GCSE Spanish₈₆₉₂

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

This specification is designed to be taken over two years.

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

GCSE exams and certification for this specification are available for the first time in May/June 2026 and then every May/June for the life of the specification.

All materials are available in English only.

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

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

4.1 Aims and learning outcomes

Courses based on this specification should provide a coherent, satisfying and worthwhile course of study. They should encourage students to develop confidence in, and a positive attitude towards, Spanish and to recognise the importance of languages. They should also provide a strong linguistic and cultural foundation for students who go on to study Spanish at a higher level post-16.

Through studying GCSE Spanish , students should develop their ability and ambition to communicate independently in speech and writing with speakers of the language for authentic purposes and about subjects which are meaningful and interesting to them.

The study of Spanish at GCSE should also build students’ confidence and broaden their horizons, enabling them to step beyond familiar cultural boundaries, develop new ways of seeing the world, and better understand relationships between the foreign language and the English language.

It is important that students following a GCSE Spanish course should become familiar with aspects of the contexts and cultures of the countries and communities where the language is spoken.

Courses based on this specification must encourage students to:

• learn and use the range of vocabulary required for the tier at which they are studying as specified in the vocabulary list
• learn and use the grammar specified to understand and produce meaning in written and oral modalities. The grammar to be learnt is set out in Section 3
• learn and apply the principles by which spelling represents sounds in standard or widely used forms of the language, and use clear and comprehensible pronunciation when speaking the language
• use the language they are learning both receptively and productively, in spoken and written forms, for a range of audiences and purposes, in different genres and in formal and informal contexts which are relevant to their current and future needs and interests, having regard to the likely experiences of a wide social range
• be able to recall and use language in different situations and be able to move between Spanish and English.

This specification in Spanish , in line with the DfE Subject Content, requires students to:

• understand written texts in Spanish . Texts will predominantly focus on the defined vocabulary and grammar for each tier and will be of limited complexity at Foundation tier
• understand spoken extracts comprising the defined vocabulary and grammar for each tier which are delivered at a pace which is no faster than a moderate pace, where each word is clearly discernible (as appropriate to pronunciation norms for each language), and which do not contain extraneous distractions or interruptions
• undertake dictation of short, spoken extracts (including some vocabulary from outside the vocabulary list) with credit for accurate spelling
• write text in Spanish in a lexically and grammatically accurate way in response to simple and familiar stimuli
• translate in writing short sentences or texts, from Spanish to English and vice versa, using a range of the vocabulary and grammar specified for each tier. In this context, translation means an appropriate and sufficient rendering of the meaning of the original language
• infer, by using knowledge of the vocabulary and grammar specified for each tier, plausible meanings of single words from outside the vocabulary list when they are embedded in the context of written sentences
• speak using clear and comprehensible language to:
  • read aloud a short written text in Spanish and undertake a short unprepared conversation relating to the text
  • undertake a Role-play, including asking and answering questions, simulating a context such as a social conversation, where instructions about what to say are unambiguous;
  • talk about visual stimuli and extend this conversation into a short unprepared interaction.

Spoken and written language (for comprehension and production) will be of limited complexity at Foundation tier. At Higher tier students will be expected to understand (in listening and reading) and produce (in speech and writing) language at a higher level of complexity. The complexity of the language will be in both cases appropriate to the level of study. Complexity in this sense means the extent to which written and spoken language uses features such as multi-clause units (eg, relative clauses), pronouns, especially multiple pronouns, multiple verbs in one sentence or clause, long sentences, or morphology and syntax (eg, word order) which is very different to English in form and/or function.

4.2 Assessment objectives

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

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

• AO1: understand and respond to spoken language in speaking and in writing
• AO2: understand and respond to written language in speaking and in writing
• AO3: demonstrate understanding and accurate application of the grammar and vocabulary prescribed in the specification.

4.2.1 Assessment objective weightings for GCSE Spanish

4.3 Assessment weightings

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

4.3.1 Foundation tier

4.3.2 Higher tier

4.4 Paper 1: Listening

Students may be entered for either Foundation tier or Higher tier but they must enter at the same tier for all four skills.

25% of the marks for the qualification

Foundation tier 40 marks; 35 minutes approximately (including five minutes' reading time at the start of the test and two minutes’ checking time at the end of the test)

Higher tier 50 marks; 45 minutes approximately (including five minutes' reading time at the start of the test and two minutes’ checking time at the end of the test)

• The test will be studio recorded using native speakers speaking in clearly articulated, standard speech. It will be delivered at a pace which is no faster than a moderate pace, where each word is clearly discernible (as appropriate to pronunciation norms for each language) and there will be no extraneous distractions or interruptions.
• The recording will be provided to schools and colleges in an appropriate audio format.
• Different types of spoken language will be used, for a range of audiences and purposes, in different genres and in formal and informal contexts which are relevant to students’ current and future needs and interests, having regard to the likely experiences of a wide social range.
• Students will have five minutes’ reading time at the beginning of the test to read the questions.
• Students will have two minutes’ checking time at the end of the test to check their work.
• An example will be provided in the question paper only where it is necessary to indicate to students how a particular question should be answered.
• In Section A, each item will be heard twice and pauses for students to read the questions before the item is played and then to answer the questions will be built into the test recording.
• In Section B, the dictation, students will hear each sentence three times and pauses will be built into the test recording.
• Students will be allowed to make notes at any time during the test, including the reading time.
• Access to dictionaries is not permitted at any time during the test.

4.4.1 Foundation and Higher tier

In Section A, students’ understanding of spoken language will be tested by a range of comprehension question types in English, requiring non-verbal responses or responses in English. The tests will contain some items which are common to both tiers.

The responses will be assessed according to a detailed mark scheme. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding.

The test at both tiers will consist of a variety of short and longer spoken pieces of language, comprising the defined vocabulary and grammar for each tier which will not place an undue burden on memory at any time.

Students will be required to identify the overall message, key points, details and opinions from items such as announcements, short conversations, bulletins, podcasts and spoken descriptions.

In Section B, students will undertake a dictation exercise of short spoken extracts (including some words from outside the vocabulary list) with credit for accurate spelling. At Foundation tier, the dictation will consist of a minimum of 20 words. At Higher tier, the dictation will consist of a minimum of 30 words. At both tiers, two words from outside the vocabulary list will be included within the dictation.

Students will hear the dictation sentences three times: the first time as a full sentence, the second time in short sections and the third time again as a full sentence. See the dictation assessment criteria .

4.5 Paper 2: Speaking

Students may be entered for either Foundation tier or Higher tier but they must enter at the same tier for all four skills.

25% of the marks for the qualification

A window of up to five weeks will be timetabled for the test, during which schools/colleges will be free to test their students at any time. The window will be timetabled to run in April and May. The teacher may open the Speaking test materials up to three working days in advance of the first day of the specified test period in order to prepare for conducting the tests. The Teacher’s booklet will contain a Speaking test sequence chart which will show which Role-play, Reading aloud and Photo card each student must be allocated.

Detailed instructions for the teacher will be issued prior to the test period. Online training will also be available to ensure teachers are wholly familiar with the requirements and format of the tests.

The confidentiality of the test materials must be strictly maintained prior to and during the period of the tests.

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

Students will be allowed to make notes, on an Additional answer sheet , during their supervised preparation time and take them into the exam room to use at any point during the test. There is no restriction on the number of words or the material (eg conjugated verbs) which the notes may contain. They must hand the notes into the teacher-examiner at the end of the test. The notes must be stored under secure conditions until results day, after which they must be disposed of.

The test is conducted and audio-recorded by the teacher and marked by an AQA examiner.

Teachers are expected to give students the opportunity to respond fully to all tasks (being aware of the recommended length of each task specified below) to ensure that each student is able to access the maximum number of marks available. Students will be assessed on the quality of the responses they can produce within the maximum allocated time (nine minutes for Foundation tier and twelve minutes for Higher tier).

Equal credit will be given for any language used by the student which is beyond the defined content but that fulfils the task requirements.

Students should not be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. Students’ preferred ways of referring to themselves and others through the use of pronouns, gendered language and grammatical agreements will be credited by examiners, regardless of whether such usage has been adopted by official language bodies in the target language-speaking countries.

The cards for each student will be allocated according to a sequence chart for each tier provided in the Teacher’s Booklet in each exam series. The Reading aloud card and the Photo card will always be from different themes and the sequence chart will ensure that there is no overlap of task between the different sections of the test for individual students.

All three parts of the test will allow students to demonstrate appropriate and accurate use of the prescribed vocabulary and grammatical structures, including some more complex forms. The language produced will be of limited complexity at Foundation tier and at a greater level of complexity at Higher tier.

The tasks will also allow students to demonstrate knowledge of the sound symbol correspondences outlined in the prescribed grammar requirements so as to be understood by a native speaker.

These are the recommended lengths for each part of the speaking test:

Marking of the speaking test will stop at the maximum amount of time specified for the tier. Ie, nine minutes for Foundation tier and twelve minutes for Higher tier.

4.5.1 Foundation and Higher tier

50 marks

Foundation tier: students will attend one session of 7–9 minutes (and supervised preparation time of 15 minutes).

Higher tier: students will attend one session of 10–12 minutes (and supervised preparation time of 15 minutes).

Timing of the test will start when the teacher begins the Role-play using the introductory text in the Teacher’s Booklet. Timing of the test will end when the maximum time allowed is reached ( nine minutes at Foundation tier for the whole test and twelve minutes at Higher tier for the whole test).

The format of the test will be the same for each tier and will consist of three parts.

4.5.1.1 Role-play (10 marks)

Based on a stimulus card, to be prepared by the student immediately before the test during their preparation time. Students will carry out one role-playing situation ( recommended to last between one and one and a half minutes at both tiers). The Role-play tasks on the Candidate card will be in English and will contain unambiguous instructions about what to say.

The Role-play card will allow students to answer questions and convey information, using the prescribed vocabulary lists, adapting language to suit the purpose of the task. Students will be required to ask a question as part of the Role-play.

4.5.1.2 Reading aloud task (15 marks)

Based on a short text of a minimum of 35 words at Foundation tier and a minimum of 50 words at Higher tier, to be prepared by the student immediately before the test in their supervised preparation time. The words assessed will focus on the sound symbol correspondences listed in the DfE subject content. Students will not be permitted to read their text out loud during their supervised preparation time.

After reading the text out loud during the test, students will take part in a short unprepared conversation on the topic of the text. There are four compulsory questions set on the topic of the text which teachers will ask exactly as they are written in the Teacher’s Booklet. At Foundation tier, this part of the test is recommended to last between two and two and a half minutes in total . At Higher tier, this part of the test is recommended to last between three and three and a half minutes in total. These recommended totals include the reading of the text and the short conversation .

The student’s response to the four compulsory questions is marked as a whole. Marks are not awarded to individual questions.

4.5.1.3 Discussion of Photo card (25 marks)

Based on a Photo card to be prepared by the student immediately before the test in their supervised preparation time. The Photo card will contain two photos from one of the three themes. Students will have the Photo card during their supervised preparation time in order to prepare their response to the first question. Students may make written notes in the preparation time and use these notes during the task. The first question in the Teacher’s Booklet focuses on the content of the two photos on the card and is compulsory.

The Photo card task is recommended to last between four and five minutes in total at Foundation tier. At Higher tier, the Photo card task is recommended to last between six and seven minutes in total. These recommended time allocations include both parts of this task as outlined below (the student’s response to the content of the photos and the unprepared conversation).

Response to the content of the photos

Students are recommended to talk about both photos for approximately one minute at Foundation tier and approximately one and a half minutes at Higher tier. Coverage of the photos does not need to be equal but students are required to say at least one thing about each photo as a minimum requirement. Any relevant content will be credited in this first part of the task, even if it is outside the prescribed theme of the Photo card.

Unprepared conversation

The second part of this task is an unprepared conversation which follows the description of the photos. At Foundation tier, this is recommended to last between 3 and 4 minutes and at Higher tier between 4.5 and 5.5 minutes. This conversation can be based on any or all of the three topics from the theme specified on the Candidate's card and in the Teacher's Notes, enabling students to develop personalised responses.

Guidance on questioning technique for the unprepared conversation is provided in the Paper 2 Teacher’s Booklet.

As this conversation is unprepared, students must not know in advance of the Speaking test which questions, theme or topic areas will be covered in their test. It is also not permissible for teachers to narrow the scope of questions by discussing in advance with students their preferred areas for inclusion during the test.

See the Speaking test assessment criteria

4.6 Paper 3: Reading

Students may be entered for either Foundation tier or Higher tier but they must enter at the same tier for all four skills.

25% of the marks for the qualification

Foundation tier 50 marks, 45 minutes

Higher tier 50 marks, 1 hour

• Different types of written language stimuli will be used for a range of audiences and purposes, in different genres and in formal and informal contexts which are relevant to students’ current and future needs and interests, having regard to the likely experiences of a wide social range.
• An example will be provided in the question paper only where it is necessary to indicate to students how a particular question should be answered.
• Access to dictionaries is not permitted at any time during the test.

4.6.1 Foundation and Higher tier

In Section A, students’ understanding of written language will be tested by a range of question types in English, requiring non-verbal responses or responses in English. The tests will contain some items which are common to both tiers.

Responses will be assessed according to a detailed mark scheme. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding.

The test at both tiers will consist of a variety of short and longer texts, predominantly focusing on the defined vocabulary and grammar for each tier and will be of limited complexity at Foundation tier. Students will be required to identify the overall message, key points, details and opinions from items such as public notices and advertisements, extracts from brochures, newspapers, magazines, email and websites.

Students will also be required to infer, by using knowledge of the vocabulary and grammar specified for each tier, plausible meanings of single words from outside the vocabulary list when they are embedded in the context of written sentences.

In Section B, there will be a translation of sentences from Spanish into English (a minimum of 35 words at Foundation tier and 50 words at Higher tier). In this context, translation means an appropriate and sufficient rendering of the meaning of the original language.

4.7 Paper 4: Writing

Students may be entered for either Foundation tier or Higher tier but they must enter at the same tier for all four skills.

25% of the marks for the qualification

• Access to dictionaries is not permitted at any time during the test.
• All instructions are in English. All questions are in English.
• Equal credit will be given for any language used by the student which is beyond the defined content but that fulfils the task requirements.
• Students should not be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. Students’ preferred ways of referring to themselves and others through the use of pronouns, gendered language and grammatical agreements will be credited by examiners, regardless of whether such usage has been adopted by official language bodies in the target language-speaking countries.

4.7.1 Foundation tier

50 marks, 1 hour 10 minutes

Students are required to write in Spanish .

4.7.1.1 Question 1 (10 marks)

A task which will demonstrate students’ ability to write five short sentences about a photo using the prescribed vocabulary and grammar in a familiar context. The language produced will be of limited complexity at this level.

4.7.1.2 Question 2 (10 marks)

A task of five compulsory bullet points related to the topics and themes. This will demonstrate students’ ability to write a short text in response to familiar stimuli, using simple sentences and familiar language accurately. The language produced will be of limited complexity at this tier.

Students are expected to write approximately 50 words to complete the task.

4.7.1.3 Question 3 (5 marks)

A task testing students’ understanding and accurate application of the prescribed grammar. Students will complete five short sentences with a missing word, selected from three options.

4.7.1.4 Question 4 (10 marks)

A translation of sentences from English into Spanish , requiring a minimum of 35 words. This will demonstrate students’ ability to use the prescribed vocabulary and grammatical structures. In this context, translation means an appropriate and sufficient rendering of the meaning of the original language.

4.7.1.5 Question 5 (15 marks)

A structured writing task of three compulsory bullets which will demonstrate students’ ability to respond at a more extended length to familiar stimuli related to the topics and themes and for a range of audiences and purposes. They will also make accurate use of vocabulary and grammatical structures.

Students are expected to write approximately 90 words to complete the task.

They choose either Question 5.1 or 5.2. This question is common to Higher tier Question 2.

4.7.2 Higher tier

50 marks, 1 hour 15 minutes

Students are required to write in Spanish .

4.7.2.1 Question 1 (10 marks)

A translation of sentences from English into Spanish , requiring a minimum of 50 words. This will demonstrate students’ ability to use the prescribed vocabulary and grammatical structures. In this context, translation means an appropriate and sufficient rendering of the meaning of the original language.

4.7.2.2 Question 2 (15 marks)

A structured writing task of three compulsory bullet points which will demonstrate students’ ability to respond at a more extended length to familiar stimuli related to the topics and themes and for a range of audiences and purposes.They will also make accurate use of vocabulary and grammatical structures, but equal credit will be given for language used, which is beyond the defined content.

Students are expected to write approximately 90 words to complete the task. They choose either Question 2.1 or 2.2. This question is common to Foundation tier Question 5.

4.7.2.3 Question 3 (25 marks)

An open-ended writing task of two compulsory bullet points which will demonstrate students’ ability to make more creative use of the prescribed vocabulary and grammatical structures, showing a higher level of complexity and accuracy at this level.

Equal credit will be given for language used which is beyond the defined content.

Students are expected to write approximately 150 words to complete the task. They choose either Question 3.1 or 3.2.

See the Writing test assessment criteria

4.8 Assessment criteria

4.8.1 Paper 1: Listening

4.8.1.1 Foundation tier

Section A: Listening comprehension

See the mark scheme published each year for details of how marks are awarded.

Section B: Dictation

The dictation is assessed for Communication of meaning (AO1) (4 marks) and Transcription and grammatical accuracy (AO3) (4 marks) as specified in the criteria below. The maximum mark for Section B is 8. When awarding the marks for AO1 and AO3, the student’s response across all the spoken extracts should be considered as a whole.

Notes

A mark of zero for AO1 automatically results in a mark of zero for AO3, but apart from that, the AO1 mark does not limit the mark for AO3.

Please see the mark scheme for more guidance on application of the assessment criteria.

4.8.1.2 Higher tier

Section A: Listening comprehension

See the mark scheme published each year for details of how marks are awarded.

Section B: Dictation

The dictation is assessed for Communication of meaning (AO1) (5 marks) and Transcription and grammatical accuracy (AO3) (5 marks) as specified in the criteria below. The maximum mark for Section B is 10. When awarding the marks for AO1 and AO3, the student’s response across all the spoken extracts should be considered as a whole.

Notes

A mark of zero for AO1 automatically results in a mark of zero for AO3, but apart from that, the AO1 mark does not limit the mark for AO3.

Please see the mark scheme for more guidance on application of the assessment criteria.

4.8.2 Paper 2: Speaking

Marks will be allocated in the following way at both Foundation and Higher tier:

4.8.2.1 Foundation tier

Part 1: Role-play (10 marks)

There are five tasks for the Role-play, each of which will be awarded up to 2 marks for AO2.

For each task:

Notes

• Where students are required to give two responses or details in one task, failure to convey an unambiguous message in reply to one of them means that the message is partially conveyed and one mark is awarded.
• The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain how much detail the student is expected to give per task. However, some students may still go beyond the minimum requirement of the task. When this happens, as soon as the task is accomplished, any further incorrect information given by the student is ignored for assessment purposes.

Part 2: Reading aloud (15 marks)

This part of the test is divided into two sections:

• reading aloud of a text
• answering four compulsory questions specified in the Teacher’s Booklet.

Part 3: Discussion of Photo card (25 marks)

• response to the content of the photos on the card
• unprepared conversation.

4.8.2.2 Higher tier

Part 1: Role-play (10 marks)

There are five tasks for the Role-play, each of which will be awarded up to 2 marks for AO2.

For each task:

Notes

• Where students are required to give two responses or details in one task, failure to convey an unambiguous message in reply to one of them means that the message is partially conveyed and one mark is awarded.
• The tasks on the Candidate’s card and the notes in the Teacher’s Booklet clearly explain how much detail the student is expected to give per task. However, some students may still go beyond the minimum requirement of the task. When this happens, as soon as the task is accomplished, any further incorrect information given by the student is ignored for assessment purposes.

Part 2: Reading aloud task (15 marks)

This part of the test is divided into two sections:

• reading aloud of a text
• answering four compulsory questions specified in the Teacher’s role.

Part 3: Discussion of Photo card (25 marks)

• response to the content of the photos on the card
• unprepared conversation.

4.8.3 Paper 3: Reading

See the mark scheme published each year for details of how marks are awarded for this question paper.

4.8.4 Paper 4: Writing

4.8.4.1 Foundation tier

Marks will be allocated in the following way at Foundation tier:

In all questions, vocabulary and grammar which are not on the defined list will be given equal credit to items which are on it.

Question 1 (10 marks)

Students are required to write five sentences. Each sentence is marked separately for AO2 and is worth a maximum of two marks (10 marks in total), according to the following criteria. The whole sentence should be considered when awarding the mark.

Question 2 (10 marks)

There are five compulsory bullet points assessed for AO2 (5 marks) and AO3 (5 marks), as specified in the criteria below. The student is expected to produce approximately 50 words over the whole question. The number of words is approximate – demonstration of the mark descriptors is more important than the word count. Examiners will mark all work produced by the student, even if it is well beyond the suggested number of words.

Notes

• All bullet points are compulsory and must be covered, but there is no need for equal coverage of the bullet points.
• When awarding a mark, all aspects of the descriptors must be considered and not only the number of bullet points covered.

Notes

• A mark of zero for AO2 automatically results in a mark of zero for AO3, but, apart from that, the AO2 mark does not limit the mark for AO3.
• A major error is one which adversely affects communication.
• A minor error is one which does not affect communication.

Question 3 (5 marks)

Students are required to complete five sentences by writing the correct word to complete the short sentence, using their knowledge of grammar. There are three words to choose from for each of the five sentences. There are 5 marks for AO3.

Please see the published mark scheme for each series for this question.

Question 4 (10 marks)

The translation is assessed for AO3 (10 marks) as specified in the criteria below. The maximum mark for Question 4 is 10.

When awarding the mark for Grid one out of a maximum of five, the translation is divided into 15 elements as shown in the mark scheme for each exam series. A tick will be awarded for each element that is communicated, despite any minor inaccuracies. The number of ticks out of 15 in column 2 of Grid one below equates to a mark out of five in column 3.

Question 5 (15 marks)

There are three compulsory bullet points, assessed for AO2 (10 marks) and AO3 (5 marks), as specified in the criteria below. The student is expected to produce approximately 90 words over the whole question. The number of words is approximate and demonstration of the mark descriptors is more important than the word count. Examiners will mark all work produced by the student even if it is well beyond the suggested number of words.

Notes

There may be some imbalance in the coverage of the three compulsory bullet points but, provided at least some coverage of all bullet points is evident, students will have access to full marks where the other criteria are met.

When awarding a mark, all aspects of the descriptors must be considered and not only the number of bullet points covered.

Notes

• A mark of zero for AO2 automatically results in a mark of zero for AO3. Apart from that, the AO2 mark does not limit the mark for AO3.
• A major error is one which adversely affects communication.
• A minor error is one which does not affect communication.

4.8.4.2 Higher tier

Marks will be allocated in the following way at Higher tier:

In all questions, vocabulary and grammar which are not on the defined list will be given equal credit to items which are on it.

Question 1 (10 marks)

The translation is assessed for AO3 (10 marks) as specified in the criteria below. The maximum mark for Question 1 is 10.

When awarding the mark for Grid one out of a maximum of five, the translation is divided into 15 elements as shown in the mark scheme for each exam series. A tick will be awarded for each element that is communicated, despite any minor inaccuracies. The number of ticks out of 15 in column 2 of Grid one below equates to a mark out of five in column 3.

Question 2 (15 marks)

There are three compulsory bullet points assessed for AO2 (10 marks) and AO3 (5 marks), as specified in the criteria below. The student is expected to produce approximately 90 words over the whole question. The number of words is approximate – demonstration of the mark descriptors is more important than the word count. Examiners will mark all work produced by the student even if it is well beyond the suggested number of words.

All bullet points must be covered, but there is no need for equal coverage of the bullets.

Notes

There may be some imbalance in the coverage of the three compulsory bullet points but, provided at least some coverage of all bullet points is evident, students will have access to full marks where the other criteria are met.

When awarding a mark, all aspects of the descriptors must be considered and not only the number of bullet points covered.

Notes

• A mark of zero for AO2 automatically results in a mark of zero for AO3. Apart from that, the AO2 mark does not limit the mark for AO3.
• A major error is one which adversely affects communication.
• A minor error is one which does not affect communication.

Question 3 (25 marks)

For this question there are two compulsory bullet points, which are assessed for AO2 (15 marks), and AO3 (10 marks), as specified in the criteria below. The maximum mark for Question 3 is 25.

The student is expected to produce approximately 150 words over the whole question. The number of words is approximate – demonstration of the mark descriptors is more important than the word count. Examiners will mark all work produced by the student even if it is well beyond the suggested number of words.

Both bullet points must be covered, but there is no need for equal coverage of the bullets.