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It explains how bullets are considered addressed, highlights the impact of incorrect language on comprehensibility, and discusses how short responses limit AO2 development and AO3 variety.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gcse-9-1-spanish-1sp1-exemplars-paper-4-writing/624295/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gcse-9-1-spanish-1sp1-exemplars-paper-4-writing/624295.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of this Spanish Paper 4 Writing exemplification pack?","Question",{"text":62,"@type":63},"It provides teachers and students with examples of marked responses, along with a mark scheme and examiner commentary, to show Pearson’s approach to marking for each open-response question.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is “equal credit” applied for language outside the specification lists?",{"text":67,"@type":63},"If students use vocabulary and grammar outside the listed items while still fulfilling the task, they receive the same credit but not extra. 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Please note that due to the timing of publishing these exemplars, students who produced work had not been taught under the 2024 specification. As such, students have used some vocabulary and grammar outside of the 2024 specification, and this is given equal but not extra credit. This is in accordance with the requirements of the Department for Education’s subject content.  \nMarks awarded in the exemplars are based on a relatively small sample. Whilst they area good indication of the marks likely to be awarded for different levels, exact marks may differ somewhat when based on standardisation of a whole live series.  \nThe Sample assessment materials which these responses are based on can be found on the Pearson website here.  \nIf you have any enquiries regarding these materials or have any other questions, please contact our subject advisor [team on](team on Teachinglanguages@pearson.com)[ ](team on Teachinglanguages@pearson.com)[Teachinglanguages@pearson.com](team on Teachinglanguages@pearson.com).  \nMarking points in the spotlight  \nFollowing our review of over 500 samples of student work across the three languages of French, German and Spanish, we have shone a spotlight on a few specific points:  \n• ‘Equal credit’ for use of language outside of the vocabulary and grammar lists  \nTo fulfil tasks, students are only required to use vocabulary and grammar included in the vocabulary and grammar lists of the specification. If they correctly use language outside of the vocabulary and grammar lists, they receive the same (but no extra) credit. For example, in Spanish commentary D , the words ‘anticuado’ and‘entretenido’ are given as an examples of variety in vocabulary under AO3 . Whilst these words are not on the vocabulary list, they are credited in the same way as words included in the vocabulary list e.g. if the student had used ‘antiguo’ and ‘divertido’.  \nAll incorrect language will be treated in the same way, regardless of whether or not it is included in the vocabulary and grammar lists. For example, in Spanish commentary G , the inclusion of the word ‘casada’ in the phrase ‘irémos de comprás porque ella casada el mes próximo’ impacts comprehensibility under AO2 since the sentence as a whole is not fully clear. Therefore, despite the fact that ‘casada’ is not included in the vocabulary list, its inclusion impacts comprehensibility in the same way as any  \nadjective on the vocabulary list would do, if used incorrectly.  \n• ‘Addressed’  \nThe mark scheme guidance states that, ‘a bullet point in a task is considered addressed if there is evidence of a response to it’. It is important to note that the response must be both relevant and comprehensible for it to be considered as ‘evidence’ and therefore considered to be addressed.  \nFor example, in Spanish commentary D , the student fails to address the final bullet point due to confused messaging and incorrect use of a phrase in the sentence ‘Todos los dias al fin al cabo  ’. This means that the candidate has only clear","cbCaipwvM88fUrGN","https://ap.wps.com/l/cbCaipwvM88fUrGN","pdf",3595614,28,"English","# Introduction\n## Marking points in the spotlight\n## Overview of exemplars\n## Foundation tier Question 2\n## Foundation tier Question 3 / Higher tier Question 1\n## Higher tier Question 2\n## Appendix – Mark scheme additional guidance","[{\"question\":\"What is the purpose of this Spanish Paper 4 Writing exemplification pack?\",\"answer\":\"It provides teachers and students with examples of marked responses, along with a mark scheme and examiner commentary, to show Pearson’s approach to marking for each open-response question.\"},{\"question\":\"How is “equal credit” applied for language outside the specification lists?\",\"answer\":\"If students use vocabulary and grammar outside the listed items while still fulfilling the task, they receive the same credit but not extra. The pack notes this is applied equally, including how specific examples are credited.\"},{\"question\":\"When is a bullet point considered “addressed”?\",\"answer\":\"A bullet is considered addressed when there is evidence of a response that is both relevant and comprehensible. Confused messaging or incorrect phrasing can mean the bullet is not addressed.\"}]","GCSE (9-1) Spanish (1SP1) Exemplars - Paper 4 - Writing | PDF",1792473328,71]