MOCK PAPER
AQA GCSE
English Language
Paper 2 Writers’ viewpoints and
perspectives Mark Scheme
8700
Version 1.0
, 2 MARK SCHEME – KS3 ENGLISH LANGUAGE –
PAPER 2
INTRODUCTION
The information provided for each question is intended to be a guide to the kind of
answers anticipated and is neither exhaustive nor prescriptive. All appropriate
responses should be given credit.
Where literary or linguistic terms appear in the Mark Scheme, they do so generally
for the sake of brevity. Knowledge of such terms, other than those given in the
specification, is not required. However, when determining the level of response for
a particular answer, teachers should take into account any instances where the
student uses these terms effectively to aid the clarity and precision of the
argument.
Level of response marking instructions
Level of response mark schemes are broken down into four levels. There are two,
four, five or six marks in each level; dependent upon question.
Please note: The sample responses in each Indicative Standard column are not intended
to be complete, full or model answers. Instead, they are there as a guide, to provide you
with part of an answer, an indicative extract of a response at the required level. If a
student was to continue to develop a response at that standard, they would gain a mark
at that level.
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.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. 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.
The Skills Descriptors column indicates the different skills that students need to
demonstrate in their answer for that level. To achieve full marks in a level, students
should meet all of the skills descriptors in that level. Students achieving marks at
the bottom of a level will ideally have met all of the skills descriptors of the
previous level and at least one of the skills descriptors in that level.
An answer which contains nothing of relevance to the question must be awarded no
marks.
Copyright © 2016 AQA and its licensors. All rights reserved.
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
, MOCK PAPER
cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party
even for internal use within the centre.
AQA GCSE
English Language
Paper 2 Writers’ viewpoints and
perspectives Mark Scheme
8700
Version 1.0
, 2 MARK SCHEME – KS3 ENGLISH LANGUAGE –
PAPER 2
INTRODUCTION
The information provided for each question is intended to be a guide to the kind of
answers anticipated and is neither exhaustive nor prescriptive. All appropriate
responses should be given credit.
Where literary or linguistic terms appear in the Mark Scheme, they do so generally
for the sake of brevity. Knowledge of such terms, other than those given in the
specification, is not required. However, when determining the level of response for
a particular answer, teachers should take into account any instances where the
student uses these terms effectively to aid the clarity and precision of the
argument.
Level of response marking instructions
Level of response mark schemes are broken down into four levels. There are two,
four, five or six marks in each level; dependent upon question.
Please note: The sample responses in each Indicative Standard column are not intended
to be complete, full or model answers. Instead, they are there as a guide, to provide you
with part of an answer, an indicative extract of a response at the required level. If a
student was to continue to develop a response at that standard, they would gain a mark
at that level.
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.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. 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.
The Skills Descriptors column indicates the different skills that students need to
demonstrate in their answer for that level. To achieve full marks in a level, students
should meet all of the skills descriptors in that level. Students achieving marks at
the bottom of a level will ideally have met all of the skills descriptors of the
previous level and at least one of the skills descriptors in that level.
An answer which contains nothing of relevance to the question must be awarded no
marks.
Copyright © 2016 AQA and its licensors. All rights reserved.
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
, MOCK PAPER
cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party
even for internal use within the centre.
