AS and A level Spanish
• A level – linear – 2 years
• AS – standalone – 1 year but co- teachable with A
level.
• If the student sits AS and then decides to continue
to A level the AS level cannot count towards the A
level
• Grading system is not changing.
AS : A – E
A level: A* - E
AS level exams
Paper
Time
Marks
Weighting
Skills
1
1 hour 45 mins
90
45%
Listening
Reading
Writing
2
1 hour 30 mins
50
25%
Writing
3
12-14 mins
60
30%
Speaking
AS examination notes:
• Translation Spanish to English is on paper 1
• New skill - summary
• Paper 2: 1 essay on either a text or a film + English to
Spanish translation.( Film and texts do not change over the
years). Choice of 2 questions per text/film.
• No maximum word length for the essay though suggested is
250 words.
• Speaking: 15 minute preparation time and invigilator must
supervise the student.
A level examinations
Paper
Time
Marks
Weighting
Skills
1
2 hours 30
minutes
100
50%
Listening
Reading
Writing
2
2 hours
80
20%
Writing
3
21-23 mins
60
30%
Speaking
Reading Comprehension and Summary
1 reading comp passage from a literary source ( like
GCSE).
Summary – AS and A level
Listening – take notes in either Spanish or English
and then re-write up in Spanish. You do get credit for
writing the same words but should try to re-phrase.
Read a blog etc and then summarise.
( guidance bullet points given for both skills)
A level examination notes:
• Translations Spanish to English and English to Spanish are on paper 1
• New skill - summary
• Paper 2: 2 essays: 1 on either a text or a film + 1 on a text.
• You cannot do 2 films ( Film and texts do not change over the years).
They can do the same film they studied for AS but the questions will be
less structured at A2. Choice of 2 questions per text/film.
• No maximum word length for the essay though suggested is 300 words.
• Speaking: No separate preparation time. The student has 5 minutes to
prepare the card and the examiner must supervise the student.
3.1.1 Aspects of Hispanic society ( AS and A level)
This MUST be re-visited at A level as the same topics will be more
difficult.
Students may study all sub-themes in relation to any Spanish-speaking
country or countries. Note: You can compare these themes to other
countries but must focus on TL countries.
Modern and traditional values (Los valores tradicionales y modernos)
Los cambios en la familia
Actitudes hacia el matrimonio/el divorcio
La influencia de la Iglesia Católica
Cyberspace (El ciberespacio)
La influencia de internet
Las redes sociales: beneficios y peligros
Los móviles inteligentes en nuestra sociedad
Equal rights (La igualdad de los sexos)
La mujer en el mercado laboral
El machismo y el feminismo
Los derechos de los gays y las personas transgénero
3.2.1 Artistic culture in the Hispanic world (AS and A
level)
Students must study the sub-theme Spanish regional identity in relation to Spain.
Students may study the remaining sub-themes in relation to any Spanish-speaking
country or countries.
Modern day idols (La influencia de los ídolos)
Cantantes y músicos
Estrellas de televisión y cine
Modelos ( can cover some advertising here)
Spanish regional identity (La identidad regional en España)
Tradiciones y costumbres
La gastronomía
Las lenguas
Cultural heritage (El patrimonio cultural)
Sitios turísticos y civilizaciones prehispánicas: Machu Picchu, la Alhambra, etc
Arte y arquitectura
El patrimonio musical y su diversidad
A level – Year 2
3.1.2 Multiculturalism in Hispanic society
Students may study all sub-themes in relation to any Spanish-speaking country or
countries.
Immigration (La inmigración)
Los beneficios y los aspectos negativos
La inmigración en el mundo hispánico
Los indocumentados – problemas
Racism (El racismo)
Las actitudes racistas y xenófobas
Las medidas contra el racismo
La legislación anti-racista
Integration (La convivencia)
La convivencia de culturas
La educación
Las religiones
• A level – Year 2
3.2.2 Aspects of political life in the Hispanic world
Students must study Monarchies and dictatorships in relation to any
relevant Spanish-speaking country or countries. Students may study
the remaining sub-themes in relation to any Spanish-speaking
country or countries.
Today's youth, tomorrow's citizens (Jóvenes de hoy, ciudadanos del
mañana)
– Los jóvenes y su actitud hacia la política : activismo o apatía
– El paro entre los jóvenes
– Su sociedad ideal
Monarchies and dictatorships (Monarquías y dictaduras)
– La dictadura de Franco
– La evolución de la monarquía en España
– Dictadores latinoamericanos
Popular movements (Movimientos populares)
– La efectividad de las manifestaciones y las huelgas
– El poder de los sindicatos
– Ejemplos de protestas sociales (eg. El 15-M, las Madres de la Plaza de
Mayo, …)
Essays ( notes):
AS: content steer: bullet points of what might be included. Optional
support – students may address all, some or none of the points.
Plot/imagery/characterisation/stylistic features as appropriate to work
studied. ( dont forget: English to Spanish translation on this paper with a
supporting text to reduce vocabulary gaps).
A level:
Illustrative content points ( mark scheme): a general steer for examiners –
not prescriptive nor exhaustive – any relevant material the student
includes that does not feature in the illustrative content will be credited.
• No requirement to give quotations to access top
band though close contextual reference must be
used. Students may choose to use a quotation.
AS speaking:
15 minutes preparation – student can make notes and refer to
these during the exam.
2 stimulus card: 6-7 mins each ( choose from 4 : 2 pairs on different subthemes).
Students must revise everything ( no elimination as there is at the
moment).
Visual stimulus and 3 questions. 1 question specifically designed to elicit
knowledge of TL society, though this knowledge should also be
demonstrated in course of discussion. Examiner asks follow up questions
between the printed questions;
Student must ask a question of the examiner which demonstates knowledge
of the stimulus material. This is at any appropriate time and must contain a
conjugated verb. Cannot re-phrase/repeat printed questions. Examiner
must invite the student to ask a question if they don’t do this. ( Both
cards). Examiner gives brief response in order to not impact on time.
A level speaking:
Timing Total: 21 – 23 minutes.
16-18 minutes + 5 minutes preparation in the presence of the
examiner. Student makes notes and may refer to them at any
time during the speaking card..
1 stimulus card ( 5-6 minutes) ( from a choice of 2 cards)
Presentation of Individual Research Project: 2 minutes
Discussion based on Individual Research Project: 9 – 10
minutes
A level stimulus card.
Visual stimulus and 3 questions. 1 question specifically designed to elicit
knowledge of TL society, though this knowledge should also be
demonstrated in course of discussion. Examiner asks follow up questions
between the printed questions;
Student must ask 2 questions of the examiner which demonstates
knowledge of the stimulus material. This is at any appropriate time and
must contain a conjugated verb. Cannot re-phrase/repeat printed
questions. Examiner must invite the student to ask the questions if they
don’t do this. Examiner must give a brief response in order to not impact
upon time.
• 2 minute presentation – a summary of findings of
research. They may refer to their completed
research project form but no other notes are
permitted.
• Discussion : 9-10 minutes.
• The examiner will use points raised by the
candidate in the presentation and information
provided by the candidate on the research project
form to ask questions about and discuss the
research. The candidate may refer to the research
form but no other notes are permitted.
Individual Research Project.
Focus must refer to a T.L. Country.
Cannot overlap the text or film.
Can do another test/film by same author/director.
Can do a region.
Must be analytical.
Teacher can discuss/guide/correct title.
Can give general advice on language and sources. Can give
feedback on timing.
• Cannot – design research material or give feedback on the
project.
• Every student in the class must have a different title and their
research must be individual ( cannot be used for EQP
qualification though can use as a starting point and develop
beyond).
•
•
•
•
•
•
•
Alcab.org.uk - examples of possible subjects for research
(AQA will not approve individual titles)
Tasks for the summer
Revise all your GCSE and transition grammar using the
websites on the following 2 slides.
Look ahead at some of the topics you will cover using
the A level section of the espanol-extra website.
Website to help with Grammar
Revision
www.studyspanish.com
http://www.espanol-extra.co.uk/index2.html
User: Rossett
Password: Champion
Websites to help with Grammar Revision
Languagesonline
woodwardchilespanish