AQA-7652-2-FRENCH FINAL MARK SCHEME PAPER 2:Writing-A LEVEL-Jun24-v1.0
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AQA-7652-2-FRENCH FINAL MARK SCHEME PAPER 2:Writing-A LEVEL-Jun24-v1.0.
Section A Books
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A-level
FRENCH
7652/2
Paper 2 Writing
Mark scheme
June 2024
Version: 1.0 Final
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MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
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exam responses in line with existing mark scheme criteria.
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Further copies of this mark scheme are available from aqa.org.uk
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MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
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the answer covers different aspects of different levels of the mark scheme you should 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, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
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placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
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Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
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use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
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MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024
Assessment criteria
Each assessment objective should be assessed independently.
Students are advised to write approximately 300 words per essay. Everything that students write must
be assessed; there is no word limit. Students writing the recommended length have access to the full
range of marks.
AO3
The language produced is mainly accurate with only occasional minor errors. The student
shows a consistently secure grasp of grammar and is able to manipulate complex language
17–20
accurately. The student uses a wide range of vocabulary appropriate to the context and the
task.
The language produced is generally accurate, but there are some minor errors. The student
shows a generally good grasp of grammar and is often able to manipulate complex language
13–16
accurately. The student uses a good range of vocabulary appropriate to the context and the
task.
The language produced is reasonably accurate, but there are a few serious errors. The
student shows a reasonable grasp of grammar and is sometimes able to manipulate complex
9–12
language accurately. The student uses a reasonable range of vocabulary appropriate to the
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context and the task.
The language produced contains many errors. The student shows some grasp of grammar
5–8 and is occasionally able to manipulate complex language accurately. The student uses a
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limited range of vocabulary appropriate to the context and the task.
The language produced contains many errors of a basic nature. The student shows little
1–4 grasp of grammar and is rarely able to manipulate complex language accurately. The student
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uses a very limited range of vocabulary appropriate to the context and the task.
0 The student produces nothing worthy of credit.
Minor errors are defined as those which do not affect communication.
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Serious errors are defined as those which adversely affect communication.
Minor errors include:
incorrect but close to correct spellings
incorrect genders and consequential errors of agreement
incorrect or missing accents unless these alter the meaning.
Serious errors include:
incorrect verb forms especially irregular forms
incorrect use of pronouns
missing or incorrect agreements of adjectives or past participles.
Complex language includes:
use of pronouns of all types
tenses that support conceptual complexity (as in si sentences)
connectives supporting a range of subordinate clauses including those requiring subjunctive
constructions with verbs and verbs followed by infinitive with correct preposition
use of present and past participles.
The above examples are neither prescriptive nor exhaustive.
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