Edexcel a level french paper 2 mark scheme june 2023

Edexcel a level french paper 2 mark scheme june 2023 Mark Scheme (Final) Summer 2023 Pearson Edexcel Level 3 GCE In French (9FR0) Paper 02: Written Response to works and translation Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2023 Publications Code 9FR0_02_2306_MS All the material in this publication is copyright © Pearson Education Ltd 2023 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. Marking guidance for Paper 2: Written response to works and translation This marking guidance is for the use of Pearson-appointed external examiners. The guidance has been included for teacher reference to aid understanding of how the assessment criteria will be applied. Section A – Question 1 (translation) into assessed language This task is marked using a points-based mark scheme in which 1 mark is given for each correct individual section of language. Please see the Pearson Edexcel Level 3 Advanced GCE in French Sample Assessment Materials (SAMs) document for an example of how the translation will be marked. Sections B and C – Questions 2 to 26 (written response to works) There are three levels-based mark grids to be applied to each individual essay that makes up the written response to works. The mark grids are: ● Critical and analytical response (AO4) ● Range of grammatical structures and vocabulary (AO3) ● Accuracy of language (AO3). General guidance on using levels-based mark schemes Step 1: Decide on a band ● The examiner will first of all consider the answer as a whole and then decide which descriptors most closely match the answer and place it in that band. The descriptors for each band indicate the different features that will be seen in the student’s answer for that band. ● When assigning a level, the examiner will look at the overall quality of the answer and not focus disproportionately on small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different bands of the mark scheme, the examiner will use a ‘best fit’ approach for defining the level and then use the variability of the response to help decide the mark within the level, for example if the response is predominantly band 5–8 with a small amount of band 9–12 material, it would be placed in band 5–8 but be awarded a mark near the top of the band because of the band 9–12 content. Step 2: Decide on a mark ● Once the examiner has decided on a band they will need to decide on a mark within the band. ● They will decide on the mark to award based on the quality of the answer; they will award a mark towards the top or bottom of that band depending on how the student has evidenced each of the descriptor bullet points. ● The examiner will modify the mark based on how securely the trait descriptors are met at that band. ● They will need to go back through the answer as they apply the mark scheme to clarify points and assure themselves that the band and the mark are appropriate. Critical and analytical response (AO4) ● This mark grid assesses students’ ability to respond critically and analytically to the aspect of the literary work or film outlined in the question. To provide a critical and analytical response, students should select relevant material, present and justify points of view, develop arguments, draw conclusions based on understanding and evaluate issues, themes and cultural and social contexts. ● This grid will be applied twice, once for each essay individually. ● When deciding how to reward an answer, examiners will consult this mark grid as well as the indicative content associated with each question which can be found in the document Pearson Edexcel Level 3 Advanced GCE in French Sample Assessment Materials (SAMs). Indicative content contains points that students are likely to use to construct their answer. It is possible for an answer to be constructed without mentioning some or all of these points as long as students provide alternative responses that fulfil the requirements of the question. Marks Description 0 No rewardable material. 1–4 ● Points of view relating to issues/themes/cultural or social contexts are presented, with simplistic justification; limited interpretation with frequent misunderstanding or confusion; any evidence from the work is descriptive. ● Limited ability to form arguments or draw conclusions. ● Response relates to the work but limited focus on the question. 5–8 ● Points of view relating to issues/themes/cultural or social contexts are presented, with attempts made at interpretation, but they occasionally show misunderstanding or confusion; evidence selected from the work for justification is occasionally appropriate but often descriptive. ● Arguments are made but with inconsistencies; conclusions are drawn but do not fully link to arguments. ● Response relates to the work but often loses focus on the question. 9–12 ● Critical analysis of issues/themes/cultural or social contexts is evident in relation to particular aspects of the question, with some appropriate interpretations and points of view, sometimes justified by appropriately selected evidence from the work. ● Logical arguments are followed through on particular aspects of the question, occasionally detailed and with linked conclusions; some points are made without exploration. ● Response is relevant to particular aspects of the question, occasional loss of focus. 13–16 ● Critical analysis of issues/themes/cultural or social contexts is frequently demonstrated, with some convincing interpretations and points of view, predominantly justified with appropriately selected evidence from the work. ● Generally detailed, logical arguments are made, with some persuasive conclusions that mostly link together. ● Predominantly relevant response to the question. 17–20 ● Critical analysis of issues/themes/cultural or social contexts is demonstrated through convincing interpretations and points of view, consistently justified with appropriately selected evidence from the work. ● Detailed, logical arguments and conclusions are made that consistently link together. ● Relevant response to the question throughout. Range of grammatical structures and vocabulary (AO3) ● This mark grid assesses students’ ability to use a range of grammatical structures and vocabulary in order to produce articulate written communication with a range of expression. ● This grid will be applied twice, once for each essay individually. Marks Description 0 No rewardable language. 1–4 ● Limited variation of straightforward grammatical structures with much repetition, producing writing that is often restricted and stilted. ● Limited range of vocabulary resulting in repetitive expression. ● Limited use of terminology appropriate to literary and cinematic analysis. 5–8 ● Occasional variation in use of mostly straightforward grammatical structures, infrequent use of complex language, producing writing that is sometimes stilted. ● Vocabulary is mostly high frequency with occasional variation, expression is frequently repetitive. ● Occasional use of terminology appropriate for literary and cinematic analysis. 9–12 ● Some variation in the use of grammatical structures, including some recurrent examples of complex language; sections of articulate writing with occasionally stilted phrasing. ● Some variation in use of vocabulary, resulting in variation of expression but this is not sustained. ● Some use of terminology appropriate for literary and cinematic analysis. 13–16 ● Frequent variation in use of grammatical structures, including different types of complex language, producing writing that is articulate throughout the majority of the essay. ● Frequently varied use of vocabulary, resulting in regular variation of expression. ● Frequent use of terminology appropriate for literary and cinematic analysis. 17–20 ● Consistent variation in use of grammatical structures, including in use of complex language, producing consistently articulate writing. ● Consistently varied use of vocabulary, allowing ideas to be conveyed in a variety of different ways. ● Consistent use of terminology appropriate for literary and cinematic analysis. Additional guidance Variation of vocabulary and grammatical structures: the traits in the mark grid differentiate between the variation of grammatical structures and vocabulary used by students. Examiners will judge in which mark band to place students and which mark to award, based on the effect that the variety of grammatical structures and vocabulary has on the quality of the communication; the wider the variety, the more articulate the communication will become (see definition of articulate below). Examples of a variety of grammatical structures and vocabulary are: a selection of different verbs, tenses, adjectives, vocabulary, including to express literary and cinematic analysis (see further detail below), complex language (see definition below) for a variety of purposes, including to present and justify points of view, develop arguments, draw conclusions based on understanding. Articulate: articulate communication is fluent, effective and coherent as students control/manipulate the language to say what they want to say rather than what they can say, for a number of different purposes. If students are restricted to what they can say, they may not be able to express themselves for all purposes, for example to develop arguments. Terminology for literary and cinematic analysis: vocabulary for critical analysis according to the work being studied, for example ‘plot’, ‘character’; figures of speech such as ‘metaphor’, ‘similes’; to describe theme and style such as, ‘camera technique’, ‘hand-held camera’, ‘use of black and white’, ‘first person narrative.’ Complex language is considered to include the following: ● conceptually challenging tenses such as the pluperfect, future perfect ● passive voice ● subjunctive mood ● use of relative pronouns ● using extended sentences to express abstract ideas/convey justified arguments that require a range of lexis and structures, for example conjunctions and pronouns ● using synonyms and a variety of expressions to say things in different ways ● all grammar and structures included in the grammar list that are specific to A Level. Straightforward language is considered to be: ● simple sentences with limited linking of sentences and clauses ● high frequency grammatical structures and vocabulary. Accuracy of language (AO3) ● This mark grid assesses students’ ability to apply grammar and syntax accurately. ● This grid will be applied twice, once for each essay individually. Marks Description 0 No rewardable language. 1–2 ● Limited sequences of accurate language resulting in lapses in coherence. ● Errors occur that often prevent meaning being conveyed. 3–4 ● Some accurate sequences of language resulting in some coherent writing. ● Errors occur that sometimes hinder clarity of communication and occasionally prevent meaning being conveyed. 5–6 ● Frequent sequences of accurate language resulting in generally coherent writing. ● Errors occur that occasionally hinder clarity of communication 7–8 ● Accurate language throughout most of the essay, resulting in mostly coherent writing. ● Errors occur that rarely hinder clarity of communication. 9–10 ● Accurate language throughout, resulting in consistently coherent writing. ● Any errors do not hinder clarity of communication. Additional guidance Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are also made by native speakers. The mark grid describes the frequency of errors and the impact that errors have on coherence. Errors that do not hinder clarity: ● errors that do not affect meaning, for example gender, adjectival agreements ● infrequent errors that do not distract the reader from the content and which result in coherent writing. Errors that hinder clarity: ● errors that make writing difficult to understand immediately (even if the meaning is eventually understood)/errors that force readers to re-read in order to understand what is meant, for example inappropriate tense formation, mismatch of subject and the possessive adjective ● frequent errors hinder clarity as they will distract the reader from the content of the writing. Errors that prevent meaning being conveyed: ● errors that mean the reader cannot understand the message ● errors that convey the wrong message ● errors that make it unclear who is carrying out the action, for example using the incorrect person of the verb ● mother-tongue interference. NB: these are examples only and do not constitute a finite list. Section A – Question 1 (translation into assessed language). This task is a points-based mark scheme in which 1 mark is given for each correct individual section of language. A suggested correct translation is provided in a grid which also outlines the alternative versions which will be accepted or the translations to be rejected. Marking principles for error tolerance with examples are given directly above the grid. Marking Principles Accents: grammatical accent errors count as mistakes, for example Je suis alle. Non- grammatical accent errors are tolerated, for example j’espere for j’espère, unless they cause ambiguity, for example ou rather than où and a for à. Spelling: minor spelling errors are tolerated, for example bibiothèque, imigré as long as they are not ambiguous or form a word in the wrong language, for example libraire for librairie, petrol for pétrole or tomato instead of tomate. Verb endings but not stems must be correct and will not be classed as spelling errors, for example il fasait acceptable but il faisais would not be credited. Genders and adjective endings must be correct and will not be classed as spelling errors. Repeated capitalisation errors will not be penalised, for example anglais for Anglais. Other repeated or consequential errors are not penalised, for example Je me suis assis au table, il était couvert de papiers. Any appropriate alternatives which do not already appear in the acceptable answers column are credited. Text Correct Answer Acceptable Answers Reject 1 In the past, politicians had to try to Dans le passé, les (hommes) politiques devaient essayer d’ Dans le temps, Autrefois, A(upara)vant les politicien(ne)s chercher à for essayer OR tenter d’ perfect tense Au passé passe for passé (different word) pluperfect tense (1) être obligé(e)s de for devoir passée for passé (spelling error) membres de parlement for politiciens (too specific) de for d’ + vowel no article: politiques (without les) des for les politiques