GCSE Spanish Specification for first teaching in 2024: Specification
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GCSE students will be expected to develop and use their knowledge of grammar throughout their course.
The grammar requirements for GCSE are set out in two tiers: Foundation and Higher. Students are required to use their knowledge of grammar from the specified lists, appropriate to the relevant tier of entry. Students entering Higher tier assessments will be required to apply all grammar listed for Foundation tier in addition to the grammar listed for Higher tier.
Students will be expected to use the prescribed grammar across a range of contexts and assessment tasks.
The lists describe grammatical features of the most widely used standard varieties.
The lists are written from the point of view of English-speaking students of the language, and so include some reference to certain cross-linguistically complex relations with English.
Students are required to demonstrate both receptive and productive knowledge of the grammar from the list (although the derivational morphology laid out in the grammar annex can only be included for Paper 3 Reading).
‘Grammar’ is defined as including the morphology (inflectional and derivational) and syntax (rules of word order, relations between words and obligatory use of specific features). The vocabulary lists contain the lexicon that is needed to apply the grammar.
Some grammatical features can be perceived as ‘grammar’ or ‘lexicon’ – these items are listed in the vocabulary list, as stipulated in the DfE Subject Content. The vocabulary list also specifies highly irregular forms within a grammatical subsystem (ie, subparts of paradigms where only some forms are irregular), as laid out in the Grammar requirements. This is because forms, such as irregular stems, are likely to be learnt and retrieved as individual items rather than as part of a broader grammatical system. Listing them in the vocabulary list, therefore, reflects the pedagogical attention required for these highly irregular forms.
Items given in brackets in the grammar list which are prefaced with 'eg' are illustrative, ie serve only to clarify the description of the grammar features, and such items are not included in the vocabulary list. In contrast, items that are not prefaced by 'eg' are comprehensive, providing all the examples of the grammar that are included in the DfE Subject Content, and all such items are contained in the vocabulary list.
Note that the English equivalents of some of the grammar are provided. This is relevant when testing students’ ability to work from English to Spanish (eg, in translation tasks).
Irregular feminine nouns and nouns where the different genders have different English equivalents (eg, hijo , son and hija , daughter) are listed as individual items in the vocabulary list.
Feminised forms of nouns with biological gender relating to jobs are in flux and will be shown appropriate tolerance, reflecting standard and widespread usage (eg, el jefe , la jefe/ jefa ).
Highly frequent irregulars are listed in the vocabulary list.
Ie, equivalent of the -ing (gerund) in English.
Nominalisation of masculine adjectives for languages (eg, francés ➜ ( el ) francés ) and inflected forms of regular and the highly frequent patterns of nationality adjectives listed in this annex, (eg, ( la ) inglesa , ( los ) españoles ).
Agreement of articles with noun for gender and number ( el , la , los , las and un , una , unos , unas ).
Functions of definite and indefinite articles, including where their use or omission differs from English (eg, La educación es importante ).
Contraction of definite article el after prepositions de and a (ie, del , al ) are listed in the vocabulary list.
Agreement with nouns for gender and number of the following determiners (only the base form will be listed in the vocabulary list, unless otherwise stated. All English equivalents will be listed).
Demonstrative adjectives ( este, esta, ese, esa ), as well as irregular plural forms ( estos, esos ) and regular plurals ( estas, esas ).
Indefinite adjectives ( cada (invariant), mismo , otro , todo , alguno *, ninguno *, as well as irregular forms algún and ningún ).
*Note, these are listed as determiners, rather than as postnominal adjectives, meaning that these specific forms will not be tested. They are listed only as the base for the other forms with gender and number agreement.
Possessive adjectives ( mi, tu , su , nuestro , vuestro ) as equivalent of English me, you, his/her/itstheir/your-formal singular and plural, our, your-informal plural.
Subject pronouns ( yo, tú, él, ella, nosotros, nosotras, vosotros, vosotras, ellos, ellas, usted and ustedes ) and invariable pronouns ( algo and alguien ) are listed in the vocabulary list. Their grammar (agreement, position) is laid out here.
Default omission of subject pronouns and contexts where overt use appropriate (ie, change of subject and emphasis).
Word order of direct object pronouns ( me, te , lo, la, los, las ) in one- and two-verb constructions (eg, lo miro , lo puedo mirar , puedo mirarlo , ¡ Míralo ! ), in which only a single pronoun is used.
Word order of indirect object pronouns ( me, te , le, les ) in one- and two-verb constructions (eg, te doy , te quiero dar , quiero darte , ¡Dame! ), in which only a single pronoun is used.
Word order of singular reflexive pronouns ( me, te , se ) in one- and two-verb constructions (eg, se lava, se debe lavar , debe lavarse , ¡ Lávate ! ).
Interrogative pronouns ( cuál , cuánto , quién ) and their inflected forms for gender and number.
Use of the relative pronoun que in subject relative clauses.
Neuter demonstrative pronouns ( esto , eso ).
Use of the pronouns alguno and ninguno , including their inflected forms for gender.
Verbs that do not fit into the grammar detailed here can still be listed in the vocabulary list to be learnt in the infinitive form only.
Word order of verbal negation, with no , ( no ) nada , ( no ) nunca , ( no ) nadie , ( no ) ninguno .
Interrogatives expressed through:
Specific irregular inflected forms (eg, doy , digo ), as a minimum those specified below, are listed in the vocabulary list.
Some verb forms change the spelling in their stems, usually to preserve pronunciation (eg, present: g → j ; preterite: c → qu , g → gu , addition of y to 3rd persons, and z → c ). Such spelling changes will not be credit-bearing.
Regular (- ar , - er , - ir ) in 1st , 2nd , 3rd persons in singular and plural for:
Regular (- ar , - er , - ir ) for 1st , 2nd and 3rd persons in singular only for:
Ie, which tend to occur in Object Verb Subject word order, as listed on the vocabulary list.
Use of modals ( deber , poder , querer , tener que, saber ) + infinitive, including two multi-word complex fixed phrases ( quisiera + infinitive and me/ te /le gustaría + infinitive).
Singular only, for 1st , 2nd , 3rd persons.
Reflexive verb forms (eg, lavarse ) with the same meaning as a listed base verb (eg, lavar ) are not listed. Reflexive verb forms with different meanings from a listed base verb (eg, poner , ponerse ) are listed on the same line. When reflexive verb forms with different meanings from a listed base verb are not listed, they will not be tested.
Use of impersonal verb hay .
Use of hay que.
Impersonal use of se for generalised ‘you/one’ function with se puede /se necesita .
Hace + noun (weather, with the relevant words eg, sol , listed in the vocabulary list).
Agreement for gender and number with nouns following regular patterns (of adjectives listed in the vocabulary list):
Position of adjectives in relation to the nouns they refer to: mostly after nouns, a defined set of prenominal adjectives ( algún , ningún , primer, segundo , tercer , buen , mal, gran ) and a set that changes meaning depending on whether prenominal or postnominal (eg, único ), as listed in the vocabulary list.
Different uses of ser and estar with adjectives as listed in the vocabulary list (including where meanings differ when used with ser and estar , eg, listo /a ).
Use of regular comparative structure menos …que with irregular forms ( mejor and peor ) listed in the vocabulary list.
Adverbs and adverbial phrases are listed in the vocabulary list. Position of adverbs of time, manner, place.
Use of regular comparative structures ( más …que/de, menos …que/de, tan… como ), with irregular forms ( mejor and peor ) listed in the vocabulary list.
Prepositions are listed in the vocabulary list.
Use of the personal a
De to indicate possession (eg, la casa de Hugo )
Para, sin + infinitive
Prepositions as needed in certain verb phrases before an infinitive or noun. These verb + preposition combinations are listed in the vocabulary list alongside the verb entry (eg, dejar ‘to leave’, dejar de + infinitive ‘to stop + verb’, ir ‘to go’, ir de + noun ‘to go (for/on) + noun, to go + -ing’). Where the preposition changes or adds to the meaning of the verb, English translations are listed (eg, llegar ‘to arrive’, llegar a ‘to manage to’).
Derivational morphology listed here indicates that even if only the base form (eg, libro ) is listed in the vocabulary list, a derived form that follows one of the patterns listed here (eg, librito ) may be included in reading texts. Or, if only the specific affixed form is listed, the base form may be included in reading texts. Note, if derived forms are included in listening material or required for production, they will be listed separately in the vocabulary list.
Demonstrative adjective aquel , with agreement for gender and number, to mean ‘that’ and ‘those’, with tolerance for using ese etc as alternatives for aquel etc in production.
Word order of the following direct and indirect object pronouns ( nos , os ) in one- and two-verb constructions (such as os veo , os puedo ver , puedo veros ) and plural reflexive pronouns ( nos , os , se ).
Relative pronouns lo que (invariable) and el que, el cual (and their inflected forms for gender and number) in subject relative clauses.
Relative clauses using wh - pronouns ( cuando , donde , que ).
Possessive pronouns, agreement for gender and number, for singular and plural possessors ( el mío , el tuyo , el suyo , el nuestro , el vuestro ).
Neuter demonstrative pronoun ( aquello ).
Use of pronouns after prepositions ( mí , ti , él , ella , usted , nosotros , vosotros , ellos , with agreement for gender and number), irregular forms ( conmigo , contigo ), and emphatic use of pronouns after ‘a’.
Reflexive use of plural forms of pronouns (including with reciprocal function) (eg, nos vemos , os entendéis , se besan ).
Highly irregular specific verb forms are listed in the vocabulary list.
Word order of verbal negation with ya no , ( no ) tampoco , ( no )… ni …, including the use of ( no) ni … ni … for emphasis.
Plural forms in 1st , 2nd , 3rd persons for:
Some verb forms change the spelling in their stems to preserve pronunciation (eg, present: g → j , preterite: c → qu , z → c , g → gu and addition of y to 3rd persons). Such spelling changes will be credit-bearing.
Preterite stem changes ( o → u , e → i ) in 3rd person singular and plural for -IR verbs, where the verbs are part of an anchor group in the present tense, will be credit-bearing.
Stem changes in the present participle form of some –ir verbs ie , o → u (eg, muriendo ), e → i (eg, advirtiendo ) will not be credit-bearing. (The pedir cluster will be credit-bearing as at Foundation).
Imperative for affirmative commands in 2nd person singular and plural only.
Subjunctive mood in the present, for singular persons only, with five high frequency verbs: hacer , ser, ir , venir , tener (inflected forms as listed in the vocabulary list), with the following functions and contexts of use:
Listen in the vocabulary list: ( parece , basta , falta , hace falta , vale la pena ).
Adjectives with neuter article lo used as nouns (eg, lo bueno ).
Possessive adjectives as post-verbal complement for singular and plural possessors (eg, mío /a/ os /as, tuyo , suyo , nuestro , vuestro ).
Use of regular superlative adjectives (and irregulars ( el mejor , el peor ) as listed in the vocabulary list).
Use of regular superlative adverb structures (and irregulars as listed in the vocabulary list).
Antes de, después de + infinitive
Syntax of prepositions in questions (eg, ¿Con quién hablas ? )
This list specifies key differences in sound spelling correspondences between Spanish and English which students will need to learn at GCSE to be able to read out loud and transcribe with sufficient accuracy at this level.
It is not an exhaustive list of all the sound-spelling correspondences in the Spanish language. Where a letter or combination of letters is pronounced (or a sound spelt) in approximately the same way in Spanish as in English, it is not listed.
* word initial [r-] and [-r-] following consonants n, l or s is the same sound-symbol correspondence (SSC) as [rr].
This list specifies key spelling rules determined by the position of stress, which students will need to learn at GCSE.
When reading words aloud in Spanish:
When transcribing Spanish, only write an accent on the stressed vowel for:
All words with stress on the antepenultimate (third to last) syllable.