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Introduction 1  \n2. What’s changed? 2  \n2.1 How has A level changed? 2  \nChanges to the A level qualification 2  \nChanges to Assessment Objectives 2  \n2.2 Changes to Edexcel GCE Spanish 3  \nSpecification overview 3  \nChanges to specification content 3  \n3. Planning 6  \n3.1 Planning and delivering linear A level courses 6  \n3.2 Suggested resources 6  \n3.3 Delivery models 9  \n4. Content guidance 10  \n4.1 Themes and sub-themes 10  \n5. Assessment guidance 13  \n5.1 Implications of linear assessment 13  \n5.2 Breakdown of Assessment Objectives 13  \n5.3 Assessment overview 13  \n5.4 Further details on the speaking assessment 18  \nThe A level qualification are designed to be appealing and engaging to students,while preparing them for future study and work. An inspiring and culturally relevant course has been developed, based on feedback from teachers, students, subject associations, academics and advisors.  \nThe qualification has a clear structure, which will enable students to develop advancedlevel, transferable language alongside a deeper cultural appreciation of Spanish and Hispanic culture. There is an emphasis on promoting understanding of grammar in order to allow spontaneous, creative use of language to suit different purposes. The themes are engaging and relevant, combining familiar and new content. Popular texts and films have been chosen, as well as some less well-known titles, both classical and  \ncontemporary.  \nThis Getting Started guide provides an overview of the A level specification, to help you get to grips with the changes to content and assessment, and to help you understand what these mean for you and your students.  \nWe are providing a package of support to help you plan and implement the new  \nspecification.  \n● Planning: mapping documents to show how your old course matches the new A level; an editable course planner; a student guide; and schemes of work which you can adapt to suit your department  \n● Understanding the standard: specimen papers; example student work with examiner commentaries  \n● Tracking learner progress: specimen papers to support formative assessments and mock exams  \n● Personal support: MFL Subject Advisor  \n● Teaching and learning: a range of guides containing practical approaches to areas, such as analysing films and literature, conducting research and essay-writing; film and literature PowerPoints to support you with teaching; and ideas for the independent research project.  \nThese support documents are available on the GCE 2016 Spanish pages on the Edexcel website  \n2.1 How has A level changed?  \nChanges the A level qualification  \nFrom September 2016, A level Spanish will be a fully linear qualification. This means that all examinations must be sat (and non-examination assessment submitted) at the end of the course. More information about the implications of the move to linear assessment is given on page 13.  \nChanges to Assessment Objectives  \nThe A level languages Assessment Objectives have been revised.There  \nare two main changes to the Assessment Objectives:  \n• A new AO4 has been introduced. This requires knowledge, understanding, critical and analytical response to cultural and social issues relating totarget-language communities.  \n• AO3 has a greater proportion of the marks than in the previous specification and has a subtly changed emphasis – there is greater emphasis now on active application of grammar in generating new, independent language.  \n\n| AO1\u003Cbr>20% | Understand and respond:\u003Cbr>● in speech to spoken language including face-to-face interaction\u003Cbr>● in writing to spoken language drawn from a variety of sources |\n| --- | --- |\n| AO2\u003Cbr>30% | Understand and respond:\u003Cbr>● in speech to written language drawn from a variety of sources\u003Cbr>● in writing to written language drawn from a variety of sources |\n| AO3\u003Cbr","cbCaiq9xyDYwe4ki","https://ap.wps.com/l/cbCaiq9xyDYwe4ki","pdf",492006,26,"English","# Introduction\n# What’s changed?\n## How has A level changed?\n## Changes to Edexcel GCE Spanish\n# Planning\n# Content guidance\n## Themes and sub-themes\n# Assessment guidance\n## Implications of linear assessment\n## Breakdown of Assessment Objectives\n## Assessment overview\n## Further details on the speaking assessment","[{\"question\":\"What does the fully linear A level Spanish structure require from September 2016?\",\"answer\":\"Examinations must be sat (and non-examination assessment submitted) at the end of the course, with the move to linear assessment discussed in the guide’s assessment implications section.\"},{\"question\":\"What are the main changes to the Assessment Objectives in the 2016 A level Spanish specification?\",\"answer\":\"A new AO4 is introduced, requiring critical and analytical response to cultural and social issues. AO3 increases its mark proportion and shifts emphasis toward the active application of grammar to generate new, independent language.\"},{\"question\":\"How are the papers structured in the Edexcel GCE Spanish 2016 assessment model?\",\"answer\":\"Paper 1 covers listening, reading and translation with Themes 1–4. Paper 2 requires written response to works and translation. Paper 3 is speaking, internally conducted and externally assessed, including independent research plus Themes 1–4.\"}]","Getting Started Guide - A Level Spanish - Pearson Edexcel Level 3 Advanced GCE in Spanish (9SP0) | PDF",1792462819,66]