Syllabus: Cambridge Igcse First Language Spanish
Syllabus: Cambridge Igcse First Language Spanish
Syllabus: Cambridge Igcse First Language Spanish
Cambridge IGCSE®
First Language Spanish
0502
This syllabus has been updated, but there are no significant changes.
You are advised to read the whole syllabus before planning your teaching programme.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
1. Introduction..................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE First Language Spanish?
1.4 Cambridge International Certificate of Education (ICE)
1.5 How can I find out more?
2. Teacher support............................................................................................................... 5
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Assessment at a glance.................................................................................................. 6
5. Syllabus content............................................................................................................ 11
6. Description of components........................................................................................... 13
6.1 Paper 1 Reading Passages (Core)
6.2 Paper 2 Reading Passages (Extended)
6.3 Paper 3 Directed Writing and Composition
6.4 Component 4 Coursework Portfolio
6.5 Component 5 Speaking and Listening Test (Optional)
8. Other information.......................................................................................................... 36
Introduction
1. Introduction
Our programmes set the global standard for international education. They are created by subject experts,
are rooted in academic rigour, and provide a strong platform for progression. Over 10 000 schools in 160
countries work with us to prepare nearly a million learners for their future with an international education
from Cambridge.
Cambridge learners
Cambridge programmes and qualifications develop not only subject knowledge but also skills. We
encourage Cambridge learners to be:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Recognition
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher level studies.
Learn more at www.cie.org.uk/recognition
Our systems for managing the provision of international qualifications and education programmes
for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
2 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Introduction
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness
of the ways in which Spanish can be used. Cambridge IGCSE First Language Spanish also develops more
general analysis and communication skills such as synthesis, inference, and the ability to order facts and
present opinions effectively.
Prior learning
We recommend that learners who are beginning this course should have a level in Spanish equivalent to
First Language competence.
Progression
Cambridge IGCSEs are general qualifications that enable learners either to progress to employment, or to
proceed to further qualifications.
Candidates who are awarded grades A* to C in Cambridge IGCSE First Language Spanish are well prepared
to follow courses leading to Cambridge International AS and A Level Spanish, or the equivalent.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 3
Introduction
4 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Teacher support
2. Teacher support
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
We have resource lists which can be filtered to show all resources, or just those which are endorsed by
Cambridge. The resource lists include further suggestions for resources to support teaching.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 5
Assessment at a glance
3. Assessment at a glance
Components
Paper 1 Reading Passages (Core) or Paper 2 Reading Passages (Extended)
1 hour 45 minutes 50 marks 2 hours 50 marks
Candidates answer three questions on two Candidates answer three questions on two
passages. Passage A will be 500–600 words passages. Passage A will be 650–750 words
long and Passage B will be 300–350 words long. long and Passage B will be 550–650 words long.
This component is set and marked by This component is set and marked by
Cambridge. Cambridge.
This component is eligible for grades C–G and is This component is eligible for grades A–E and is
worth 50% of the total marks. worth 50% of the total marks.*
and
Paper 3 Directed Writing and Composition or Component 4 Coursework Portfolio
(Core and Extended) (Core and Extended)
2 hours 50 marks 50 marks
Candidates answer one question on a passage or Candidates submit three assignments, each of
passages totalling 650–750 words, and complete 500–800 words.
a composition task from a choice of four titles. This component is assessed by the teacher and
This component is set and marked by moderated by Cambridge.
Cambridge. This component is eligible for grades A–G and is
This component is eligible for grades A–G and is worth 50% of the total marks.*
worth 50% of the total marks.*
Centres may also choose to enter candidates for the Speaking and Listening Test. Marks for this optional
component do not contribute to the overall grade candidates receive. Instead, where candidates perform to
an appropriate standard, certificates record achievement of grades 1 (high) to 5 (low).
6 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Assessment at a glance
Availability
This syllabus is examined in the June and November examination series.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 7
Syllabus aims and assessment objectives
AO1: Reading
Candidates will be assessed on their ability to:
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions
R4 demonstrate understanding of how writers achieve effects
R5 select for specific purposes.
AO2: Writing
Candidates will be assessed on their ability to:
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar.
AO3: Speaking and listening (for candidates taking the Speaking and Listening Test only)
Candidates will be assessed on their ability to:
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a sustained, cohesive order
SL3 communicate clearly, fluently and purposefully as an individual and in dialogue with other speakers
SL4 use register appropriate to audience and context
SL5 listen to and respond appropriately to the contributions of others.
8 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Syllabus aims and assessment objectives
And additionally, for candidates taking the Speaking and Listening Test:
• select and use appropriate spoken styles and registers, varying language and expression confidently for
different contexts and to engage audience interest, sustaining discussion through frequent contributions
• listen in a focused and sensitive way, responding effectively to the speech of others.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 9
Syllabus aims and assessment objectives
• show a sense of audience and an awareness of appropriate uses of language for different purposes
• write in paragraphs, using a variety of sentence types and a varied vocabulary
• demonstrate accuracy in use of grammatical structures, spelling and punctuation.
And additionally, for candidates taking the Speaking and Listening Test:
• use an appropriate style when speaking, and communicate clearly, partly engaging the interest of the
listener; make relevant contributions to discussion
• listen to others, and respond with their own views and ideas.
And additionally, for candidates taking the Speaking and Listening Test:
• explain ideas, describe events and convey opinions clearly when speaking; sometimes contribute to
discussion
• show a readiness to listen to others, and sometimes respond appropriately.
10 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Syllabus content
5. Syllabus content
Candidates may follow either the Core Curriculum only or the Extended Curriculum which includes both the
Core and Extended content. Candidates aiming for grades A* to B must follow the Extended Curriculum.
Core Extended
Core Extended
• express thoughts, feelings and opinions in • express effectively what is thought, felt and
order to interest, inform or convince the imagined
reader • order and convey facts, ideas and opinions
• convey simple and detailed facts, ideas and effectively
opinions in an orderly sequence • demonstrate a sophisticated use of
• use appropriate vocabulary imaginative and varied vocabulary
• demonstrate some sense of audience and • demonstrate a clear sense of audience and
context context
• demonstrate adequate control of spelling, • demonstrate accuracy in spelling,
punctuation and grammar punctuation and grammar
• attempt a variety of sentence structures. • use effectively a variety of sentence
structures.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 11
Syllabus content
Core Extended
• describe experience in simple terms and • describe and reflect on experience, and
express intelligibly what is thought, felt and express effectively what is thought, felt and
imagined imagined
• recognise and give statements of opinion • understand and convey complex
and attitude information in a sophisticated way
• present facts, ideas and opinions in an • order and present facts, ideas and opinions
orderly sequence effectively
• communicate with some clarity, focus and • discuss statements of opinion and attitude,
purpose discerning underlying assumptions and
• communicate with some awareness of points of view
audience and context • communicate with clarity, focus and
• make relevant comments on what is heard. purpose
• communicate appropriately depending on
the audience and context
• evaluate and reflect on what is heard.
12 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Description of components
6. Description of components
Candidates answer three questions on two passages, which may be on a similar topic. Candidates write
all their answers in the spaces provided on the question paper. Passage A will be 500–600 words long and
Passage B will be 300–350 words long. Candidates should spend approximately 10 minutes reading the
passages. These passages will be printed on a question paper insert. Dictionaries may not be used.
Candidates write about 200–300 words, responding in one of the following text types: letter, report, journal,
speech, interview, newspaper report or magazine article.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions.
The question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 13
Description of components
Candidates write their content points in note form and then their summary as continuous writing of 100–150
words.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R5 select for specific purposes.
The question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary.
14 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Description of components
Candidates answer three questions on two passages which may be on a similar topic. Candidates write all
their answers in the spaces provided on the question paper. Passage A will be 650–750 words long and
Passage B will be 550–650 words long. Candidates should spend approximately 15 minutes reading the
passages. These passages will be printed on a question paper insert. Dictionaries may not be used.
Candidates taking this component are eligible for grades A–E (and A* at syllabus level).
Candidates write about 250–350 words, responding in one of the following text types: letter, report, journal,
speech, interview, newspaper report or magazine article.
This question tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions.
The question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context.
This question tests the following reading assessment objective (10 marks):
R4 demonstrate understanding of how writers achieve effects.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 15
Description of components
Candidates write their content points in note form and then their summary as continuous writing of 200–250
words.
This question tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R5 select for specific purposes.
The question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary.
16 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Description of components
Candidates answer two questions, one from each section. Candidates write both their answers in the
spaces provided on the question paper. Dictionaries may not be used.
Candidates taking this component are eligible for grades A–G (and A* at syllabus level if the Extended route
is followed).
Candidates use, develop and evaluate the information in a discursive/argumentative letter or article.
This question tests the following writing assessment objectives (15 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar.
This question also tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions.
This question tests the following writing assessment objectives (25 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 17
Description of components
This component description should be read in conjunction with Section 7.1 in this syllabus and the relevant
sections of the Cambridge Administrative Guide and the Cambridge Handbook.
The forms required for the conduct and assessment of the coursework portfolio can be downloaded from
www.cie.org.uk/samples
Candidates are eligible for grades A–G on this component (and A* at syllabus level if the Extended route is
followed).
Candidates submit a coursework portfolio of three assignments, each of about 500–800 words. The
assignments may be conducted in any order, and are:
Assignment 1: informative, analytical and/or argumentative
Assignment 2: descriptive and/or narrative
Assignment 3: a response to a text or texts of approximately two sides of A4 in total, chosen by the Centre.
The text(s) should contain facts, opinions and arguments. Candidates respond by selecting, analysing and
evaluating the content of the text(s). They may write in any appropriate form they wish. Different candidates
in the same teaching set may choose to respond to different text(s) and/or in different forms.
The coursework portfolio tests the following writing assessment objectives (40 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar.
For Assignment 3 only, the following reading assessment objectives are tested (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions.
Candidates must include the first draft of one of the three assignments submitted. The first draft will not
contribute to the final internally assessed mark or to the externally moderated mark for the coursework
portfolio.
The coursework portfolio must also include the text(s) used for Assignment 3.
A teacher/moderator at the Centre conducts and internally assesses the coursework portfolio(s) using
the assessment criteria in Section 7.1.3. They send the final marks, a sample of candidates’ coursework
portfolios and completed forms for external moderation by Cambridge before the advertised final date.
Centres will receive a brief report on the outcome of the external moderation.
18 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Description of components
This component description should be read in conjunction with Section 7.2 in this syllabus and the relevant
sections of the Cambridge Administrative Guide and the Cambridge Handbook.
This component is optional and is separately endorsed with grades of 1 (high) to 5 (low).
There is no question paper for the speaking and listening test. The test is recorded for all candidates.
The forms required for the conduct and assessment of the test can be downloaded from
www.cie.org.uk/samples
The speaking and listening test(s) take place during a period before the main examination series (see the
relevant series’ timetable).
The individual task tests the following speaking and listening assessment objectives (10 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a sustained, cohesive order
SL3 communicate clearly, fluently and purposefully as an individual and in dialogue with other speakers
SL4 use register appropriate to audience and context.
Dictionaries may be used to prepare the individual task, but they may not be taken into the test.
The discussion tests the following speaking and listening assessment objectives (20 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a sustained, cohesive order
SL3 communicate clearly, fluently and purposefully as an individual and in dialogue with other speakers
SL4 use register appropriate to audience and context
SL5 listen to and respond appropriately to the contributions of others.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 19
Description of components
A teacher/examiner conducts and internally assesses the test(s) using the assessment criteria in Section
7.2.4. This teacher/examiner will usually be someone from the Centre’s Spanish department. They send the
final marks, a recorded sample of the candidates’ performance and completed forms for external moderation
by Cambridge before the advertised final date. Centres will receive a brief report on the outcome of the
external moderation.
20 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 21
Additional information for Components 4 and 5
Assignment 2
Candidates may submit poetry for Assignment 2, but this must be accompanied by some form of
commentary by the candidate, e.g. about how the poem(s) came to be written. The commentary will be
included in the word count.
Assignment 3
• Assignment 3 is a piece of directed writing in response to a text or texts chosen by the teacher (or by the
candidate, with the teacher’s approval). This assignment is assessed for both writing and reading skills.
• Centres are advised to set text(s) of about two sides of A4 in length altogether. Text(s) may consist of
controversial facts, opinions and/or arguments which can be analysed and evaluated by the candidate
and can be transformed and integrated into their own views. Note that if a literature text(s) is used,
candidates should respond to the facts, opinions and arguments contained in the text(s) rather than to
the writer’s choice of language and literary devices.
• Text(s) may be of local, national or global interest – or all three – and should be suitable for the ability
range of the candidates. They may be drawn from a variety of sources, e.g. newspapers, magazine
articles, travel writing, text-based websites, propaganda and media. Note that text(s) that are mainly
informative or that provide content which has no development/discussion should not be set.
• The candidate should explain the views presented in the text(s), develop any ideas of interest and argue
with or against them, examining them for inconsistencies and substituting complementary or opposing
views.
• The assignment may be written in any appropriate form (e.g. an article, a letter, or the words of a
speech), but teachers must make sure that Assignment 3 does not have the same form and style as
Assignment 1 in the final portfolio.
• A copy of all texts used for this assignment must be included with the sample of portfolios sent to the
external moderator.
22 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
4. Drafting assignments
• In coursework, as in preparation for other forms of examination, it is natural for the teacher and
learner to discuss the work and how it is progressing. Teachers will be more confident that the work
is authentic if first drafts (e.g. plans following discussion) are completed in class, and seen and noted
by them.
• Teachers must not mark, correct or edit draft material prior to submission of the assignment proper,
as this is classed as improper practice. Learners should draft and redraft their work (see point 5
below), and teachers should give general advice.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 23
Additional information for Components 4 and 5
24 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
severe, it should be adjusted to bring it into line with the rest of the Centre’s marking. If the internal
moderator cannot agree the rank order of the candidates in any teaching set, the work of that set must
be remarked.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary Form. This form, and the instructions for completing it, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0502) and your Centre
number, after which it will take you to the correct form. Follow the instructions when completing
the form.
Band 1 (36–40): Confident and stylistic completion of challenging tasks throughout the portfolio
• W1: Candidates describe and reflect effectively upon experience, give detail and analyse
thoughtfully what is felt and imagined. Arguments are cogent and developed in mature,
persuasive thought.
• W2: Facts, ideas and opinions are ordered logically, each stage in the argument or narrative
carefully linked to the next. Paragraphing is a strength, and candidates are confident in
experimenting where appropriate in the structure of expressive writing.
• W3: Candidates write with assurance, using a wide range of effective vocabulary.
• W4: Candidates vary their style with assurance to suit audience and context in all three
assignments. They use well-constructed sentences.
• W5: Candidates write accurately. They use punctuation and grammatical structures to define
shades of meaning. They spell simple, complex and technical words with precision.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 25
Additional information for Components 4 and 5
Band 2 (31–35): Frequent merit and interest in the choice of content and the manner of writing
• W1: Candidates describe and reflect upon experience, and analyse with occasional success what
is felt and imagined. Some argument is well developed and interesting, although the explanation
may not always be consistent.
• W2: Facts, ideas and opinions are often well ordered so that the construction of the writing is
clear to the reader. Sentences within paragraphs are mostly well sequenced, although some
paragraphs may finish less effectively than they begin.
• W3: Candidates write with some confidence, demonstrating an emergent range of varied vocabulary.
• W4: Candidates give evidence of understanding the need to write appropriately to audience and
context even if there is not complete consistency in the three assignments. There is some fluency
in the construction of sentences.
• W5: Candidates show some signs of understanding how punctuation and grammatical structures
can be used to aid communication. Errors of spelling, punctuation and grammar are minor, and
rare at the top of this band.
• W1: Candidates express clearly what is felt and imagined and supply some detail, explanation and
exemplification for the benefit of the reader. Arguments are expressed in a competent series of
relevant points and a clear attempt is made to develop some of them.
• W2: A clear attempt is made to present facts, ideas and opinions in an orderly way, although there
may be some insecurity in the overall structure.
• W3: Candidates write competently, using appropriate, if sometimes unadventurous, vocabulary.
• W4: Candidates make a clear attempt in at least one assignment to write with a sense of
audience and there may also be some evidence of adapting style to context. Sentences mostly
link ideas successfully.
• W5: Candidates use punctuation and grammar competently although the range is not strong.
There may be a number of minor errors especially at the bottom of this band and even occasional
errors of sentence separation.
Band 4 (21–25): Satisfactory content with brief development and acceptable expression
• W1: Candidates express with some clarity what is felt and imagined. Arguments are relevant to
the topic and are developed partially with some brief effectiveness.
• W2: There is evidence of overall structure, but the writing may be presented more carefully
in some sections than in others. There may be examples of repetition and the sequence of
sentences within paragraphs may be insecure in places.
• W3: Candidates write with occasional competence, using a mixture of effective and
straightforward vocabulary.
• W4: Candidates show occasional evidence of writing with some understanding of audience and
context, but this is not sustained. Candidates use some complex and some simple sentences.
• W5: Candidates use a limited range of punctuation and grammatical structure with some care,
although occasionally grammatical error will cause the reader some difficulty. There may be quite
numerous errors, particularly of sentence separation and the misuse of commas.
26 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
• W1: Candidates express intelligibly what is felt and imagined. Arguments are expressed with
variable relevance, logic and development.
• W2: Facts, ideas and opinions are presented in paragraphs which may be inconsistent. The overall
structure is unsound in places.
• W3: Candidates use simple, straightforward vocabulary.
• W4: Candidates make slight variations of style according to audience and context, although this
does not seem deliberate. Simple sentences are correctly used and there may be an attempt to
write complex sentences which have a slight lack of clarity.
• W5: Candidates show knowledge of simple punctuation and grammar, but the amount of error,
especially of tense and the use of prepositions, is sometimes considerable. Sentence separation
is often poor, but error does not prevent the reader from understanding what is written.
• W1: Candidates make a simple attempt to express what is felt and imagined. Arguments are
expressed very simply and briefly.
• W2: Facts, ideas and opinions may appear in partially formed paragraphs of inappropriate length
and some attempt is made to provide a beginning and an end.
• W3: Candidates use simple, mainly accurate vocabulary.
• W4: Candidates may show occasional, brief acknowledgement of the possibility of writing for
different audiences and contexts, but overall there is little variation of style. Attempts to write
complex sentences may involve repetition of conjunctions and some blurring.
• W5: Candidates occasionally use appropriate punctuation and can spell simple words, but the
reader is not convinced that their understanding, especially of grammar, is adequate.
• W1: Candidates occasionally express what is felt, thought and imagined, but they are hampered
by their command of language.
• W2: There may be some signs of an overall structure although inadequate presentation of facts,
ideas and opinions creates blurring.
• W3: Candidates demonstrate a narrow vocabulary.
• W4: Candidates may write appropriately on the whole but their command of language is not
strong enough to acknowledge audience or context. There are unlikely to be more than a few
accurate sentences.
• W5: Weaknesses in spelling, punctuation and grammar are persistent, but the reader is able to
follow at least part of the writing.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 27
Additional information for Components 4 and 5
• W1: Very simple meanings are attempted, but most of the work is too inaccurate and blurred to
make sense.
• W2: An absence of overall structure and paragraphing leads to confusion.
• W3: Very simple meanings are attempted, but the candidate’s knowledge of vocabulary is too
slight to make adequate sense.
• W4: There is insufficient evidence of audience, context or sentence structures to reward.
• W5: The amount and breadth of error prevents sufficient communication of meaning.
Band 1 Candidates analyse and evaluate several ideas and details from the text(s), and
9–10 marks develop lines of thought. Their own ideas are closely related to the original text(s)
and show a good understanding of the main arguments.
Band 2 Candidates respond in detail to ideas from the text(s), explaining them and
7–8 marks expressing views on them with varying degrees of effectiveness. There is some
reference to details in the original. Their own ideas are based on those of the
original text(s).
Band 3 Candidates show some response to the ideas in the text(s), summarising them and
5–6 marks giving simple views on them. Their own thinking is relevant, if not always tightly
focused on the original text(s).
Band 4 Candidates give a response to the original text(s). Their ideas are relevant to the
3–4 marks topic but make only occasional references to individual ideas or details in the
original text(s).
Band 5 Candidates write about the topic but there is little evidence that they have read or
1–2 marks understood the text(s).
28 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
Please read this information in conjunction with the relevant sections of the Cambridge Handbook and the
Cambridge Administrative Guide.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 29
Additional information for Components 4 and 5
• Candidates may bring a ‘cue card’ (about postcard size) into the examination room, to remind them of
the main points they wish to make. Cue cards should contain a list of points, not continuous sentences.
Candidates may also bring in a limited quantity of illustrative material, which may include maps,
diagrams, statistics, pictures and short articles. A script is not allowed.
• Teachers may advise on the suitability of topics, but must not be involved in the preparation of material
for the individual task.
This part of the test is to be assessed using Table A of the assessment criteria, which can be found in
Section 7.2.4.
This part of the test is to be assessed using Table B of the assessment criteria, which can be found in
Section 7.2.4.
30 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 31
Additional information for Components 4 and 5
• T
he teacher/examiner should be positioned so that they face the candidate when they enter the
room, with a table between the teacher/examiner and the candidate. Do not allow candidates to sit
in a position where they can see what the teacher/examiner is writing on the mark sheets, as this
can be distracting.
• A
good teacher/examiner tries to put candidates at ease and sends candidates out of the
examination smiling, no matter how good or bad their performance. The use of expressions such as
‘very good’, which a candidate may interpret as comments on performance, should, however, be
avoided.
• O
ther recommendations for teacher/examiners: do not walk about or distract candidates in any way;
always appear interested, even in mundane matters; never show undue surprise, impatience or
mockery; never correct a candidate.
7. Recording of candidates
• E
ach teacher/examiner must record the speaking and listening test for all the candidates they
examine.
• C
entres must check well in advance that a suitably quiet room is available and that their recording
equipment is working. Please avoid rooms that are too close to a playground, recreation room or
noisy classroom. Unnecessary background noise must be excluded.
• T
he recording equipment and the CD(s) should be tested in situ before the actual test, ideally with
one of the candidates. It is essential that new unrecorded CDs are used. These must be supplied by
the Centre. A recorder with external microphones is recommended so that separate microphones
can be used for the candidate and the teacher/examiner. If only one microphone is used, it should
be placed facing the candidate. With a softly-spoken candidate, the microphone should be placed
nearer to the candidate before the start of the test. Please do not adjust the volume control during
an examination.
• Each recording should be introduced clearly by the teacher/examiner as follows:
Centre name and number: e.g. King’s College, Madrid, Centre number ES215
Examination: Cambridge IGCSE First Language Spanish, Syllabus 0502, Component 5, Speaking and
Listening Test
Examiner: e.g. Mr A Lopez
Date: e.g. 2nd March, 2015
Each candidate should be introduced clearly by the teacher/examiner as follows:
Candidate number: e.g. 0473
Candidate name: e.g. Ana Bustamante
At the end of the recording, please state “End of recording”.
• O
nce a test has begun, do not interrupt the recording. On no account should you stop and re‑start
the recording during a test. The contents of each CD must be clearly labelled. Before the CD is sent
to Cambridge, make spot checks to ensure every candidate can be clearly heard.
32 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
4. Internal moderation
If more than one teacher/examiner is used within a Centre, it is essential that the marks for each
strand of the assessment criteria are moderated internally for the whole Centre. This means that
the marks awarded to all candidates within a Centre must be brought to a common standard by the
teacher responsible for co-ordinating the internal assessment (i.e. the internal moderator). A single valid
and reliable set of marks should be produced which reflects the relative attainment of all the candidates
in the test at the Centre. If the marking of any teacher is found to be lenient or severe, it should be
adjusted to bring it into line with the rest of the Centre’s marking. If the internal moderator cannot agree
the rank order of the candidates in any teaching set, the work of that set must be remarked.
Table A: Band descriptions for Component 5, Part 1 – Individual task (10 marks)
Band 1 Full and well organised use of content; lively delivery sustaining audience interest;
9–10 marks employs a wide range of language devices (e.g. tone, irony, emphasis) accurately
and sometimes eloquently.
Band 2 Sound use of content; delivery may occasionally be stilted, but audience interest is
7–8 marks generally maintained; employs a good range of language devices (e.g. tone, irony,
emphasis) soundly.
Band 3 Adequate use of content; delivery is secure but at times unimaginative, resulting in
5–6 marks some loss of audience interest; language devices (e.g. tone, irony, emphasis) are
used safely and appropriately.
Band 4 Content is thin or perhaps inconsistently used; delivery is not secure, resulting in
3–4 marks significant loss of audience interest; limited employment of language devices (e.g.
tone, irony, emphasis) with some inaccuracy.
Band 5 Content is mostly undeveloped and/or very thin; delivery is weak and the audience
1–2 marks is generally lost; not able to use language devices (e.g. tone, irony, emphasis) or
devices used with serious error.
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 33
Additional information for Components 4 and 5
Speaking Listening
Band 1 Extends the subject matter and elicits Band 1 Responds fully to questions
9–10 marks responses from the listener; speaks 9–10 marks and develops prompts; deals
on equal terms with the listener. confidently and sometimes
Employs a wide range of language enthusiastically with alterations in
devices (e.g. tone, irony, emphasis) the direction of the conversation.
accurately and sometimes eloquently.
Band 2 Subject matter is organised and Band 2 Responds appropriately and in
7–8 marks expressed competently; attempts to 7–8 marks some detail to questions and
speak on equal terms with the listener prompts; deals appropriately with
but with a varying degree of success. most of the changes in direction
Employs a good range of language of the conversation.
devices (e.g. tone, irony, emphasis)
soundly.
Band 3 Deals with the subject matter Band 3 Responds to questions adequately
5–6 marks adequately; the listener is generally 5–6 marks but deals less effectively
but not always prominent. Language with prompts; changes in the
devices (e.g. tone, irony, emphasis) direction of the conversation are
are used safely and appropriately. occasionally dealt with.
Band 4 There is evidence of some linking Band 4 Provides limited response to
3–4 marks together of ideas relating to the 3–4 marks the questions and struggles
subject matter but it is inconsistent; to develop prompts; tends to
accepts that the listener is in full maintain the direction of the
control of the conversation. Limited conversation.
use of language devices (e.g.
tone, irony, emphasis) with some
inaccuracy.
Band 5 Simple facts and ideas are expressed Band 5 Responds simply or is unable to
1–2 marks with generally unsuccessful attempts 1–2 marks respond to questions or prompts;
at organisation; is barely capable of cannot recognise changes in the
engaging in a two-way conversation. direction of the conversation.
Not able to use language devices
(e.g. tone, irony, emphasis) or devices
used with serious error.
Band 6 Does not meet the above criteria. Band 6 Does not meet the above criteria.
0 marks 0 marks
34 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
Additional information for Components 4 and 5
Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019. 35
Other information
8. Other information
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus is available in English and in Spanish. The associated assessment materials are available in
Spanish only.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
36 Cambridge IGCSE First Language Spanish 0502. Syllabus for examination in 2017, 2018 and 2019.
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