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It outlines the course aims, engaged and popular topics, manageable content organized across five themes, and real-world, culturally grounded assessment tasks. 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Introduction 1  \n2. What’s changed? 3  \n2.1 What are the changes to the GCSE qualification? 3  \nChanges to content and assessment requirements for GCSE Urdu 3  \nChanges to Assessment Objectives 3  \n2.2 Changes to the Edexcel GCSE Urdu 5  \nSpecification overview 5  \nChanges to specification content 6  \n3. Planning 8  \n3.1 Planning and delivering the course 8  \n3.2 Suggested resources 8  \n3.3 Delivery models 9  \n4. Content guidance 10  \n5. Assessment guidance 15  \n5.1 Implications of linear assessment 15  \n5.2 Paper 1 15  \n5.3 Paper 2 16  \n5.4 Paper 3 17  \n5.5 Paper 4 17  \n5.6 Non-examination assessment 18  \n1. Introduction  \nThe Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Urdu has been developed to help students of all abilities progress and develop a passion for languages, through culturally engaging content.  \nKey features of our GCSE Urdu  \nThe specification and Sample Assessment Materials have been developed in consultation with the languages community – subject associations, academics and advisors, and hundreds of teachers and students. Drawing on feedback at every stage, the Edexcel specification has been developed to be an engaging and inspirational course of study that will enable your students to manipulate and use the target language effectively, independently and creatively, so that they have a solid basis from which to progress to A level or employment.  \nThe 2017 specification has been built on the following key principles:  \nEngaging and popular topics  \nOur specification includes both familiar and new topics that you have told us you like and that motivate your students.  \nManageable content  \nOur content has been structured across five themes. This flexible programme of study allows time for a focused revision period at the end of the course.  \nContent and assessments that provide an engaging real-world focus  \nThe authentic situations and stimuli enable students to see language in context and learn about the culture of the target language country. Our assessments allow for spontaneity and test grammar, as well as providing plenty of opportunities for students to apply their knowledge independently, creatively, and in authentic situations.  \nStraightforward assessments that are accessible to all students  \nSpecial care has been taken to ensure that all our papers are clear and concise and, where appropriate, questions feature scaffolding to help all students progress through the assessments confidently. Reading and listening papers are structured so that questions set in the target language are in a separate section from those questions requiring responses in English. Both papers are also structured so that they are progressive in their level of demand with the most demanding question being the final question in the paper. Translation tasks are progressive in their level of difficulty and are of appropriate demand at each tier.  \nCarefully selected texts  \nWe have worked closely with teachers and expert practitioners to ensure we include interesting and relevant texts at the right level for learners at each tier, and that will encourage the use of a wide range of texts in the classroom.  \nClear and precise assessment criteria  \nOur mark schemes have been trialled with sample student answers to ensure they reward students appropriately and that it is clear what is expected of learners at each band.  \nContinuous progression  \nOur content builds on the understanding developed at Key Stages 2 and 3 while also ensuring that learners new to the subject are appropriately supported, and provides a firm foundation for students to make a smooth transition to A level.  \nSupport for the new specification  \nThis Getting Started guide provides an overview of the new GCSE specification, to help you get to grips with the changes to content and assessment, and to help you underst","cbCaihAp6mDNjnRq","https://ap.wps.com/l/cbCaihAp6mDNjnRq","pdf",1008625,21,"English","# Introduction\n## Key features of GCSE Urdu\n## Support for the new specification\n# What’s changed?\n## Changes to the GCSE qualification\n## Changes to content and assessment requirements for GCSE Urdu","[{\"question\":\"What is the purpose of the GCSE Urdu 2017 Getting Started guide?\",\"answer\":\"It provides an overview of the new GCSE Urdu specification, helping teachers understand changes to content and assessment and what those changes mean for students.\"},{\"question\":\"When is the updated 2019 first assessment for GCSE Urdu?\",\"answer\":\"GCSE Urdu specifications are changing for first assessment in 2019.\"},{\"question\":\"What changes were introduced for GCSE Urdu assessment and grading?\",\"answer\":\"The new 9–1 grading system replaces A*–G, there is no controlled assessment component, and all assessment is through external examinations with tiered papers and no mixed tier entry.\"}]","Getting Started: GCSE Urdu 2017 | PDF",1792463381,53]