Document Title - Pearson



GCSE Spanish (1SP0) – Grade characteristicsOn the 18th of March the Secretary of state announced that the 2020 exam series in England would be cancelled to help fight the spread of Coronavirus (COVID-19). Exam boards will be contacting schools, colleges and other exam centres asking them to submit:a centre assessment grade for every student in each of their subjects (the grade they would most likely to have achieved if they had sat their exams and completed any non-exam assessment)the rank order of students within each grade for each subject (for example, for all those students with a centre assessment grade of 5 in GCSE maths, a rank order where 1 is the most secure/highest attaining student, and so on)This document has been created to provide guidance on the key characteristics we would expect to see students display at specific grades, in order to help you make informed decisions when you review your students work in a subject.Holistic approach to gradesYou will need to grade your students using all the evidence available to you to determine what grade they would have most likely achieved had they sat the examination in the summer.? To reach this decision you and all the teaching staff will want to consider a wide range of information where it is available.? This may be through mock examinations results, non - examined assessments (NEA) and other general records or evidence of performance across the course of study.??It is only through reviewing all evidence available that you will be able to form a holistic view of likely candidate performance based on professional judgement.?Keep in mind there are lots of different ways a student could make up the marks needed to achieve a grade, a student who performs very well on paper 1 and poorly on paper 2, may achieve the same grade as a student who has a solid performance on both papers.We are unable to show student examples of a specific grade due to the number of ways a grade can be achieved. However, each year we release indicative grade boundaries for each paper and NEA that give an indication of a student’s performance on that part of the qualification.Past papers, mark schemes and indicative grade boundaries are available on our qualification subject pages.Grade CharacteristicsWe have worked closely with our senior examining team to get their expert views and review student work at key grades for GCSE Spanish. We have used this expertise to develop grade characteristics for students at Grade 7 and 4 for GCSE and International GCSE qualifications and Grade A and C for A levels and International A levels.We have provided three descriptions for each of these grades, highlighting characteristics of students who are high achieving within the grade, securely with the grade and those who have only just achieved the grade. This will enable you to start to place students within grades and also allow you to start the process of rank ordering your students.GCSE Spanish - Grade 7 CharacteristicsGrade 7Most secure studentsListening: show a consistent understanding of a variety of spoken language including some complex structures and covering a range of contexts; identify most main points, details and points of view and draw simple conclusions; distinguish clearly between past, present and future events. (June 2019 1H Q8 and Q9).Speaking: initiate and develop conversations, present information and narrate events; express and explain ideas and points of view and produce extended sequences of speech using a variety of vocabulary, structures and time frames with consistent success; speak confidently with intelligible pronunciation and intonation; convey a very clear message albeit with some errors especially when using more complex language. Reading: show a consistent understanding of a variety of written texts covering a range of contexts; understand some unfamiliar language and extract meaning from more complex language and extended texts; identify most main points, extract details, recognize points of view, attitudes and emotions and draw simple conclusions. (June 2019 3H Q 3 Q4 and Q5).Writing: frequently adapt written language to narrate, inform, interest and/or convince; express and explain individual ideas and points of view; use a variety of structures, time frames and vocabulary including some uncommon words; show evidence of regular accuracy in spelling and grammar; convey a consistently clear message albeit with some errors especially when using more complex language. (June 2019 4H Q2).Grade 7 Secure studentsListening: show a good understanding of a variety of spoken language including some complex structures and covering a range of contexts; identify main points, details and points of view and draw simple conclusions; distinguish clearly between past, present and future events. (June 2019 1H Q7).Speaking: initiate and develop conversations, present information and narrate events; express and explain ideas and points of view and produce extended sequences of speech using a variety of vocabulary, structures and time frames; speak confidently with intelligible pronunciation and intonation; convey a reasonably clear message albeit with some errors especially when using more complex language.Reading: show a good understanding of a variety of written texts covering a range of contexts; understand some unfamiliar language and extract meaning from more complex language and extended texts; identify main points, extract details, recognize points of view, attitudes and emotions and draw simple conclusions. (June 2019 3H Q3 Q4 and Q5). Writing: frequently adapt written language to narrate, inform, interest and/or convince; express and explain individual ideas and points of view; use a variety of structures, time frames and vocabulary including some uncommon words; show evidence of regular accuracy in spelling and grammar; convey a consistently clear message albeit with some errors, especially when using more complex language. (June 2019 4H Q2).Grade 7Borderline studentsListening: show a fair understanding of a variety of spoken language including some complex structures and covering a range of contexts; identify some main points, details and points of view and draw some simple conclusions; distinguish clearly between past, present and future events. (June 2019 1H Q6 and Q7).Speaking: initiate and develop conversations, present information and narrate events; express and explain ideas and points of view and produce extended sequences of speech using a variety of vocabulary, structures and time frames; speak reasonably confidently with intelligible pronunciation and intonation; convey a clear message most of the time albeit with some errors especially when using more complex language.Reading: show a fair understanding of a variety of written texts covering a range of contexts; understand some unfamiliar language and extract meaning from more complex language and extended texts; identify some main points, extract details, recognise points of view, attitudes and emotions and draw simple conclusions. (June 2019 3H Q3 Q4 and Q5).Writing: sometimes adapt written language to narrate, inform, interest and/or convince; express and explain individual ideas and points of view; use a variety of structures, time frames and vocabulary including some uncommon words; show reasonable evidence of regular accuracy in spelling and grammar; convey a reasonably clear message albeit with errors, especially when using more complex language. (June 2019 4H Q1 and Q2).GCSE Spanish - Grade 4 CharacteristicsGrade 4Most secure studentsListening: understand and respond to different types of spoken language including occasional unfamiliar language and contexts; identify main points, extract some details and recognise opinions from a range of topic areas including occasional unfamiliar language; regularly distinguish between past, present and future events. (June 2019 1F Q9 Q10 and Q13; June 2019 1H Q1 and Q3).Speaking: take part in simple conversations with regular spontaneity; express ideas and opinions with occasional simple justification; show evidence of reasonable pronunciation and intonation, although inaccuracies occasionally affect clarity of communication; produce some accurate sequences of language including the occasional complex structure and some successful references to past, present and future events.Reading: understand and respond to written texts containing a variety of structures; identify main points, extract some details and recognise opinions from a range of topic areas including occasional unfamiliar language; regularly distinguish between past, present and future events. (June 2019 3F Q5 Q7 and Q8; June 2019 3H Q1 and Q7).Writing: communicate in writing using a variety of basic structures including the occasional complex structure; use familiar verbs in different time frames with some success; convey a clear message albeit with some errors. (June 2019 4F Q3 and Q4(d) and (e); June 2019 4H Q1).Grade 4 Secure studentsListening: understand and respond to different types of spoken language including from familiar topic areas; identify main points, extract some details and recognise opinions from a range of topic areas including occasional unfamiliar language; occasionally distinguish between past, present and future events. (Medium level of success in June 2019 1F Q9 Q10 and Q13; June 2019 1H Q1 and Q3).Speaking: take part in simple conversations with occasional spontaneity; express ideas and opinions with some justification when prompted; show evidence of reasonable pronunciation and intonation, although inaccuracies occasionally hinder clarity of communication; produce some accurate sequences of language including the occasional complex structure and some successful references to past, present and future events with some ambiguity.Reading: understand and respond to written texts containing a variety of structures; identify main points, extract some details and recognise opinions from familiar topic areas; occasionally distinguish between past, present and future events. (Medium level of success in June 2019 3F Q5 Q7 and Q8; June 2019 3H Q1 and Q7).Writing: communicate in writing using some basic structures including the occasional complex structure; use familiar verbs in different time frames with varied success; convey a clear message albeit with regular errors. (June 2019 4F Q3 and Q4(d) and (e); June 2019 4H Q1).Grade 4Borderline studentsListening: understand and respond to different types of spoken language including familiar structures and high-frequency vocabulary; identify main points, extract some details and recognise opinions from a range of topic areas; distinguish between past, present and future events with varied success. (Low level of success in June 2019 1F Q9 Q10 and Q13;June 2019 1H Q1 and Q3).Speaking: take part in simple conversations with regular prompting; express ideas and opinions with some justification when prompted perhaps with some repetition; show evidence of reasonable pronunciation and intonation although inaccuracies occasionally impair clarity of communication; produce some accurate sequences of language including the occasional complex structure and some successful references to past, present and future events although errors may occasionally hinder clarity of communication. Reading: understand and respond to written texts containing a variety of structures; identify main points, extract some details and recognise opinions with familiar structures and high-frequency vocabulary; distinguish between past, present and future events with varied success. (Low level of success in June 2019 3F Q5 Q7 and Q8; June 2019 3H Q1 and Q7).Writing: communicate in writing using basic structures occasionally including an attempted complex structure; use familiar verbs in different time frames with very occasional success; convey a clear message although errors may occasionally hinder communication. (June 2019 4F Q3 and Q4(d) and (e); June 2019 4H Q1).Support We understand it is an uncertain time for you and your students at the moment. Our overriding aim this summer, as with any exam series, is to make sure that every learner receives a grade or award that reflects their knowledge and understanding of the subject they have studied. We?are eager to make sure that you have all the necessary information and support that you need during this timethere is a large range of support available via the subject pages on our website (including exam papers and NEA with commentaries and marks)we will be providing guidance on rank ordering your students shortlyyou can contact us via our Ask the Expert Service ................
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