Pearson Edexcel Advanced Level In Greek (9GK0/02) Paper 2

Mark Scheme (Results) Summer 2023 Pearson Edexcel Advanced Level In Greek (9GK0/02) Paper 2: Translation into Greek and written response to works 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 2023 Publications Code 9GK0_02_2306_MS All the material in this publication is copyright © Pearson Education Ltd 2023 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. Pearson Education Limited. Registered company number 872828 with its registered office at 80 Strand, London, WC2R 0RL, United Kingdom GCE A Level Greek 2023 Paper 2 - mark scheme Section A: Question 1, Translation into Greek This task is a points-based mark scheme in which 1 mark is given for each correct individual section of language. A correct translation is provided in a grid, which also outlines the alternative translations that will be accepted or the translations to be rejected. Section A: Marking principles The position of the stress must be indicated consistently throughout this exercise. Spelling: non-grammatical misspellings are tolerated, for example διαφήμηση rather than διαφήμιση, as long as they are not ambiguous (for example φίλο rather than φύλο) or in the wrong language. Verb endings must be correct and will not be classed as spelling errors. Adjective endings must be correct and will not be classed as spelling errors. Accept any appropriate alternatives that do not already appear in the ‘acceptable answers’ column. Marking principles for error tolerance, with examples, are given directly above the grid. Section Text Correct answer Acceptable answers Reject Mar k 1 A Michalis Ioannou has lived Ο Μιχάλης Ιωάννου ζει έζησε (1) 2 Β on his family farm στο αγρόκτημα της οικογένειάς του στη φάρμα (1) 3 B since he was born. από τότε που γεννήθηκε. τότε που γεννήθηκε (1) 4 Ε His father was a farmer, Ο πατέρας του ήταν αγρότης, γεωργός ήταν χωρικός (1) 5 C so he followed έτσι ακολούθησε παρακολούθησε (1) 6 D in his footsteps. τα βήματά του. τα ίδια βήματα. τις πατούσες του τα πόδια του (1) 7 E His own children, however, Τα δικά του παιδιά όμως Τα παιδιά του όμως Τα παιδιά του άλλωστε (1) 8 C do not see their future in the village δεν βλέπουν το μέλλον τους στο χωριό δεν θεωρούν πως έχουν μέλλον στο χωριό δεν κοιτάζουν το μέλλον (1) 9 C and have already left κι έχουν ήδη φύγει και φύγανε ήδη (1) 10 E to live in Nicosia. για να ζήσουν στη Λευκωσία. να μείνουν (1) 11 A “They used to help me a lot, «Με βοηθούσαν πολύ, Ήταν συνηθισμένοι να (1) 12 E when they were young, όταν ήταν μικρά, έφηβοι (1) 13 B but they didn’t like αλλά δεν τους άρεσε δεν αρέσανε (1) 14 E life in the village”, he says. η ζωή στο χωριό» λέει. τη ζωή (1) 15 D “Life on the farm is not easy. «Η ζωή στο αγρόκτημα δεν είναι εύκολη. στη φάρμα (1) 16 Α You wake up at dawn Ξυπνάς με την αυγή/ με το ξημέρωμα Ξυπνάς πρωί-πρωί τα χαράματα Το ηλιοβασίλεμα (1) 17 D and often you don’t go home before 6. και συχνά δεν γυρίζεις στο σπίτι πριν τις 6. πολλές φορές/ δεν πας σπίτι μετά τις 6 (1) 18 E If you do this job, Αν κάνεις αυτήν τη δουλειά, (1) 19 C you have to love animals. πρέπει να αγαπάς τα ζώα. είναι απαραίτητο να να αγαπήσεις (1) 20 A Otherwise, you won’t make it”. Αλλιώς δεν θα τα καταφέρεις». δεν θα πετύχεις δεν θα το κάνεις (1) Sections B and C – Questions 2 to 10 (written response to works) There are three levels-based mark grids to be applied to each individual essay that makes up the written response to works. The mark grids are: • Critical and analytical response (AO4) • Range of grammatical structures and vocabulary (AO3) • Accuracy of language (AO3). General guidance on using levels-based mark schemes Step 1: Decide on a marking band ● First of all, you must consider the answer as a whole and then decide which descriptors most closely match the answer and place it in that band. The descriptors for each band indicate the different features that will be seen in the student’s answer for that band. ● When assigning a level, you should look at the overall quality of the answer and not focus disproportionately on 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 bands of the mark scheme, you should use a ‘best fit’ approach for defining the level. You will then use the variability of the response to help decide the mark within the level, for example if the response is predominantly band 9–12 with a small amount of band 13–16 material, it would be placed in band 9–12 but be awarded a mark near the top of the band because of the band 13–16 content. Step 2: Decide on a mark ● Once you have decided on a band you will need to decide on a mark within the band. ● You must decide on the mark to award based on the quality of the answer; you must award a mark towards the top or bottom of that band, depending on how the student has evidenced each of the descriptor bullet points. ● You must modify the mark based on how securely the trait descriptors are met at that band. ● You will need to go back through the answer as you apply the mark scheme to clarify points and assure yourself that the band and the mark are appropriate. Critical and analytical response (AO4) • This mark grid assesses students’ ability to respond critically and analytically to the aspect of the literary work or film outlined in the question. To provide a critical and analytical response, students should select relevant material, present and justify points of view, develop arguments, draw conclusions based on understanding and evaluate issues, themes and cultural and social contexts. • This grid should be applied twice, once for each essay individually. • When deciding how to reward an answer, examiners will consult this mark grid as well as the indicative content associated with each question, which can be found in the document Pearson Edexcel Level 3 Advanced GCE in Greek Sample Assessment Materials (SAMs). Indicative content contains points that students are likely to use to construct their answer. It is possible for an answer to be constructed without mentioning some or all of these points as long as students provide alternative responses that fulfil the requirements of the question. The recommended word count for each essay is 270- 320 words, but you must mark the whole essay regardless of length. Marks Description 0 No rewardable material. 1–4 • Points of view relating to issues/themes/cultural or social contexts are presented with simplistic justification limited interpretation with frequent misunderstanding or confusion; any evidence from the work is descriptive. • Limited ability to form arguments or draw conclusions. • Response relates to the work but limited focus on the question. 5–8 • Response relates to the work but often loses focus on the question. • Points of view relating to issues/themes/cultural or social contexts are presented, with attempts made at interpretation, but they occasionally show misunderstanding or confusion; evidence selected from the work for justification is occasionally appropriate but often descriptive. • Arguments are made but with inconsistencies; conclusions are drawn but do not fully link to arguments. 9–12 • Critical analysis of issues/themes/cultural or social contexts is evident in relation to particular aspects of the question, with some appropriate interpretations and points of view, sometimes justified by appropriately selected evidence from the work. • Logical arguments are followed through on particular aspects of the question, occasionally detailed and with linked conclusions; some points are made without exploration. • Response is relevant to particular aspects of the question, occasional loss of focus. 13–16 • Critical analysis of issues/themes/cultural or social contexts is frequently demonstrated, with some convincing interpretations and points of view, predominantly justified with appropriately selected evidence from the work. • Generally detailed, logical arguments are made, with some persuasive conclusions that mostly link together. • Predominantly relevant response to the question. 17–20 • Critical analysis of issues/themes/cultural or social contexts is demonstrated through convincing interpretations and points of view, consistently justified with appropriately selected evidence from the work. • Detailed, logical arguments and conclusions are made that consistently link together. • Relevant response to the question throughout.