Singapore–Cambridge General Certificate of Education

Ordinary Level (2024)

Spanish
(Syllabus 3034)

© MOE & UCLES 2022

 3034 SPANISH GCE ORDINARY LEVEL SYLLABUS

CONTENTS
Page
INTRODUCTION 3
AIMS 3
ASSESSMENT OBJECTIVES 3
ASSESSMENT 4
SCHEME OF ASSESSMENT SUMMARY 4
DESCRIPTION OF COMPONENTS 4
MARK SCHEMES 6

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INTRODUCTION
This document provides details of the Ordinary Level Spanish syllabus for candidates in Singapore. This
syllabus is available in October/November only.

Note: Centres and candidates should note that the use of dictionaries is not permitted in this assessment.

AIMS
The aims of the syllabus are the same for all students. The aims are set out below and describe the
educational purposes of following a course in a language at Ordinary Level.

• To develop the ability to use the language effectively for purposes of practical communication in countries
where the language is spoken.
• To form a sound base of skills, language and attitudes required for further study, work and leisure.
• To offer insights into the culture and civilisation of the countries where the language is spoken.
• To develop a fuller awareness of the nature of language and language learning.
• To encourage positive attitudes towards foreign language learning and towards speakers of foreign
languages and a sympathetic approach to other cultures and civilisations.
• To provide enjoyment and intellectual stimulation.
• To complement other areas of study by encouraging skills of a more general application (e.g. analysis,
memorising, drawing of inferences).

ASSESSMENT OBJECTIVES
The examination will assess candidates’ linguistic competence and their knowledge of contemporary society
by requiring them to:

• understand and respond to the spoken language drawn from a variety of sources and ranging from short
to longer extracts
• understand and respond to texts written in the target language, drawn from a variety of sources and
ranging from short to longer texts
• communicate in the spoken language
• communicate in writing to narrate events, give factual information and express and justify ideas and
points of view.

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ASSESSMENT
All candidates take Papers 1, 2, 3 and 4:

SCHEME OF ASSESSMENT SUMMARY

Paper 1 Paper 2 Paper 3 Paper 4

Duration Weighting Duration Weighting Duration Weighting Duration Weighting

1 hour 1 hour approx. approx.

30 33% 15 33% 35 17% 10 17%
minutes minutes minutes minutes

AVAILABILITY
This syllabus is available in October/November only.

DESCRIPTION OF COMPONENTS
PAPER 1: Writing (1 hour 30 minutes) (60 marks)

All candidates must attempt both questions.

• Question 1 (30 marks): candidates are required to write a composition in Spanish of between 140 and 150
words. The composition must describe the story depicted in a series of 6 pictures given on the question
paper.
• Question 2 (30 marks): a directed writing task. Candidates are offered a choice of two tasks (a letter/email
and a narrative) and must complete one of these. Between 140 and 150 words are required.

PAPER 2: Reading (1 hour 15 minutes) (45 marks weighted to 60 marks)

The test will be in three sections.

Section 1 (15 marks)

• Short notices, signs, instructions, messages, advertisements, etc. – multiple-choice questions.
• Short statements and complete a matching exercise which tests the main words in these statements.
• A short text in the form of an email, message, postcard, letter, etc. Questions are objective and test the
main points and some detail.

Section 2 (20 marks)

• A longer text in the form of a letter, email, etc. Questions test general understanding of the main points,
which includes recognising simple attitudes and opinions.
• A longer, more complex text. Questions test general and specific comprehension. They will also require
candidates to identify attitudes, emotions and ideas. Questions require short answers in the target
language.

Section 3 (10 marks)

• A cloze text with 10 gaps, testing knowledge of grammar, e.g. prepositions/particles, verb agreement,
tense, conjunctions, vocabulary.

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PAPER 3: Listening (approx. 35 minutes) (30 marks)

All questions requiring written answers are to be answered in Spanish. The aim of this paper is to test
candidates’ listening comprehension skills and therefore they are not penalised for incorrect or inaccurate
language unless it makes their answers ambiguous.

Section 1 (15 marks)

Candidates hear short recordings, sometimes involving two speakers, which are tested mainly by visual
material. The recordings contain largely factual information about travel, weather, opening times, facilities
available, food, etc. and candidates identify main points and some details. Most of the questions are objective,
one or two require a very brief written answer.

Section 2 (15 marks)

Candidates hear recordings of two longer and more complex conversations/interviews. They listen for main
points and detail. Some of the questions are objective, some require short answers in the target language.

PAPER 4: Oral (approx. 10 minutes) (60 marks weighted to 30 marks)

• Test 1: Topic Presentation/Conversation (approximately 5 minutes, 30 marks)

• Test 2: General Conversation (approximately 5 minutes, 30 marks)

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Mark Schemes

Paper 1: Writing

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1.3 – award a mark out of 12 for Other linguistic features

Generic mark scheme for other linguistic features (Questions 1 and 2):

(i) Award a mark out of 12 for Other linguistic features according to the Grade descriptions in the table
below (please see Note on using mark schemes with Grade descriptors (last page of mark scheme)):

Grade descriptors for Other linguistic features (Questions 1 and 2)

11–12 • Uses a wide range of structures effectively; produces longer, fluent sentences with
ease.
• Highly accurate at this level, though not necessarily faultless.
• Makes effective use of a wide range of vocabulary fully appropriate to the task.

9–10 • Attempts a range of structures with a good degree of success.

• More complex language usually error-free.
• Uses a variety of relevant vocabulary at this level.

7–8 • In control of simple structures. Varied success with more complex structures.
• Accuracy is fairly consistent throughout. Errors may occur when more ambitious
language is attempted.
• Has sufficient vocabulary to add some interest to the writing.

5–6 • Attempts more than basic structures.

• On balance the work is more accurate than inaccurate.
• Straightforward vocabulary relevant to the task.

3–4 • Reliant on basic structures.

• Some examples of correct language. Meaning usually conveyed.
• Basic vocabulary.

1–2 • A few phrases or short sentences are accurate enough to be comprehensible. Very
simple sentence structure.

0 • One or two disjointed words or short phrases may be recognisable.

(ii) Consider the extent to which the following are used correctly and appropriately when assessing the
candidate’s control of structures:

• Adjectives, including possessives and demonstratives. Also comparatives and superlatives

• Object pronouns (me ha dicho) and ‘strong’ pronouns
• Negatives
• A variety of prepositions and adverbs
• Expressions of quantity
• Use of por and para
• Linking words (e.g. sin embargo, por lo tanto, por eso) and conjunctions other than y
• Subordinate clauses, including porque and que (relative pronouns). Indirect or reported speech
(dijo que, creo que). Time clauses with cuando, mientras que, etc. and si (= if)
• Appropriate use of politeness in the letter

Total mark for Other linguistic features: 12

Total for Questions 1 and 2: 30 marks

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Mark Schemes

Paper 4: Oral

Table A – Mark Scheme for Communication

This assesses the candidate’s response in terms of comprehension of the Examiner, immediacy of
reaction/response, and successful transmission of messages (including presentation of material in the topic).

Outstanding • A spontaneous interchange between candidate and Examiner. 14–15

• Candidate responds fully and confidently to all question types.
• Most points justified and explained.
• Very consistent performance. Not necessarily of native speaker standard.

Very good • Generally understands questions first time, but may require occasional 12–13
rephrasing. Can respond satisfactorily to both straightforward and
unexpected questions.
• Often develops own ideas and opinions and provides justifications.

Good • Responds well to straightforward questions; sometimes responds well to 10–11

unexpected questions.
• Communicates essential elements and can expand occasionally.
• Expresses opinions with some simple justifications.

Satisfactory • Usually responds well to straightforward questions; has difficulty with 7–9
unexpected questions and needs some rephrasing.
• Communicates most of the essential elements.
• Can convey simple, straightforward opinions.

Weak • Has difficulty with many straightforward questions, but still attempts an 4–6
answer.
• Communicates simple pieces of information.

Poor • Frequently has difficulty understanding the questions and has great 1–3
difficulty in replying.
• Communicates a few facts.

Communicates no relevant information. 0

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Table B – Mark Scheme for Language

This assesses the linguistic content of the candidate’s answers in terms of complexity, accuracy and range of
structures, vocabulary and idiom.

Outstanding • Very accurate use of a wide range of structures, vocabulary and idiom with 14–15
occasional errors in more complex language.
• Not necessarily of native speaker standard.

Very good • Wide range of mostly accurate structures and vocabulary. 12–13

Good • Good range of generally accurate structures, varied vocabulary. 10–11

Satisfactory* • Adequate range of structures and vocabulary. Can use past and future 7–9
tenses accurately. Some ambiguity.

Weak • Some manipulation of structures and awareness of verbs, though often 4–6
faulty and/or incomplete. Shows elementary, limited vocabulary.

Poor • Shows very limited range of structures and vocabulary. 1–3

Nothing coherent or accurate enough to be comprehensible. 0

* Candidates who do not show that they are able to use past and future tenses accurately cannot be awarded a
mark in the Satisfactory band or above for Language.

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