epiphany/6 th January violin volleyball water skiing wedding Western (film etc) windsurfing X box youth club (activity; place) cuen de espías/de espionaje (m)/ squash (m) escenario (m) équipo de música (m) (pelo) liso (m) surf (m), surfing (m) natación (f) ping-pong (m), tenis de mesa (m) equipo (m) tenis (m) flaco/a, delgado/a (novela/película)de misterio/suspenso sacar a pasear (el perro) juguete (m) cama elástica(f)/trampolín(m) trompeta (f) canal (m) Epifanía (f) violin (m) vóleibol (m) esquí acuático (m) boda (f) (película) del Oeste (f) windsurf (m) X box club de jóvenes (m) 122 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Identity and culture: cultural life Higher tier archery board game, electronic game cable TV camcorder/video camera championship changing rooms detective/mystery/police (film) Do it yourself; DIY drama (TV etc) dubbed (film) earphones engagement fencing fishing rod half-time knowledge league; division (sports) marriage ceremony; wedding melody/tune musical comedy ( a musical) original version remote control rowing sailing boat satellite TV scuba diving sitcom sports equipment subtitles urnament viewer/audience tiro con arco (m) juego de mesa (m), juego electrónico (m) televisión por cable (f) videocámera (f) campeona (m) vestuarios (mpl) película de misterio/policíaca (f) bricolaje (m) drama (m) (película) doblada auriculares (mpl) compromiso noviazgo(m) (m), esgrima (m) caña de pescar (f) descanso (m), medio tiempo (m) conocimien (m) liga (f), división (f) boda (f) melodía (f) comedia musical (f) versión original (f) mando a distancia (m) remo (m) barco de vela (m), velero (m) televisión por satélite (f) submarinismo (m) comedia (f) artículos deportivos (mpl) subtítulos (mpl) rneo (m) audencia(f), telespectador/a, Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 123

Verbs associated with cultural life attend (match etc) be a member of congratulate get married go bowling (tenpin) dance do sport do gymnastics exercise fish/go fishing go for a walk /stroll hike, ramble roller-skate sail score a goal shoot skateboard swim take part (in) train asistir a ser miembro de felicitar casarse ir a la bolera bailar hacer deporte hacer gimnasia ejercer/hacer ejercicio pescar/ir de pesca ir de paseo ir de caminata/hacer excursionismo patinar sobre ruedas hacer vela marcar un gol disparar monopatinar nadar mar parte/participar (en algo) entrenar 124 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Identity and culture: using social media blog chatroom () chat on line computer connection cyber bullying digital disk e-mail forward slash homepage internet internet page key (of keyboard) keyboard mouse password printer programmer risk screen security social network software burn download erase, delete load print save, sre type upload virus web webcam webpage blog (m) chat (m) charlar en línea ordenador (m) conexión (f) acoso cybernético (m) digital disco (m) e-mail (m), correo electrónico (m) barra (f) página frontal/inicial (f) Internet (m) página de Internet (f) tecla (f) teclado (m) ratón (m) contraseña (f) impresora (f) programador/a (mf) riesgo (m) pantalla (f) seguridad (f) red social (f) software (m) grabar descargar borrar cargar imprimir guardar, almacenar escribir a máquina cargar, subir virus (m) web (m) webcam (f), cámara web (f) página web (f) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 125

Local area, holiday and travel Foundation tier () rent/hire alquilar () turn/switch off apagar () turn/switch on encender abroad al extranjero accommodation alojamien (m) admission/entry fee precio de entrada (m) admission/entry ticket entrada (f) adult adul/a advertisement; advert anuncio (m) airport aeropuer (m) appointment cita (f); arrival llegada (f) art gallery galería de arte (f) aunomous community baker s balcony bank basement bath bath wel bath tub bathroom beach bed bed and breakfast place bedlinen berth/bunk (on boat or train) bicycle bike (morbike) bike hire boat book shop book (of tickets) bowling alley (tenpin) brand/make bridge comunidad autónoma (f) panadería (f) balcón (m) banco (m) sótano (m) baño (m) alla de baño (f) bañera (f) cuar de baño (m) playa (f) cama (f) pensión (f) ropa de cama (f) litera (f) bicicleta (f); bici (f) mo (f) alquiler de bicicletas (m) barco (m) librería (f) carné (m) bolera (f) marca (f) puente (m) 126 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Local area, holiday and travel Foundation tier (continued) brochure/leaflet folle (m) building edificio (m) bull fight corrida(f) bull ring plaza de ros (f) bus aubús (m) bus sp parada de aubús (f) bus/coach station estación de aubuses (f) business/trade comercio (m) butcher s shop carnicería (f) café café (m); cafetería (f) calm/peaceful tranquilo/a camp site camping (m) capital city capital (f) car car hire caravan car park carriage (train) carry straight on castle cathedral chemist s church cinema city closed coach coast compartment concert connection (transport) corner (of street) country (i.e. countryside) country (i.e. nation) countryside, scenery crossroads cycle path degree (temperature) delay department sre coche (m) alquiler de coches (m) caravana (f) aparcamien (m) vagón (m) siga do rec/derecho castillo (m) catedral (f) farmacia (f) iglesia (f) cine (m) ciudad (f) cerrado/a aucar (m) costa (f) compartimen (m) concier (m) conexión (f)/ enlace (m) esquina (f) campo (m) país (m) paisaje (m) cruce (m) vía para bicicletas (f) grado (m) retraso (m) almacenes (mpl) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 127

Local area, holiday and travel Foundation tier (continued) departure salida (f) diesel (fuel) gasoil (m) direct direc direction dirección (f), sentido (m) disco discoteca/disco (f) district, part of wn barrio (m) diversion, deur desvío (m) double room habitación doble (f) drinking water agua potable (m) driver conducr(m) conducra(f) driving licence permiso de conducir (m) dustbin cubo de la basura (m) east este (m) enjoy your stay entertainment, things do entrance entry, admission ( place/event) exhibition exit facry farm ferry field fishmonger s flat floor (1st, 2nd) floor; srey forbidden foreigner form free, available, vacant fruit shop full board (in hotel) games room garage grocer s shop ground floor guest (in a hotel) half board (in hotel) heating que lo pases bien! entretenimien (m) entrada (f) entrada (f) exposición (f) salida (f) fábrica (f) granja (f) ferry (m) campo (m) pescadería (f) apartamen (m) piso (m) (primer) piso, (segundo) piso (m) piso (m) planta (f) prohibido extranjero/a ficha (f) libre frutería (f) pensión completa (f) sala de juegos (f) garaje (m) tienda de comestibles (f) planta baja (f) cliente (mf) media pensión (f) calefacción (f) 128 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Local area, holiday and travel Foundation tier (continued) hill colina (f) hisric histórico/a holiday, fair, fête; festival fiesta (f) hospital hospital (m); clínica (f) hotel hotel (m) household goods shop (cleaning etc) droguería (f) hypermarket hipermercado (m) ice rink pista de patinaje (f) identity card carné/carnet de identidad (m) in advance por adelantado/anticipado in the open air al aire libre included, inclusive of incluido/a indoor swimming pool piscina cubierta (f) industrial industry information (office) inhabitant island journey key lake launderette left luggage (locker) leisure centre library lift line/route litter/rubbish bin lorry luggage main road map (of the wn) map market market square, marketplace media metro/ underground (train) meeting place metro/underground railway monument industrial industria (f) (oficina de) información (f) habitante (m,f) isla (f) viaje (m) llave (f) lago (m) lavandería aumática (f) consigna (aumática) (f) centro de ocio; polideportivo (m) biblioteca (f) ascensor (m) línea (f) cubo de basura (m) camión (m) equipaje (m) auvía (f); carretera (f) plano (de la ciudad) (m) mapa (m) mercado (m) plaza del mercado (f) medios de comunicación(mpl) metro (m) lugar de encuentro/reunión(m) metro (m) monumen (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 129

Local area, holiday and travel Foundation tier (continued) moped ciclomor (m) morbike mo (f) morway aupista (f) mountain montaña (f) museum museo (m) nature naturaleza (f) newspaper periódico (m) newspaper stall; kiosk quiosco de periódicos (m) night club club nocturno (m) nightlife vida nocturna (f) occupied; taken (seat etc) ocupado/a office oficina (f) on foot a pie one way street/system open opening hours/times outing outside outskirts (of wn/city) owner palace park part of wn passenger passport control pavement pedestrian pedestrian area pedestrian crossing petrol petrol station picturesque pillow place plane platform playground police police station policeman/woman dirección única (f);sentido único (m) abier/a horas de apertura (f pl)/ horario (m) excursión (f) fuera afueras (f pl) dueño/a palacio (m) parque (m) parte (f), zona (f) pasajero/a control de pasaportes (m) acera (f) peatón/ona (m,f) zona peanal (f) paso de peanes (m) gasolina (f) gasolinera (f); estación de servicio(f) pinresco almohada (f) sitio (m) lugar (m) avión (m) andén (m) área de recreo policía (f);guardia civil (f) comisaría de policía (f) policía (m/f); guardia civil (m/f) 130 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Local area, holiday and travel Foundation tier (continued) port post office postcard poster/notice press price list priority ( the right) problem province public holiday public/municipal reception receptionist reduction region, area rent reservation return ticket river road (main road) road map road/street room (e.g. hotel room) roundabout (traffic) sea seat (train, plane) seat; bench service station sheet shop shopping centre shower sight, place of interest sign (road sign) single room single ticket sleeping bag sleeping car (on train) snack bar, buffet puer (m) correos (m); oficina de correos (f) postal (f), tarjeta postal (f) póster (m), cartel (m) prensa (f) lista de precios (f) prioridad (a la derecha) (f) problema (m) provincia (f) día de fiesta(m) fiesta nacional (f); municipal, público recepción (f) recepcionista (m/f) reducción (f) rebaja (f) región (f) zona (f) alquiler (m) reserva (f) billete de ida y vuelta (m) río (m) carretera (f) mapa de carreteras (m) calle (f) habitación (f) glorieta (f) mar (m) asien (m) banco (m) estación de servicio (f) sábana (f) tienda (f) centro comercial (m) ducha (f) lugar de interés (m) señal (f) habitación individual (f) billete de ida (m) saco de dormir (m) coche-cama (m) cafetería (f); Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 131

Local area, holiday and travel Foundation tier (continued) soap jabón (m) souvenir recuerdo (m) sports centre polideportivo (m) square (in a wn) plaza (f) stadium estadio (m) staircase escalera (f) station (railway) estación de trenes/de ferrocarril (f) suburb suburbio (m), zona residencial (f) suitcase maleta (f) summer camp colonia de vacaciones/de verano (f) supplement suplemen (m) swimming pool piscina (f) taxi telephone card television (set) tennis court tent theatre theme park, amusement park ticket ticket inspecr ticket office (station etc) till (cashier s desk) timetable be situated camp (in a tent) cross follow; carry on function, work hire, rent miss (train, bus etc) pack/unpack (cases) park take off (plane) validate a ticket ilet ilet paper othbrush taxi (m) tarjeta telefónica (f) televisión (f), televisor (m) cancha de tenís (f) tienda (f) teatro (m) parque de atracciones (temático) (m) billete (m) revisor/a (mf) mostrador de billetes (m)/ventanilla de billetes (f) caja (f) horario (m) estar situado/a acampar cruzar, atravesar seguir funcionar alquilar perder hacer/deshacer la maleta aparcar despegar confirmar un billete aseo (m), baño (m), servicio (m) papel higiénico (m) cepillo de dientes (m) 132 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Local area, holiday and travel Foundation tier (continued) othpaste pasta de dientes (f) ur gira (f) recorrido (m) ur (on transport) excursión (f) recorrido (m) ur (walking) excursión a pie (f) urist turista (m,f) urist information office oficina de turismo (f) wer rre (f) wer block bloque (de pisos) (m) wn ciudad (f) pueblo (m) wn centre centro ciudad (m) wn hall ayuntamien (m) track; platform (railway) via (f); andén (m) traffic circulación (f) traffic jam traffic lights train tram twin room underground station unleaded (petrol) view (over, of) village visit waiting room wardrobe wash basin way (or road) welcome well worth seeing west window (shop) window wood, forest youth hostel atasco (m) semáforo (m) tren (m) tranvía (m) habitación de dos camas (f) estación de metro (f) sin plomo vista (a) (f) aldea (f) pueblo (m) visita (f) sala de espera (f) armario (m) lavabo (m) camino (m) bienvenido/a vale/merece la pena ver oeste (m) ventana (f) escaparate (m) bosque (m) selva (f) albergue juvenil (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 133

Local area, holiday and travel Higher tier air conditioning aire acondicionado (m) area área (m) ATM; cashpoint cajero aumático (m) bedlinen ropa de cama (f) canal canal (m) cusms (i.e. at border crossing) aduana (f) dry cleaner s tinrería (f) dry cleaning limpieza en seco (f) emergency exit salida de emergencia (f) event acontecimien (m) suceso (m) experience experiencia (f) fireworks fuegos artificiales (m pl) flea market rastro (m) fountain heavy goods vehicle helicopter hospitality irongmonger s; hardware shop level crossing memorial, monument memory morway junction morway services no parking noise package holiday park, green space procession registration/booking in run over (traffic accident) rush hour savings bank seaside resort seatbelt business (also shop) speed (limit) stay surrounding area, vicinity confirm board, embark (on plane, boat) fuente (f) vehículo de gran nelaje (m) helicóptero (m) hospitalidad (f) ferretería (f) pasaje a nivel (m) monumen (m) memoria (f) salida de aupista (f) área de servicios (m) prohibido aparcar ruido (m) viaje organizado (m) parque (m) zona verde (f) desfile (m) inscripción (f) atropellar con hora punta (f) caja de ahorros (f) centro turístico costero (m) cinturón de seguridad (f) negocio(m); comercio (m) (límite(m) de) velocidad (f) estancia (f) alrededores (m pl) confirmar embarcar 134 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Local area, holiday and travel Higher tier (continued) brake overtake put someone up; accommodate stay (for a holiday) take place ll wn centre unleaded (fuel) winter/ski-ing holiday vehicle zoo frenar adelantar alojar; hospedar alojarse tener lugar peaje (m) centro urbano (m) centro ciudad (m) sin plomo vacaciones de invierno/ de esquí (fpl) vehículo (m) zoo (m), parque zoológico (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 135

Phrases associated with weather Foundation tier bad bright climate cloud cloudy cold degree (temperature) dry fog foggy heat highest temperature hot in the east in the north in the south in the west it is freezing it is lightning it is raining it is snowing it is thundering lowest temperature overcast rain rainy season sky snow srm/thundersrm sun sunny the sun is shining change freeze rain mal tiempo (m) buen tiempo (m) clima (m) nube (f) nublado frío/a grado (m) seco niebla hay niebla calor (m) temperatura más alta (f) caluroso/a al este, en el este al norte, en el norte al sur, en el sur al oeste, en el oeste está helado hay relámpagos llueve, está lloviendo nieva, está nevando hay truenos temperatura mínima (f) está nublado lluvia (f) lluvioso estación (f) cielo (m) nieve (f) rmenta (f) sol (m) soleado brilla el sol cambiar helar llover 136 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Phrases associated with weather Foundation tier (continued) shine snow weather weather report wind windy brillar nevar tiempo (m) boletín meteorológico (m) vien (m) de vien, venso Phrases associated with weather Higher tier average temperature bright spell changeable hail it s freezing! it s misty low (temperature) rainfall shower srmy brighten up hail weather forecast temperatura media (f) período soleado (m) variable granizo (m) hace un frío horrible!/que pela! hay neblina (temperatura) baja (f) precipitación (f) chubasco (m) rmenso despejarse, mejorar granizar pronóstico meteorológico/del tiempo (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 137

Asking for directions are you going on foot/ in a car? as far as continue cross (over) go straight on high street/main street how do I get? it is 100 metres away it is very close take the first road on the left turn left turn right vas a pie/vas en coche? hasta sigue cruza sigue do rec calle principal/mayor (f) por dónde se va a.? está a 100 metros está muy cerca ma/coge la primera calle a la izquierda dobla a la izquierda dobla a la derecha Dealing with problems Foundation tier accident address bill (invoice) bill breakdown broken colour complaint correct number cusmer cusmer service damage delivery email address form guarantee mistake mistake/fault purse quantity receipt reduction repair replacement (part) service size theft; robbery complain deliver exchange guarantee pay accidente (m) dirección (f) factura (f) cuenta (f) avería (f) ro/a color (m) queja (f) número correc (m) cliente (m) información y reclamaciones daño (m) entrega (f) dirección de email/correo electrónico (f) formulario (m) garantía (f) error (m) error/defec (m) monedero (m) cantidad (f) recibo (m) descuen (m)/rebaja (f) arreglo (m)/ reparación (f) piezas de recambio (fpl) servicio (m) talla (f)/tamaño (m) robo (m) quejarse/reclamar entregar/hacer repar(s) cambiar garantizar pagar 138 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Dealing with problems Foundation tier (continued) repair reparar replace reemplazar/cambiar telephone number número de teléfono (m) work, function trabajar/funcionar waiting time período de espera (m) wallet billetero (m)/ cartera (f) crash/collision collisión (f) instructions for use instrucciones (fpl)/ modo de empleo (m insurance seguro (m) progress, improvement mejora (f)/progreso (m) robbery/theft robo (m) bring back;take back (e.g. shop) devolver return/give back volver insure asegurar wrong number número equivocado (m) School Foundation tier absent A levels (equivalent) achievement, performance answer art biology board (blackboard, whiteboard etc) book break calcular canteen careers adviser caretaker changing room chemistry choir class test, assessment classroom clever comprehensive school copy; script (exam paper) corridor desk detention dictionary ausente bachillera (m) éxi (m), rendimien (m) respuesta (f), contestación (f) arte (m), dibujo (m) biología (f) pizarra (f) libro (m) descanso (m), recreo (m) calculadora (f) cantina (f), comedor (m) orientador/a (mf) conserje (mf) vestuario (m) química (f) coro (m) prueba (f), evaluacción (f) aula (f), clase (f) lis/a institu/colegio de enseñanza secundaria (m) hoja de examen (f) corredor (m), pasillo (m) pupitre (m), mesa de trabajo (la) castigo (m) diccionario (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 139

School Foundation tier (continued) drama arte dramático(m) drama group, acting group grupo de arte dramático (m) drawing dibujo (m) DT (design technology) tecnología de diseño (f) education educación (f) English inglés (m) examination examen (m) exchange intercambio (m) exercise book cuaderno (m) exercise, practice ejercicio (m), práctica (f) experiment experimen (m) fair jus/a felt tip rotulador (m) first day back at school vuelta (f)/regreso (m) al colegio food technology cocina (f), tecnología de alimens (f) foreign languages lenguas extranjeras (fpl) fountain pen French future plans GCSE equivalent geography German glue gym gymnastics half-term hardworking head teacher hisry hisry-geography ;humanities (school) holidays homework ICT Italian kindergarten, nursery school laborary (modern) languages language lab latin lesson (on timetable) lesson, hour library lunch break mark, grade maths pluma estilográfica (f) francés (m) planes para el futuro (mpl) bachillera elemental (m) geografía (f) alemán (m) goma de pegar (f), pegamen (m) gimnasio (m) gimnasia (f) vacaciones de mitad de trimestre (fpl) trabajador/a direcr (m) hisria (f) humanidades (fpl) vacaciones (de colegio) (fpl) deberes (mpl) informática (f) italiano pre-escolar (m), parvulario(m) laborario (m) lenguas (modernas) (fpl) laborario de idiomas (m) latín (m) clase (f) hora (f) biblioteca (f) descanso para almorzar (m) nota (f) matemáticas (mpl) 140 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

School Foundation tier (continued) media studies periodismo (m) mixed mix/a music música (f) oral (examen) oral (m) pad of paper bloc de notas (m) page página (f) PE educación física (f) pen, ballpoint pen bolígrafo (m) pencil lápiz (m) pencil case estuche (m) physics física (f) plan, project plan (m), proyec (m) playground patio (m) present (in school) presente primary school escuela de enseñanza primaria (f) private school colegio/ institu privado (m) projecr progress personal and social education (PSE) pupil qualification question religion, Religious Studies report result rubber rule ruler school school bag school book school bus school day school group/party school hall school keeper; caretaker school newspaper school office school report, certificate school trip school year sciences scissors serious (hardworking) semester proyecr (m) progreso (m), desarrollo (m) educación personal, social y sanitaria (f) alumno (m) calificación (f) pregunta (f) religión (f), estudios religiosos (fpl) reportaje (m) resultado (m) goma (f) norma (f), regla (f) regla (f) colegio (m), escuela (f), institu (m) cartera (f) libro de tex (m) aubús escolar (m) día escolar (m) grupo escolar (m) salón del colegio (m) conserje (mf) periódico del colegio (m) despacho (m), oficina (f) boletín de notas (m), certificado (m) excursión del colegio (f) año escolar (m) ciencias (fpl) tijeras (fpl) serio/a (trabajador/a) semestre (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 141

School Foundation tier (continued) sharpener sacapuntas (m) (sixth form) college colegio (m) sociology sociología (f) Spanish español sports field campo de deportes (m) sports hall, gym polideportivo (m) staff room sala de profesores (f) state estado (m) state school escuela pública (f) strict estric/a strong, good at (subject) fuerte student estudiante (mf) subject asignatura (f), materia (f) success éxi (m) successful de éxi, exiso/a summer holidays team technology term test tie timetable answer attend school calculate carry on copy correct discuss draw fail (an exam) fill out last pass (exam) pay attention, be careful practise read repeat repeat a year revise sing sit an exam study teach vacaciones del verano (fpl) equipo (m) tecnología (f) trimestre (m) prueba (f) corbata (f) horario (m) contestar asistir a colegio calcular continuar con, seguir copiar corregir discutir dibujar suspender (un examen) llenar, rellenar durar aprobar (un examen) prestar atención, tener cuidado practicar leer repetir repetir (un año) repasar cantar hacer un examen estudiar enseñar 142 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

School Foundation tier (continued) work hard understand training, education unfair uniform vocational school; technical college weak, bad at (subject) work sheet yr 7 yr 8 yr 9 yr 10 yr 11 yr 12 yr 13 School trabajar duro/mucho entender capacitación (f), educación (f) injus/a uniforme (m) institu de formación profesional (m) flojo/a hoja de ejercicios (f) año siete año ocho año nueve año diez año once año doce año trece Higher tier ballpoint pen biology boarding school business studies class register core / compulsory subject degree (university) distance (i.e. distance learning) earphones economics essay final exam foreign language assistant gifted headphones ink cartridge meeting, discussion necessary optional (subject) parents evening permission physics and chemistry pressure achieve good marks/grades pronunciation sociology bolígrafo (m) biología (f) internado (m) empresariales (fpl) lista de clase (f) asignatura obligaria (f) título (m), licenciatura (f) a distancia auriculares (mpl) economía (f) ensayo (m), trabajo (m) examen final (m) lecr/a, auxiliar de lengua (mf) dotado/a auriculares (mpl) cartucho de tinta (m) reunión (f), discusión (f) necesario/a optativo/a reunión de padres (f) permiso (m) física (f) y química (f) presión (f) pronunciación (f) sociología (f) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 143

School Higher tier (continued) studies estudios (mpl) supervisor supervisor/a (mf) text book libro de tex (m) agree (with) something estar de acuerdo con. ask a question preguntar be cancelled (lessons) estar cancelado copy copiar drop a subject dejar explain explicar follow seguir have a detention estar castigado improve(one s knowledge/skills in) mejorar (conocimien/habilidades) move up ( the next form/year) ascender, cambiar pronounce pronunciar skive/ skip/bunk lessons hacer novillos spell escribir, deletrear teach translate training centre translation university waste of time ( do a )written punishment, lines enseñar traducir centro de capacitación (m) traducción (f) universidad (f) perdida de tiempo (f) (hacer) un castigo escri 144 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Future aspirations, study and work Foundation tier abroad acr, actress advertisement air hostess/air steward ambition answerphone apprenticeship architect artist badly paid baker builder business/shop busy butcher cashier charity civil servant coffee (tea/lunch) break colleague computer science computer scientist conference cook degree (university) dentist designer docr drama drama dream driver educational electrician (bank/office) employee employer engineer experienced farmer en el extranjero acr, actriz anuncio/aviso azafa(m), azafata(f) /auxiliary de vuelo ambición contestador aumático aprendizaje arquitec(m), arquitecta(f) artista mal pagado panadero(m)panadera(f)/pastelero(m)pastelera(f) constucr negocio, comercio/tienda ocupado, concurrido carnicero(m), carnicera(f) cajero(m) cajera(f) caridad funcionario café (té/almuerzo, comida) descanso colega informática (ciencia) informático(m) informática(f)(profesión) conferencia cocinero(m) cocinera(f) licenciatura dentista, odontólogo(m) odontóloga(f) diseñador(m) diseñadora(f) medico(m) médica(f), docr teatro, obra drama, tragedia sueño conducr(m), conducr(f) educativo electricista (banco/oficina) empleado empresario(m), empresaria(f) ingeniero(m), ingeniera(f) con experiencia Agriculr(m), agrigulra(f)/granjero(m), granjera(f) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 145

Future aspirations, study and work Foundation tier (continued) farmworker trabajador del campo, trabajador de granja fashion moda file expediente, archivador fireman bomber folder carpeta form Forma interview (job) entrevista (de trabajo) interview (e.g. TV or magazine) Entrevista (de television or revista) job trabajo journalist periodista language lenguaje manager direcr(m), dircra(f), gerente marketing mercadotecnia mechanic mecánico meeting message musician nurse part time per hour pharmacist plan, project planned plumber poet police officer programmer representative; sales rep salary sewing, tailoring situation wanted skills society/company student teacher teacher (primary) technician telephone call terms of employment apply for a job cut/ cut off (phone) reunion mensaje músico(m), música(f) enfermero(m), enfermera(m) tiempo parcial por hora farmacéutico(m), farmacéutica(f) plan, projec planificado fontanero(m), fontanera(f) poeta agente de policía, oficial de policía programador(m), programadora(f) representante de ventas salario, sueldo costura, sastrería situación, deseado habilidades sociedad/compañía, empresa estudiante professor(m), profesora(f) professor(m), profesora(f)(de primaria) técnico(m), técnica(f) llamada telefónica condiciones de empleo solicitar un trabajo cortar/para cortar (teléfono) 146 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Future aspirations, study and work Foundation tier (continued) dial the number ( messages ) do a course fill in a form file hang up organise study training travel agency unemployment university voluntarily/without pay/ as a volunteer waiter/waitress well paid job work work experience marcar el número (para mensajes) hacer un curso rellenar un formulario archivar colgar organizar estudiar formación, instrucción agencia de viajes desempleado universidad voluntariamente/sin salario/como voluntario camarero/camarera bien pagado trabajo,empleo trabajo, esfuerzo experiencia laboral Future aspirations, study and work Higher tier data file ( fill in the) application form aim; goal apply at/go /ask at reception apply; enroll appointment apprentice at (in email address: @ ) charity sale (e.g. bake sale) data base enclosed hard disk higher education impression in aid of internship job advert; vacancy job; position archivo de das (rellenar) la solicitud objecivo, propósi; meta solicitar en/ir a/preguntar en recepción aplicar; inscribirse cita aprendiz, principiante arroba(en la dirección de correo electrónico: @) venta benéfica (e.j: venta de pasteles) base de das adjun disco duro enseñanza superior, educación superior impression a beneficio de internado anuncio de trabajo; vacante trabajo, empleo; posición Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 147

Future aspirations, study and work Higher tier (continued) law ( study law) ley (estudiar derecho) letter of application carta de solicitud link enlace medicine ( study medicine) medicina (estudiar medicina) memory card tarjeta de memoria profession, job, occupation profesión, oficio, ocupación promotion prospects posibilidades de promoción, ascenso qualification título qualified titulado qualified calificado school education educación escolar signature firma success éxi successful exiso, afortunado teaching;education apply for a job enclose introduce oneself send uch screen Training; education underscore university voluntary work volunteer webmail word processing work enseñanza, docencia; educación, formación solicitar un pues de trabajo adjuntar, incluir presentarse uno mismo mandar, enviar pantalla táctil formación, instrucción; educación subrayar universidad trabajo voluntario voluntario correo web procesador de tex trabajo, esfuerzo 148 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

International and global dimension: bringing the world gether, environmental issues Foundation tier advantages/disadvantages animals campaign charity coal country disaster drinking water drought earth electricity energy; power environment fair trade (music) festival flood; flooding for/against (rain)forest gas global; world wide hunger; famine hurricane international lack (of) natural resources oil Olympic games people planet pollution poverty protection rubbish die live protect recycle war world world cup (football) ventajas / desventajas (fpl) animales campaña (f) caridad (f) carbon (m) país (m) / campo (m) desastre (el) agua potable (f) sequía (f) tierra (f) electricidad (f) energía (f) ambiente (m) comercio jus (m) festival (de música) (m) inundaciónes (fpl) por / contra selva tropical (f) gas (m) global hambre (f) huricán (m) internacional falta( de) recursos naturales (mpl) aceite (m) juegos olímpicos (mpl) gente (f) planeta (f) polución (f) pobreza (f) protección (f) basura morir vivir proteger reciclar Guerra (f) mundo (m) mundial (m) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 149

International and global dimension: world events, campaigns and good causes Higher tier climatic (adjective) earthquake fresh water global warming instant rights of man; peoples rights salt water security solar power species spying (make) compost benefit lack pollute; contaminate save; keep safe sort/separate (e.g. rubbish) stay in contact survive threaten unfortunate; needy volcano climático(a) terremo (m) agua dulce (f) calentamien global Inmedia(a) derechos (mpl) agua salada (f) seguridad (f) energía solar (f) especie (m) espiando convertirse en abono aprovechar faltar contaminar cuidar separar mantener el contac sobrevivir amenazar desafortunado (a) volcán (m) 150 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Appendix 4: The context for the development of this qualification All our qualifications are designed meet our World Class Qualification Principles [1] and our ambition put the student at the heart of everything we do. We have developed and designed this qualification by: reviewing other curricula and qualifications ensure that it is comparable with those taken in high-performing jurisdictions overseas consulting with key stakeholders on content and assessment, including subject associations, academics and advisors, teachers and students ensure this qualification is suitable for a UK context reviewing the legacy qualification and building on its positive attributes. This qualification has also been developed meet criteria stipulated by Ofqual in their documents GCSE (9 1) Level Guidance and GCSE Level Conditions and Requirements for Modern Foreign Languages, published in February 2015. [1] Pearson s World Class Qualification Principles ensure that our qualifications are: demanding, through internationally benchmarked standards, encouraging deep learning and measuring higher-order skills rigorous, through setting and maintaining standards over time, developing reliable and valid assessment tasks and processes, and generating confidence in end users of the knowledge, skills and competencies of certified students inclusive, through conceptualising learning as continuous, recognising that students develop at different rates and have different learning needs, and focusing on progression empowering, through promoting the development of transferable skills, see Appendix 3. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 151

From Pearson s Expert Panel for World Class Qualifications Appendix X: Transferable skills The reform of the qualifications system in England is a profoundly important change the education The need system. for Teachers transferable need skills know that the new qualifications will assist them in helping their learners make progress in their lives. In recent years, higher education institutions and employers have consistently flagged the When need these for students changes were develop first a proposed range of transferable we were approached skills enable by Pearson them join respond an Expert with Panel confidence that would the advise demands them of on undergraduate the development study of and the the new world qualifications. of work. We The were Organisation chosen, either for Economic because Co-operation of our expertise and in Development the UK education (OECD) system, defines or skills, because or of our competencies, experience in as reforming the bundle qualifications of knowledge, in other attributes systems and around capacities the that world can as be diverse learned as and Singapore, that enable Hong individuals Kong, Australia successfully and a and number consistently of countries perform across an Europe. activity or task and can be We built have upon guided and extended Pearson through what learning. we judge [1] be a rigorous qualification development process To support that the has design included: of our qualifications, the Pearson Research Team selected and evaluated Extensive seven international global 21st-century comparability skills of frameworks. subject content Following against on the from highest-performing this process, we identified jurisdictions the National in the world Research Council s (NRC) framework as the most evidence-based and robust skills framework. We adapted the framework slightly include the Program for International Benchmarking Student assessments Assessment against (PISA) UK ICT and Literacy overseas and providers Collaborative ensure Problem that Solving they are at (CPS) the Skills. right level of demand The Establishing adapted National External Research Council s Advisory framework Groups, drawing of skills on involves: independent [2] subject-specific expertise challenge and validate our qualifications Cognitive ing skills the final qualifications scrutiny against the DfE content and Ofqual Non-routine accreditation criteria problem in advance solving of expert submission. thinking, metacognition, creativity. Importantly, Systems we thinking have worked decision ensure making that and the reasoning. content and learning is future oriented. The design Critical has been thinking guided definitions by what is of called critical an Efficacy thinking are Framework, broad and meaning usually involve learner general outcomes have cognitive been at skills the heart such of as this analysing, development synthesising throughout. and reasoning skills. We ICT understand literacy that access, ultimately manage, it is excellent integrate, teaching evaluate, that construct is the key and facr communicate a learner s [3]. success in education. As a result of our work as a panel we are confident that we have supported Interpersonal the development skills of qualifications that are outstanding for their coherence, thoroughness and attention detail and can be regarded as representing world-class best Communication active listening, oral communication, written communication, assertive practice. communication and non-verbal communication. Relationship-building skills teamwork, trust, intercultural sensitivity, service Sir orientation, Michael Barber self-presentation, (Chair) social influence, conflict Professor resolution Sing Kong and negotiation. Lee Chief Collaborative Education Advisor, problem Pearson solving plc establishing Direcr, and maintaining National shared Institute understanding, of Education, taking appropriate action, establishing and maintaining team organisation. Singapore Intrapersonal skills Bahram Bekhradnia Professor Jonathan Osborne Adaptability ability and willingness cope with the uncertain, handling work stress, President, adapting Higher different Education personalities, Policy Institute communication Stanford styles University and cultures, and physical adaptability various indoor and outdoor work environments. Self-management and self-development ability work remotely in virtual teams, Dame Sally Coates Professor Dr Ursula Renold work aunomously, be self-motivating and self-moniring, willing and able acquire Principal, new information Burlingn and Danes skills Academy related work. Federal Institute of Technology, Transferable skills enable young people face the Switzerland demands of further and higher education, as well as the demands of the workplace, and are important in the teaching and learning of Professor this qualification. Robin We Coningham will provide teaching and learning Professor materials, Bob developed Schwartz with stakeholders, support our qualifications. Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education [1] OECD (2012), Better Skills, Better Jobs, Better Lives (2012): Dr http://skills.oecd.org/documents/oecdskillsstrategyfinaleng.pdf Peter Hill [2] Koenig, J. A. (2011) Assessing 21st Century Skills: Summary of a Workshop, National Research Former Council Chief Executive ACARA [3] PISA (2011) The PISA Framework for Assessment of ICT Literacy, PISA 152 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Appendix 5: Transferable skills The need for transferable skills In recent years, higher education institutions and employers have consistently flagged the need for students develop a range of transferable skills enable them respond with confidence the demands of undergraduate study and the world of work. The Organisation for Economic Co-operation and Development (OECD) defines skills, or competencies, as the bundle of knowledge, attributes and capacities that can be learned and that enable individuals successfully and consistently perform an activity or task and can be built upon and extended through learning. [1] To support the design of our qualifications, the Pearson Research Team selected and evaluated seven global 21st-century skills frameworks. Following on from this process, we identified the National Research Council s (NRC) framework as the most evidence-based and robust skills framework. We adapted the framework slightly include the Program for International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving (CPS) Skills. The adapted National Research Council s framework of skills involves [2] : Cognitive skills Non-routine problem solving expert thinking, metacognition, creativity. Systems thinking decision making and reasoning. Critical thinking definitions of critical thinking are broad and usually involve general cognitive skills such as analysing, synthesising and reasoning skills. ICT literacy access, manage, integrate, evaluate, construct and communicate [3]. Interpersonal skills Communication active listening, oral communication, written communication, assertive communication and non-verbal communication. Relationship-building skills teamwork, trust, intercultural sensitivity, service orientation, self-presentation, social influence, conflict resolution and negotiation. Collaborative problem solving establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation. Intrapersonal skills Adaptability ability and willingness cope with the uncertain, handling work stress, adapting different personalities, communication styles and cultures, and physical adaptability various indoor and outdoor work environments. Self-management and self-development ability work remotely in virtual teams, work aunomously, be self-motivating and self-moniring, willing and able acquire new information and skills related work. Transferable skills enable young people face the demands of further and higher education, as well as the demands of the workplace, and are important in the teaching and learning of this qualification. We will provide teaching and learning materials, developed with stakeholders, support our qualifications. [1] OECD (2012), Better Skills, Better Jobs, Better Lives (2012): http://skills.oecd.org/documents/oecdskillsstrategyfinaleng.pdf [2] Koenig, J. A. (2011) Assessing 21st Century Skills: Summary of a Workshop, National Research Council [3] PISA (2011) The PISA Framework for Assessment of ICT Literacy, PISA Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015 153

Appendix 6: Codes Type of code Use of code Code Discount codes Every qualification is assigned a discount code indicating the subject area which it belongs. This code may change. See our website (qualifications.pearson.com) for details of any changes. FKS National Qualifications Framework (NQF) codes codes Paper codes Each qualification title is allocated an Ofqual National Qualifications Framework (NQF) code. The NQF code is known as a Qualification Number (QN). This is the code that features in the DfE Section 96 and on the LARA as being eligible for 16 18 and 19+ funding, and is be used for all qualification funding purposes. The QN will appear on students final certification documentation. The subject code is used by centres enter students for a qualification. Centres will need use the entry codes only when claiming students qualifications. These codes are provided for reference purposes. Students do not need be entered for individual papers. The QN for this qualification is: [Ofqual provide once accredited.] XXX/XXXX/X GCSE 1SP0 Paper 1: 1SP0/1F and 1H Paper 2: 1SP0/2F and 2H Paper 3: 1SP0/3F and 3H Paper 4: 1SP0/4F and 4H 154 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Spanish Specification Draft 1.1 September 2015 Pearson Education Limited 2015

Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in uch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working help people of all ages make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com References third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. Original origami artwork: Mark Bolitho Origami phography: Pearson Education Ltd/Naki Kouyioumtzis ISBN 9781446925508 All the material in this publication is copyright Pearson Education Limited 2015

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