A-level

FRENCH

7652/2

Paper 2 Writing

Mark scheme

June 2021

Version: 1.0 Final

*216A7652/2/MS*

Your text here 1

MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021

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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.

Further copies of this mark scheme are available from aqa.org.uk

Copyright information

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own

internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third

party even for internal use within the centre.

Copyright © 2021 AQA and its licensors. All rights reserved..

MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021

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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

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

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

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

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.

MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021

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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

17–20

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

accurately. The student uses a wide range of vocabulary appropriate to the context and the

task.

13–16

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

accurately. The student uses a good range of vocabulary appropriate to the context and the

task.

9–12

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

language accurately. The student uses a reasonable range of vocabulary appropriate to the

context and the task.

5–8

The language produced contains many errors. The student shows some grasp of grammar

and is occasionally able to manipulate complex language accurately. The student uses a

limited range of vocabulary appropriate to the context and the task.

1–4

The language produced contains many errors of a basic nature. The student shows little

grasp of grammar and is rarely able to manipulate complex language accurately. The student

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.

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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