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Provides a mark scheme and examiner commentary alongside exemplar responses A–H, including notes on how Pearson applies marking principles. Highlights key assessment points such as equal credit for language outside the specification lists, handwriting legibility, spelling and ambiguity rules, handling crossed-out work, and guidance on relevant and partially relevant detail.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-9-1-spanish-1sp1-question-1-foundation-tier-paper-4-writing-exemplars/624293/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-9-1-spanish-1sp1-question-1-foundation-tier-paper-4-writing-exemplars/624293.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the exemplification pack for GCSE Spanish Paper 4 Writing?","Question",{"text":112,"@type":113},"It provides teachers and students with examples of marked responses to Question 1 Foundation tier (the picture task), including the mark scheme and examiner commentary for each student response.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is “equal credit” handled when students use vocabulary or grammar outside the lists?",{"text":117,"@type":113},"Language outside the vocabulary and grammar lists can receive the same credit as in-list language, but it is not awarded extra credit.",{"name":119,"@type":110,"acceptedAnswer":120},"What marking guidance is given for handwriting and spelling?",{"text":121,"@type":113},"Examiners must be able to decipher each word and see how it is spelled. 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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 may 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 are a 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 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. Using language outside of the vocabulary and grammar lists can be awarded the same (but no extra) credit. For example , “ There is a basket” (where ‘basket’ is not included in the vocabulary list) would receive the same credit as “ There is a man”.  \n• Handwriting  \nTo mark the task accurately, it is crucial for the examiners to be able to decipher each word and see clearly how it is spelled. Students should ensure their handwriting is of a reasonable size and that each letter is well-formed. In the example below, the examiner was not able to decipher the last word of the student’s response, so could not give it credit.  \n• Spelling errors  \nStudents should take care to use words they know how to spell , but may achieve marks despite inaccurate spelling (including accents and cases), providing that the meaning is clearly communicated in the context of the image. However, if inaccurate spelling results in ambiguity of meaning, full marks may not be achieved. Digits instead of number words will be accepted.  \n• Crossed out work  \nIf a response is crossed out and replaced, it is the replacement that will be considered as the student’s answer, even if the crossed-out word is more accurate than it’s replacement. If a response is crossed out and not replaced, examiners will still consider it if it is creditable.  \n• Repetition  \nRepetition of the same phrase with varied nouns/verbs is rewardable (e.g. it is acceptable to write “ There is a  ” multiple times) . This is because there is no requirement for varied grammar in Question 1 of the Foundation tier Writing paper.  \nHowever, repetition of the same detail (e.g. “ There are two girls” written multiple times) can only obtain credit once a","cbCaio00xsZJom5d","https://ap.wps.com/l/cbCaio00xsZJom5d","pdf",1232856,15,"English","# Introduction\n# Marking points in the spotlight\n## Equal credit for language outside lists\n## Handwriting\n## Spelling errors\n## Crossed out work\n## Repetition\n## First/third person and timeframes\n## Relevant detail\n## Partially relevant detail\n## Irrelevant detail","[{\"question\":\"What is the purpose of the exemplification pack for GCSE Spanish Paper 4 Writing?\",\"answer\":\"It provides teachers and students with examples of marked responses to Question 1 Foundation tier (the picture task), including the mark scheme and examiner commentary for each student response.\"},{\"question\":\"How is “equal credit” handled when students use vocabulary or grammar outside the lists?\",\"answer\":\"Language outside the vocabulary and grammar lists can receive the same credit as in-list language, but it is not awarded extra credit.\"},{\"question\":\"What marking guidance is given for handwriting and spelling?\",\"answer\":\"Examiners must be able to decipher each word and see how it is spelled. Marks may still be awarded with inaccurate spelling (including accents/cases) if meaning is clearly communicated; ambiguity can reduce marks.\"}]","GCSE (9-1) Spanish (1SP1) - Question 1 Foundation tier - Paper 4 - Writing - Exemplars | PDF",1792473325,38]