2024_AQA: AS FRENCH Paper 2 Writing (merged Question paper and marking scheme)

2024_AQA: AS FRENCH Paper 2 Writing (merged Question paper and marking scheme) Please write clearly in block capitals. Centre number Surname Forename(s) Candidate signat ure Candidate number I declare this is my own work. AS FRENCH Paper 2 Writing Thursday 23 May 2024 Materials For this paper you must have:  the insert (enclosed). Instructions Morning Time allowed: 1 hour 30 minutes For Examiner’s Use Section Mark  Use black ink or black ball-point pen.  Fill in the boxes at the top of this page.  Answer the questions in French.  Answer Section A and one question from either Section B or Section C.  You must answer the questions in the spaces provided. Do not write outside the box around each page or on blank pages.  If you need extra space for your answer(s), use the lined pages at the end of this book. Write the question number against your answer(s).  Do all rough work in this book. Cross through any work you do not want to be marked. Information  The marks for each question are shown in brackets.  The maximum mark for this paper is 50.  You must not use a dictionary.  You must not have access to any book or film. Advice  Allocate your time as follows: Section A 30 minutes approximately Section B or C 1 hour approximately  Write approximately 250 words in Section B or C. A B or C TOTAL 7651/2 AS French Paper 2: Writing – Thursday 23 May 2025 Key Areas to Revise Overview: Paper 2 focuses on testing your ability to express yourself in writing in French. The exam assesses your proficiency in writing coherent, accurate, and structured responses. The questions cover various themes, including cultural topics, societal issues, and personal experiences. You will be required to respond to prompts in French, demonstrating your understanding of grammar, vocabulary, and your ability to present clear and relevant arguments. Key Areas to Revise: 1. Themes and Topics:  Family and Relationships: Revise vocabulary and expressions related to family dynamics, relationships with friends, marriage, and social expectations.  Technology and Media: Understand vocabulary related to social media, television, and digital technologies. Be able to discuss both the positive and negative impacts of technology on society.  Education and Work: Focus on common phrases for discussing school life, work-life balance, and career aspirations. Understand how to describe the educational system in French-speaking countries.  Cultural Identity and Traditions: Be prepared to discuss French-speaking cultures, traditions, holidays, and practices. Understand how to talk about cultural differences and identity in both the local and global context. 2. Writing Skills:  Essay Structure: Practice structuring essays with clear introductions, main body paragraphs, and conclusions. Each paragraph should focus on a specific idea, with relevant examples and arguments.  Argumentation: Develop your ability to present and defend an argument. Use linking words and connectives (e.g., d'abord, en effet, donc, cependant) to show coherence in your writing. 2 Do not write outside the box Section A Translation into French 0 1 La musique francophone Lisez ce passage sur les attitudes des jeunes envers la musique francophone. En 2021, une étude a montré combien la musique francophone occupe une place importante dans la vie des moins de 25 ans en France. Plus de 60 % ont dit qu’ils ne peuvent pas se passer de la musique dans leur vie quotidienne. D’ailleurs, plus de 85 % ont constaté qu’ils en dépendent pour surmonter les moments difficiles de leur vie. Et ce n’est pas seulement une question d’écouter de la musique, car c’est un sujet dont ils parlent dans le contenu de ce qu’ils publient sur les réseaux sociaux. Traduisez les phrases en français. 0 1 . 1 Another study about the popularity of music has just been published. [3 marks] 0 1 . 2 Apparently, the majority of under eighteens in Belgium listen to francophone musicians. [3 marks] IB/M/Jun24/7651/2 3 Do not write outside the box 0 1 . 3 Many stated that they depended on music when life was difficult. [3 marks] 0 1 . 4 Fortunately, they could download the songs of their favourite artists. [3 marks] 0 1 . 5 They also talked about the possibility of expressing personal opinions on social networks. [3 marks] END OF SECTION A Turn over for the next section Turn over ► IB/M/Jun24/7651/2 15 4 Do not write outside the box Section Question . Section B or C Please refer to your insert and answer one question from either Section B or C using the answer space below. You can use space in this answer book to write an essay plan but cross through any work you do not want to be marked. Please indicate which optional question you have answered eg Section B Question 0 2 . 1 IB/M/Jun24/7651/2 5 Do not write outside the box Turn over ► IB/M/Jun24/7651/2 6 Do not write outside the box IB/M/Jun24/7651/2 7 Do not write outside the box Turn over ► IB/M/Jun24/7651/2 8 Do not write outside the box IB/M/Jun24/7651/2 9 Do not write outside the box Turn over ► IB/M/Jun24/7651/2 10 Do not write outside the box IB/M/Jun24/7651/2 11 Do not write outside the box Turn over ► IB/M/Jun24/7651/2 12 Do not write outside the box END OF QUESTIONS IB/M/Jun24/7651/2 35 13 Do not write outside the box There are no questions printed on this page DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED IB/M/Jun24/7651/2 14 Question number Additional page, if required. Write the question numbers in the left-hand margin. Do not write outside the box IB/M/Jun24/7651/2 15 Question number Additional page, if required. Write the question numbers in the left-hand margin. Do not write outside the box IB/M/Jun24/7651/2 16 Do not write outside the box Question number Additional page, if required. Write the question numbers in the left-hand margin. Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from . Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2024 AQA and its licensors. All rights reserved. IB/M/Jun24/7651/2 AS FRENCH 7651/2 Paper 2 Writing Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from 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 © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 tc = tout court ie with no addition or qualifications Section A Guidance on level of accuracy in translations into the target language Errors of accent Errors of accent are accepted unless (a) they are grammatical or (b) the inclusion of the accent(s) causes ambiguity. Errors of spelling Errors of spelling will not be tolerated. Tense endings, irregular verb forms and adjective endings must be correct. Errors of gender Errors of gender will not be tolerated. Genders of nouns are clearly an area where guidance can be provided in the passage that supports the translation task. Alternative answers Alternative answers offered by the candidate – even if one is in brackets – will be rejected unless both answers are correct. A successful translation A successful translation is one which includes each element of the text to be translated and where there is no omission or paraphrase. Repeated errors Where a candidate repeats the same error within a question, no further penalty will be imposed in awarding the mark. 3 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 Section A The table below shows the type of answer that is acceptable for each section of the text. Award one tick per correct section then use the conversion grid to award a total mark for each sentence. Question English Possible answer Other acceptable answers Unacceptable answers 01.1 Another study Une autre étude Une autre enquête about sur au sujet de/ concernant/ à propos de environ / de tc / qui concerne the popularity la popularité of music de la musique de musique has just been vient d’être Sentence starts : On vient de publier = 2 a juste été published publiée. No agreement [3 marks] Question English Possible answer Other acceptable answers Unacceptable answers 01.2 Apparently, Apparemment, Il semble que the majority of la plupart des la majorité under eighteens moins de 18 / dix- huit ans mineurs sous 18 ans / sous l’age de 18 ans in Belgium en Belgique Belges listen to écoutent des écoute (after la majorité) écoutent les / aux francophone musicians. musiciens francophones. francophones musiciens. artistes [3 marks] 4 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 Question English Possible answer Other acceptable answers Unacceptable answers 01.3 Many Beaucoup Beaucoup de personnes / gens plusieurs/ quelques stated that they ont constaté qu’ils Possible consequential error:if (grand) nombre in box 1, award mark for a constaté que ont dit/remarqué qu’ils depended dépendaient Tense other than Imperfect on music de la musique sur when life quand la vie lorsque Omission of article was difficult. était difficile. dure / pénible Possible consequential error: if l leurs vies in previous box, award mark for étaient difficiles. Tense other than Imperfect [3 marks] Question English Possible answer Other acceptable answers Unacceptable answers 01.4 Fortunately, Heureusement, they could ils ont pu ils pouvaient Tenses other than Perfect or Imperfect download télécharger the songs of les chansons de des chansons their leurs leur favourite artists. artistes préféré(e)s. favoris/favorites. musicien(ne)s / chanteurs / chanteuses favorisé(e)s [3 marks] 5 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 Question English Possible answer Other acceptable answers Unacceptable answers 01.5 They also talked Ils ont parlé aussi Ils ont aussi parlé Aussi, ils ont parlé parlaient Ils aussi ont parlé about the possibility de la possibilité sur / au sujet de l’opportunité of expressing d’exprimer dire personal opinions (NB 2 marks for this box) des opinions des avis les instead of des personnelles Possible consequential error: if e.g. une opinion in previous box, award mark for personnelle personnels Possible consequential error: if e.g. un avis in previous box, award mark for personnel on social networks. sur les réseaux sociaux. Omission of article or des instead of les sur internet [3 marks] 6 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 Conversion grid Number of ticks Mark 5–6 3 3–4 2 1–2 1 0 0 7 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 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. 8 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 Sections B and C Assessment criteria for Questions 02–17 Each assessment objective should be assessed independently. Students are advised to write approximately 250 words. 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 13–15 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. 10–12 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 structures accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task. 7–9 The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex structures accurately. The student uses a sufficient range of vocabulary appropriate to the context and the task. 4–6 The language produced contains many errors, some of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex structures accurately. The student uses a limited range of vocabulary appropriate to the context and the task. 1–3 The language produced contains many errors, most of a basic nature. The student shows very little grasp of grammar and is very rarely able to manipulate complex structures 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. 9 MARK SCHEME – AS FRENCH – 7651/2 – JUNE 2024 AO4 17–20 Very good critical response to the question set Knowledge of the text or film is consistently accurate and detailed. Students consistently use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film. 13–16 Good critical response to the question set Knowledge of the text or film is usually accurate and detailed. Students usually use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film. 9–12 Reasonable critical response to the question set Knowledge of the text or film is sometimes accurate and detailed. Students sometimes use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film. 5–8 Limited critical response to the question set Some knowledge of the text or film is demonstrated. Students occasionally use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film. 1–4 Very limited critical response to the question set A little knowledge of the text or film is demonstrated. Students very occasionally use appropriate evidence to justify their points of view, develop arguments and draw conclusions based on their understanding of the text or film. 0 The student produces nothin