GCSE
GERMAN
8668/LH
Paper 1 Listening Higher Tier
Mark scheme
June 2025
Version: 1.0 Final
256g8668/LH/MS
, MARK SCHEME – GCSE GERMAN – 8668/LH – JUNE 2025
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 aqa.org.uk
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 © 2025 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – GCSE GERMAN – 8668/LH – JUNE 2025
Listening and Reading tests
General principles of marking
Non-verbal answers
Follow the mark scheme as set out.
Verbal answers (English or target language)
1. The basic principle of assessment is that students should gain credit for what they know,
understand and can do; provided their written response communicates the required
message without ambiguity, it will get the mark. The following guidance should be borne
in mind when marking.
a) Credit should be given for all answers which convey the key idea required intelligibly
and without ambiguity. This applies whether the answer is in English or target
language. A separate assessment of spelling, punctuation and grammar is not
required because of the nature of the answers. However, these aspects are an
integral part of assessing communication and marks cannot be awarded where errors
in spelling, punctuation or grammar lead to a failure to communicate the required
information without ambiguity.
b) Where a student has given alternatives or additional information in an answer, the
following criteria should be applied: – if the alternative/addition does not contradict
the key idea/make it ambiguous, accept – if the alternative/addition contradicts the
key idea or makes it ambiguous, reject.
c) Where numbered lines are given within a question/section of a question, credit
should be given for correct answers, no matter which line they appear on.
d) Where a question has more than one section (eg (i) and (ii)), a candidate may
include as part of the answer to one section the information required to answer
another section. Eg, in Listening, information required to answer section (ii) might be
given as part of the answer to section (i). In such cases, credit should be given for
having answered section (ii), provided that no incorrect answer has been given for
that section in the correct place on the question paper.
2. In questions where students are asked to give for example a list of three items, only the
first three items they write down should be considered for assessment purposes.
3. No mark scheme can cover all possible answers. When in doubt, look for the key idea.
4. Where a student has crossed out an answer and what was underneath remains legible
then it should be marked. When part of an answer is crossed out, then only what remains
should be considered.
5. .../.. means that these are acceptable alternative answers in the mark scheme. (.....)
means that this information is not needed for full marks to be awarded.
6. In questions which are T/F/? or ✓/X/? in either Section A or Section B, a mix and match
approach should be tolerated and credit given where it is clear and unambiguous (eg
consistent use by the candidate). If candidates write ‘True’ instead of ‘R’ for Richtig in
Section B, this should also be credited despite the wrong language being used.
3
GERMAN
8668/LH
Paper 1 Listening Higher Tier
Mark scheme
June 2025
Version: 1.0 Final
256g8668/LH/MS
, MARK SCHEME – GCSE GERMAN – 8668/LH – JUNE 2025
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 aqa.org.uk
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 © 2025 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – GCSE GERMAN – 8668/LH – JUNE 2025
Listening and Reading tests
General principles of marking
Non-verbal answers
Follow the mark scheme as set out.
Verbal answers (English or target language)
1. The basic principle of assessment is that students should gain credit for what they know,
understand and can do; provided their written response communicates the required
message without ambiguity, it will get the mark. The following guidance should be borne
in mind when marking.
a) Credit should be given for all answers which convey the key idea required intelligibly
and without ambiguity. This applies whether the answer is in English or target
language. A separate assessment of spelling, punctuation and grammar is not
required because of the nature of the answers. However, these aspects are an
integral part of assessing communication and marks cannot be awarded where errors
in spelling, punctuation or grammar lead to a failure to communicate the required
information without ambiguity.
b) Where a student has given alternatives or additional information in an answer, the
following criteria should be applied: – if the alternative/addition does not contradict
the key idea/make it ambiguous, accept – if the alternative/addition contradicts the
key idea or makes it ambiguous, reject.
c) Where numbered lines are given within a question/section of a question, credit
should be given for correct answers, no matter which line they appear on.
d) Where a question has more than one section (eg (i) and (ii)), a candidate may
include as part of the answer to one section the information required to answer
another section. Eg, in Listening, information required to answer section (ii) might be
given as part of the answer to section (i). In such cases, credit should be given for
having answered section (ii), provided that no incorrect answer has been given for
that section in the correct place on the question paper.
2. In questions where students are asked to give for example a list of three items, only the
first three items they write down should be considered for assessment purposes.
3. No mark scheme can cover all possible answers. When in doubt, look for the key idea.
4. Where a student has crossed out an answer and what was underneath remains legible
then it should be marked. When part of an answer is crossed out, then only what remains
should be considered.
5. .../.. means that these are acceptable alternative answers in the mark scheme. (.....)
means that this information is not needed for full marks to be awarded.
6. In questions which are T/F/? or ✓/X/? in either Section A or Section B, a mix and match
approach should be tolerated and credit given where it is clear and unambiguous (eg
consistent use by the candidate). If candidates write ‘True’ instead of ‘R’ for Richtig in
Section B, this should also be credited despite the wrong language being used.
3
