Pearson Edexcel GCE

Mark Scheme (Results) Summer 2025 Pearson Edexcel GCE Arabic (9AA0) Paper 03: Listening, reading and writing in Arabic 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 2025 Question Paper Log Number 80721 Publication Code 9AA0_03_2506_MS All the material in this publication is copyright © Pearson Education Ltd 2025 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. Paper 3 marking principles and mark scheme SECTION A and section B questions 5(a)/5(b): marking • For open response questions, the candidate does not have to write in full sentences. If appropriate, they may respond using single words or phrases where appropriate. Example of short phrases with two or more words: o to become a soldier (verb/noun) o Christian (values) (adjective/noun). • When responding to open response questions, candidates may use words from the listening passage or reading extract but they must not transcribe or copy whole sections where the question requires them to manipulate the language in order to give an accurate response to the question. Example: Text: I mainly eat fruit and veg to stay healthy. Question: According to the text, what does a healthy diet consist of? Rewardable answer: Mainly eating fruit and veg. Non-rewardable answer: I mainly eat fruit and veg to stay healthy. Candidates who copy the whole sentence, as exemplified above as the nonrewardable answer, would not be awarded marks without manipulating the verb in the sentence. This is because it does not render an accurate answer to the question. However, as the exemplified Rewardable answer shows, candidates may still use words from the listening passage or reading extract. • There are no marks for quality of language in Section A or questions 5a) and 5b) in Section B. Therefore, errors and omissions in spelling and grammar will be tolerated as long as the message is not ambiguous or does not interfere with communication. • Consider only as many elements as there are marks, for example for a 1-mark answer, the candidate’s first response is taken for assessment, even if this response is incorrect but the correct information follows as a further element. Where 2 marks are available, award the individual marks discretely but apply the order of elements rule. • Written responses in the wrong language cannot be awarded a mark. Guidance to examiners on understanding and applying the mark scheme • Alternative ways of giving the same answer are indicated with a slash (/) in between the alternative responses, for example: Elsa wrote/composed the text. • Where appropriate, responses have been separated with ‘AND’ for compulsory answers and ‘OR’ for possible answers, for example: o To the farms (1) AND o Because there wasn’t enough machinery/ there was a lack of machines (1) Use OR to show the various answers where there are more possibilities than available marks: Any one of: o Sharon was scared of spiders (1) OR o Lydia found the spiders ugly (1) • Any parts of an answer that are not essential are bracketed for example: On the school walls (in France). • Candidates are likely to write variants on the acceptable answers listed and these should be considered as acceptable if they convey the correct answer. • All possible answers have the correct number of marks appropriate for the information required indicated in brackets. Suggested incorrect answers are indicated in the ‘Reject’ column. SECTION A mark scheme (listening comprehension) Question number 1 Answer Mark 1(i) E تُ مثلُ العاداتُ والتقاليدُB- (1) Question number Answer Mark 1(ii) E الأسرةُ والأهلC- (1) Question number Answer Mark 1(iii) D حضور حفلُ الزفافُA- (1) Question number Answer Mark 1(iv) C حفلاتُ الزواجُ الجماعيُD- (1) Question number 2 Answer Mark 2(i) E التدريبُ المتواصلُD- (1) Question number Answer Mark 2(ii) E فنونُ الحضاراتُ الغربيةC- (1) Question number Answer Mark 2(iii) B لأنهم يبحثون عنُ مناصبُ مستقرةُA- (1) Question number Answer Mark 2(iv) C يجف حبرُ الكتابةُB- (1) Question number Answer Mark 2(v) A ترتيبُ الحروفُ والكلماتُ بشكلُ جميلA- (1) Question number Answer Reject Mark 3(a)(i) ما الدور الذي لعبته الموسي ىق خاصة ن يف حياة العُماني ني؟ تحمل ذكريات أفراد المجتمع ومشاعرهم. 1 عن أفكارهم وتجارب••هم. التعب ي (ساعدتهم على) Question number Answer Reject Mark 3(a)(ii) كيف تع رب الأغا ن ين الوطنية العُمانية عن معا ن ين البطولات؟ 1 الأحداث التاريخية والسياسية والاجتماعية. بتوثيق Question number Answer Reject Mark 3(a)(iii) لماذا تعدّ الأغا ن ين مهمة للصيادين؟ اذكر سبب ني. لتسلية الصيادين/البحار ة ولحثهم على العمل. 2 Question number Answer Reject Mark 3(a)(iv) م ىت يستمتع الجيل الحديث بالأغا ن ين الت ارثية العمانية؟ بعد أن يتم/ عند تجدي دها وتحديثها. 1 Question number Answer Reject Mark 3(a)(v) ما الذي يشكل الخصائص الثقافية للمجتمعات؟ وجود نشيد وط ن يت للدولة. 1 Question number Answer Reject Mark 3(b)(i) - كيفية توحيد الموسي ىق للشعب العُما ن ين. • بإثارة حماستهم (تجاه قضاي ا مهمة.) - وقت انتشار الأناشيد العُمانية. • خلال ثوارت التحرير والاستقلال. - دور الموسي ىق العُمانية ن يف المعارضة السياسية. • تكون وسيلة لتشكيل الموقف السيا يس وتغي به. 1 1 1 (3) Question number Answer Reject Mark 3(b)(ii) - سبب تغي ب الأغنية العُمانية خلال العصور. • لأن كل أغنية تتناسب مع زمانها ومع إنسان ذلك الزمان/لتغ ب الزمان والإنسان ع رب العصور/لاختلاف ما يفضله كل جيل. - الأغا ن ين ذات الإيقاع السري••••ع • تجذب الجيل المعاصر/الحا يل/الجديد/الحدي ث. - ,سِمة مؤلف الموسي ىق الت ارثية الجيد. • قدرته على تأليف مقطوعة طويلة معقدة فنيَّا. 1 تطور الأغنية 1 1 (3) Question number Answer Reject Mark 4(a) ما مصدر المعلوما ت عن حجم التدوير ن يف الج ازئر؟ الإحصاءا الرسميّة/الأخ ب ة. ت 1 Question number Answer Reject Mark 4(b) ما نوع المخلفات ال ى يت يستهدفها الم رسروع الجديد ن يف الج ازئر؟ النفايات الم ن نيلية/نفايا البيوت )القابلة للتدوير.( ت 1