AQA A-level FRENCH PAPER 2 2020 MARKING SCHEME. WRITING.AQA A-level FRENCH PAPER 2 2020 MARKING SCHEME. WRITING.AQA A-level FRENCH PAPER 2 2020 MARKING SCHEME. WRITING.

AQA A-level FRENCH PAPER 2 2020 MARKING SCHEME. WRITING.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 2020 4 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. MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 5 AO4 17–20 Excellent critical and analytical response to the question set Knowledge of the text or film is consistently accurate and detailed. Opinions, views and conclusions are consistently supported by relevant and appropriate evidence from the text or film. The essay demonstrates excellent evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 13–16 Good critical and analytical response to the question set Knowledge of the text or film is usually accurate and detailed. Opinions, views and conclusions are usually supported by relevant and appropriate evidence from the text or film. The essay demonstrates good evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 9–12 Reasonable critical and analytical response to the question set Knowledge of the text or film is sometimes accurate and detailed. Opinions, views and conclusions are sometimes supported by relevant and appropriate evidence from the text or film. The essay demonstrates reasonable evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 5–8 Limited critical and analytical response to the question set Some knowledge of the text or film is demonstrated. Opinions, views and conclusions are occasionally supported by relevant and appropriate evidence from the text or film. The essay demonstrates limited evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 1–4 Very limited critical and analytical response to the question set A little knowledge of the text or film is demonstrated. Opinions, views and conclusions are rarely supported by relevant and appropriate evidence from the text or film. The essay demonstrates very limited evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 0 The student produces nothing worthy of credit in response to the question. Annotations for essay marking: Tick = content point considered in award of AO4 mark REP = repetition ? = unclear IRRL = irrelevant SEEN = examiner has seen the page (where no other annotations appear) MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 6 0 1 Molière : Le Tartuffe 0 1 . 1 Analysez le rôle comique que joue Dorine dans cette pièce. [40 marks] Possible content • Dorine’s directness is amusing in its stark contrast with other characters’ false piety. • Dorine is very perceptive as she sees Tartuffe for the fraudster that he is. • Dorine understands and judges Tartuffe’s supporters as being easily duped. • Molière uses Dorine to expose the failings and hypocrisies of other characters. • Dorine understands that reputation and social standing are important to those who are pro Tartuffe and those who are against him. • Dorine’s criticism of other characters’ actions provides comic relief. • The fact that Dorine is of a lower social class than her masters, but criticises them and exposes their foibles, adds to the comic relief. • Dorine exposing the foibles of her masters adds to the satirical aspect of the play. • Dorine’s intelligence undermines older male characters’ perception of women as the weaker sex and unable to make sound and informed choices. • Dorine supports the younger characters in the play exposing the hypocrisies of the older generation. • Even though Dorine is critical of her masters, she is loyal to them and understands the importance of a strong family. • It is ironic that Dorine is a servant but plays a key role in creating a strong family. MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 7 0 1 . 2 « Le Tartuffe est aussi pertinent aujourd’hui qu’il y a trois cents ans. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] Possible content • Le Tartuffe is a play that deals with aspects of the human condition. • The greed and self-interest of Tartuffe are traits common to all human beings. • The manipulation of the truth is a common human trait. • Tartuffe’s false piety rings true with those who claim to have religious and moral authority over others. • The reasoned behaviour of some characters and the irrational behaviour of others is a human trait that is still common today. • Moral authority and reputation are prevalent issues amongst social groups and classes. • Gender inequality and patriarchal authority, as symbolised by Orgon and Tartuffe’s attempts to assert their authority over Elmire and Mariane, are issues which are still important today. • How people are perceived and the truth about their personalities are common issues today. • The desire for control and power over others has been and continues to be a common trait in human beings. • Attaining power by false and deceptive means has been and continues to be a common trait in human beings. • Strong and loving relationships are more powerful than superficial and cynical relationships which are purely for personal gain. • Wisdom is not restricted to a certain age or gender. MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 8 0 2 Voltaire : Candide 0 2 . 1 Analysez pour quelles raisons Voltaire a choisi le titre Candide ou l’Optimisme pour ce conte. [40 marks] Possible content • Candide of the title is the name of the main character who is central to the story. • Name suggests innocence and naivety. • Story follows his adventures and experiences following his expulsion from the château de Thunder-ten-tronckh ; he is present throughout. • Candide encounters a sequence of life-threatening situations – both manmade and natural – and meets up with a range of different characters representing different facets of human misery and suffering. • Throughout Candide is seeking to be reunited with Cunégonde, the love of his life. • His function in the story is to test the validity of the philosophy of Optimism (hence Candide ou l’Optimisme of the title). • The mouthpiece for this philosophy is Pangloss, the tutor to Candide. • Pangloss maintains – despite all the evidence to the contrary that Voltaire piles upon us in the course of the story – that « tout est au mieux … dans ce meilleur des mondes possibles. » • Candide questions this philosophy when experience seems to disprove it (war, the Lisbon earthquake, the auto-da-fé, his killing of Cunégonde’s brother, his loss of wealth). • Candide accepts the philosophy and believes in it when things are going in his favour (the voyage to Buenos Aires with Cunégonde; the news that she is waiting for him in Constantinople). • Ultimately Candide rejects the philosophy and is the mouth-piece for Voltaire’s message: « il faut cultiver notre jardin ».