AQA Qualifications

GCSE
GERMAN
Unit 4 Writing
Mark scheme

4665
June 2014

Version/Stage: 1.0/Final
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 Assessment Writer.

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.

Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2014 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 cannot give permission to schools/colleges to photocopy any
material that is acknowledged to a third party even for internal use within the centre.
 MARK SCHEME – GCSE German – 46654 – June 2014

Assessment Criteria
Content

Marks Criteria

Very Good

13-15 Fully relevant and detailed response to the task. Sound ability to convey
information clearly, express and explain ideas and points of view. Well organised
structure.

Good
10-12
Mostly relevant response to the task and shows ability to convey a lot of
information clearly, express and explain ideas and points of view.
Sufficient
7-9 Response to the task is generally relevant with quite a lot of information clearly
communicated. Points of view are expressed and ideas are developed.

Limited
4-6 Limited response to the task with some relevant information conveyed. Simple
opinions are expressed and there is some development of basic ideas.

Poor
1-3 Very limited response to the task with little relevant information conveyed. No
real structure.

The answer shows no relevance to the task set.

0
A zero score will automatically result in a zero score for the answer as a whole.

Range Of Language

Marks Criteria

Wide variety of appropriate vocabulary and structures. More complex sentences

9-10
are handled with confidence and verb tenses are used successfully.

Good variety of appropriate vocabulary and structures used. More complex

7-8
sentences are attempted and are mostly successful.

Some variety of vocabulary and structures used, including attempts at longer

5-6
sentences using appropriate linking words which are sometimes successful.

Vocabulary is appropriate to the basic needs of the task and structures are
3-4
mostly simple.

1-2 Inappropriate vocabulary with little understanding of language structure.

0 No language produced which is worthy of credit.

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 MARK SCHEME – GCSE German – 46654 – June 2014

Accuracy

Marks Criteria

Largely accurate, although there may still be some errors especially in attempts at
5
more complex sentences. Verbs and tense formations are secure.

Generally accurate with errors occurring in attempts at more complex sentences.

4
Verb and tense formations are usually correct.

More accurate than inaccurate. Verb forms and tense formations are sometimes
3
unsuccessful. The intended meaning is clear.

2 Many errors which often impede communication. Verb forms are rarely accurate.

Limited understanding of the most basic linguistic structures. Frequent errors

1
regularly impede communication.

0 No language produced which is worthy of credit.

• The mark awarded for Range of Language must not be more than one band higher than
the mark awarded for Content. (See table below).

• The mark awarded for Accuracy must not be more than one band higher than the mark
awarded for Content. (See table below).

• If a mark is awarded for Content, this will inevitably lead to the award of a mark for
Range of Language and for Accuracy.

• If a mark of zero is awarded for Content, this will automatically result in a zero score for
Range of Language and for Accuracy.

Content Mark Marks for Range of Marks for

Language Accuracy
0 0 0
1–3 1–4 1-2
4–6 1–6 1-3
7–9 1–8 1-4
10 – 12 1 – 10 1-5
13 – 15 1 – 10 1-5

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 MARK SCHEME – GCSE German – 46654 – June 2014

Assessment issues

1. Task Planning Forms (TPF)

If more than 40 words have been used, examiners will ignore when awarding a mark,
the parts of the student’s response (ie the phrases or clauses) which use words noted
on the TPF beyond the first 40.

If a conjugated verb appears on the TPF, examiners will ignore the clause(s) where
that verb is used when awarding a mark for Range of Language and Accuracy. If the
sentence (with the conjugated verb discounted) still communicates, then it may be
counted towards the mark for Content. The same applies to the use of codes.

Visuals on Task Planning Forms are not permitted in June 2012 and beyond.

2. Exactly what do examiners mark?

• They mark the student’s response to the title.

• They do not mark a response to the bullet points which have the status of
guidance. The student may choose to ignore the bullet points completely.
• The response must be relevant to the title.

3. Must the title relate directly to the Contexts defined in the specification?

No. The title can be anything.

4. How do examiners identify the title?

• The title is the task.

• The task and the scene-setting may seem blurred or merged together. The
focus is the task.
• See examples in Additional Exemplar Tasks: Controlled Assessment Writing and
Speaking on our website within Example answers for your language at
http://www.aqa.org.uk/subjects/german/gcse/german-4665/past-papers-and-mark-
schemes where the task and scene setting are clearly separated.

5. What is a relevant response?

• The response must be relevant to the task.

• Students are not penalised for not responding to the scene setting details.

6. And what if there is a significant amount of irrelevant material?

• It would affect the mark for CONTENT.

• Only the material which is relevant should still be assessed for RANGE OF
LANGUAGE and ACCURACY.

7. What if a student has omitted an entire aspect of the title?

A student with the task ‘Home, local area and special occasions’ who writes nothing
about home area, for example, could be considered to have completed two thirds of the

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 MARK SCHEME – GCSE German – 46654 – June 2014

task. The piece could therefore be eligible for the 10-12 band for Content, assuming
the piece fulfils the criteria for that band in other ways. This would still allow the student
access to all mark bands for language.

8. What if there is a significant duplication of material across the two pieces of

work submitted?

• The same material cannot be credited twice.

• Incidental and occasional overlap do not count as duplication.

9. What if it is clear the student’s entire response is identical (ie exactly the same,
word for word) to model answers in a textbook or to the wording of tasks from
other students at the same centre?

The work would be referred to AQA’s Irregularities/Malpractice Department.

10. Does the number of words affect assessment?

• The quality not the quantity of work affects the assessment outcome.
• 200-350 words across both tasks if aiming at grades D-G, 400-600 if aiming at
grades A*-C, is for guidance only.
• Obviously, the shorter the assignment, the more difficult it becomes to meet
the upper bands of assessment criteria for CONTENT (and therefore other
categories).
• There is no upper limit on the number of words. The whole piece will be read
and marked by the examiner.

11. How does the CONTENT mark affect the marks for RANGE OF LANGUAGE and
ACCURACY?

Maximum Mark for Range Maximum Mark for

Content Mark
of Language Accuracy

0 0 0

1–3 1–4 1-2

4–6 1–6 1-3

7–9 1–8 1-4

10–12 1–10 1-5

13–15 1–10 1-5

12. The criteria for assessment

All of the criteria should be considered when deciding on a mark, but the following guidelines
will prove particularly useful.

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 MARK SCHEME – GCSE German – 46654 – June 2014

(a) CONTENT

GENERAL OVERVIEW

If the descriptor fits the piece exactly, then the examiner will award the middle mark in the
band. If there is strong evidence of the descriptors and/or the examiner had been
considering the band above, the highest of the three marks would be awarded. If there is
just enough evidence and/or the examiner had been considering the band below, then the
lowest mark in the band would be awarded.

13-15 marks
• Students provide a fully relevant and detailed response with almost all information
conveyed clearly and developed.
• They must offer ideas / opinions / points of view (minimum 2) and at least two of them
must be explained or justified.
• The piece should have a well organised structure, ie a sound ordering of ideas but
not necessarily a formal essay structure or an introduction, conclusion, etc.

10-12 marks
• The response will be mostly relevant and a lot of information will still be provided
and conveyed clearly and will generally be developed.
• There is a requirement to give and explain ideas / opinions / points of view (minimum
2)

7-9 marks
• The response will be generally relevant with quite a lot of information conveyed
clearly.
• There will still be evidence of an ability to develop ideas.
• There is a requirement to give opinions / points of view (minimum 2).

4-6 marks
• The response is limited but some relevant information will be conveyed.
• There will be some development of basic ideas.
• There is a requirement to give opinions (minimum 2). These could be very simple,
eg: ‘I like French. I like Spanish. France is good.’ = 3 simple opinions.

1-3 marks
• The response is very limited with little relevant information conveyed.
• There will be no real structure.

0 marks
• No relevant information is communicated in a coherent fashion. If zero is awarded for
Content, zero must also be awarded for Range of Language and Accuracy.

DETAILED CONSIDERATION OF ISSUES

i) Relevance This refers to relevance to the title (ignoring scene-setting, etc).

Examiners look out particularly for the following scenarios:

• The piece on a specific topic that strays into other areas (eg My School Routine should
not have long digressions on work experience or future career).

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• The piece with a title covering a range of topics which only mentions one of them (eg
the title is School and Future Career but the student only mentions ‘school’).
• The piece which starts with a long preamble about the student which is not relevant to
the title.
• Work where there is a significant duplication of material across the two tasks
submitted. The same material cannot be credited twice. Examiners do not count
incidental and occasional overlap as duplication.
• Examiners are aware of the principle of balance. The piece on My holiday last summer
which includes a couple of sentences on what the student generally does/will do next
year is perfectly acceptable but if the student takes ⅓ of the piece talking about what
(s)he usually does and ⅓ of the piece dealing with next year’s plans then the work
should not be judged ‘fully relevant’ unless the student has been able to link this
material clearly to the title. Similarly with the task on My Work Experience where a
large part of the piece is taken up with what the student will do next year.
• Irrelevant material in the work is taken into account in awarding the marks, even if there
is sufficient relevant material to meet the recommended word length. For example, if a
student has written 600 words and 300 words are relevant to the title, the examiner
cannot simply ignore the 300 words of irrelevant material and deem the piece to be
fully relevant.

In practice, the vast majority of tasks will be fully relevant but many will not score in the
top band for Content because of other limitations. However, any piece which is not judged
fully relevant cannot be awarded a mark in the top band. Where it is obvious from the task
sheet that the bullet points have led the student into including irrelevant material, the
examiner will treat the lack of relevance as leniently as possible. Material which is deemed
irrelevant will be discounted when assessing Range of Language and Content.

ii) Information conveyed

• It is necessary to consider the amount of information given and the extent to which it is
developed. (Development of information/ideas means going beyond a basic response
to give additional detail.)

Note that a piece which does not reach the recommended length specified in the
specification (minimum 200 words across both pieces for grades G-D, minimum 400
words across both pieces for grades C-A*) is unlikely to score highly for Content, ie a
piece of less than about 100 words is likely to fall into the Limited or Poor band, a piece
of less than about 200 words is unlikely to score above the Sufficient band. However,
a piece of 200+ words will in theory have access to the full mark range. The examiner
is assessing primarily quality rather than quantity and precision and clarity of
expression are more important than the number of points made.

• There is no upper limit on the number of words. The whole piece will be read and
marked.

iii) Expression and explanation of ideas/points of view/opinions

• Ideas, points of view and opinions must be viewed as one notion and are the same for
assessment purposes.
• To score 4+ for Content there must be at least two opinions/points of view/ideas
expressed.

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 MARK SCHEME – GCSE German – 46654 – June 2014

• To score 10+ for Content, at least two opinions must be expressed and explained /
justified. At a basic level, explanation of an opinion is most likely to consist of a
statement of the opinion followed by weil …, but more able students may find more
subtle ways of justifying their opinions. For example, the explanation may come before
the opinion (see below).

Information/Opinions – Examples

13-15 marks Detailed response – York ist eine schöne, historische Stadt in
almost all information Nordengland. Ich wohne gern hier, da es
developed. A number viel zu tun und viel zu sehen gibt. Um York
(at least two) opinions wirklich zu geniessen, muss man ein
expressed and Interesse an Kultur und Geschichte haben
explained in some aber für junge Leute gibt es auch viele
detail. andere Unterhaltungsmöglichkeiten,
obwohl sie manchmal teuer sein können.
Wenn ich es mir leisten kann, gehe ich mit
Freunden ins Kino in York, weil ich
Filmkunst besonders liebe.
10-12 marks A lot of information- York ist eine schöne, historische Stadt in
generally developed. Nordengland. Ich wohne gern hier, da es
At least two opinions viel zu tun gibt. York ist immer interessant,
expressed and weil Kultur und Geschichte überall zu
explained. finden sind. Es gefällt mir auch, dass ich
leicht ins Kino, ins Theater oder in die
Kneipe gehen kann, obwohl das teuer ist.
Ich gehe besonders gern in die Kneipe in
York, weil ich dann immer Spaß mit
meinen Freunden habe.
7-9 marks Quite a lot of Ich wohne gern in York. Die Stadt ist
information. At least schön und interessant und es gibt viel zu
two opinions. Some tun. Ich gehe gern mit meinen Freunden
development of ins Kino im Stadtzentrum. Ich mag
information and Horrorfilme am liebsten.
opinions.
4-6 marks Limited response – Ich wohne in York. York ist gut und
some information – interessant. Ich mag York. Ich mag ins
some development. Kino gehen.
At least two basic
opinions expressed
1-3 marks Very limited – little Ich wohne in York. York ist in England.
information. Few or
no basic opinions
0 marks No relevant York is grub. Leeds was better.
information
communicated.

iv) Clarity of expression In order to gain a mark of 7+ for Content, there is a requirement
that information, opinions and development of points be conveyed clearly. The following
are the factors most likely to affect clarity of expression:

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 MARK SCHEME – GCSE German – 46654 – June 2014

• incorrect choice of vocabulary/dictionary errors (eg was for war, grob for groß,
Fete for tun, etc)
• gross grammatical errors which hinder communication. Errors with verb endings,
particularly the wrong person of the verb, are particularly important here.
• omissions of words, phrases or whole sentences. These generally occur where the
student has attempted to learn by heart a draft version of the task and remembered it
imperfectly so that the sense of the sentence or paragraph is impaired.
• (occasionally) gross errors of punctuation

v) Organisation For the top Content band there is a requirement that the piece should have
a well organised structure. Pieces scoring in the bottom band may have no real
structure. Note the following points:

• A well organised structure means a sound ordering of ideas but not necessarily a
formal essay structure with an introduction, conclusion, etc.
• Students are, however, required to produce a continuous piece of writing rather than
a series of answers to the bullet points on the task sheet. A piece which cannot be
fully understood without reference to the task sheet is unlikely to demonstrate a well
organised structure.
• In the vast majority of cases, the requirement for a piece placed in the top band for
Content to have a well organised structure will not be an issue. It will be other factors
which determine whether it scores in the top band and many pieces placed in lower
bands will also be well organised.

13-15 Well organised In den Ferien fahre ich normalerweise im August mit
marks structure meiner Familie nach Mallorca. Wir verbringen zwei
Wochen da in einem Ferienhaus am Strand.
Trotzdem haben wir uns letztes Jahr entschieden nach
Frankreich zu fahren und wir haben in einem Hotel
gewohnt.

10-12 (Structure less In den Ferien fahre ich normalerweise im August mit
marks well organised – meiner Familie nach Mallorca. Wir verbringen zwei
(and can only be fully Wochen da in einem Ferienhaus am Strand.
below) understood by Wir sind nach Frankreich gefahren und haben in einem
reference to the Hotel gewohnt.
task sheet)
1-3 No real structure Ich fahre nach Mallorca. Wir sind nach Frankreich
marks gefahren. Ich fahre mit meiner Familie. Ich war in einem
Hotel.

CONTENT – SUMMARY

• Content not fully relevant Examiners will not award a mark above 12
• Structure obviously not well organised Examiners will not award a mark above 12
• Fewer than 2 opinions explained Examiners will not award a mark above 9

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• Only one opinion or no opinions expressed Examiners will not award a mark
above 3
• Deciding on a mark within the Content band If the descriptor fits the piece exactly
examiners will award the middle mark in the band. If there is strong evidence of the
descriptors and/or examiners considered the band above, then examiners will award
the highest of the three marks; if there is only just enough evidence and/or examiners
considered the band below, then examiners will award the lowest mark.
In the top (Very Good) band, a performance which matches the descriptor exactly
will be awarded the middle mark of 14; the top mark (15) comfortably fulfils all of the
criteria and may even go beyond them.

Relevance Information Opinions Clarity of Organisation

conveyed expressed / expression
explained
Very Good Fully relevant Detailed A number (at Almost all Well organised
13-15 marks response – least two) information structure
almost all opinions conveyed
information expressed and clearly
developed explained in
some detail.
Good Mainly relevant A lot of At least two A lot of (Structure less
10-12 marks information - opinions information well organised
generally expressed and conveyed – can only be
developed explained clearly fully
Sufficient Generally Quite a lot of At least two Some understood by
7-9 marks relevant info - some opinions. information reference to
development Some conveyed the task sheet)
development clearly
of opinions.
Limited Some relevant Limited At least two Clarity of
4-6 marks information response- some basic opinions expression
information – expressed generally a
some problem
development
Poor Little relevant Very limited - Few or no No real
1-3 marks information little information
basic opinions structure
expressed
0 marks No relevant information communicated in a coherent fashion

(b) RANGE OF LANGUAGE

GENERAL OVERVIEW

9-10 marks
• A variety of tenses must be used successfully. This means two or more tenses and
a minimum of one instance of a tense use which is other than the default tense used.
The tenses could come from the same time frame (for example the perfect and the
imperfect) but a greater range of tenses will add to the complexity of the language
used. An overall judgement needs to be made as to whether “verb tenses are used

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 MARK SCHEME – GCSE German – 46654 – June 2014

successfully.” There needs to be evidence that the student can communicate

messages successfully in more than one tense. There may be minor spelling errors
and occasional word order errors but provided they do not prevent communication
they can be credited.
• The use of different tenses is not a ‘passport’ to the 9-10 band.
• There must be evidence of successful use of complex sentences. This could be:
- use of coordinating conjunctions, especially denn, sondern
- use of subordinating conjunctions
- use of subordinating conjunctions combined with coordinating conjunctions
(eg: obwohl….wenn …weil … und)
- use of adverbial conjunctions (eg: also, daher, deshalb, außerdem, trotzdem)
- use of correlative conjunctions (eg: entweder....oder, weder.... noch)
- use of relative clauses
- use of infinitive constructions (eg: with modal verbs, um…zu, etc)
- use of different tenses, especially in a single sentence
- use of reflexive, separable and inseparable verbs (possibly in different tenses)
- use of (mainly) correct word order in all the above
- use of imperfect subjunctive (möchte, hätte, wäre, könnte)
- good adverbial constructions (eg: gestern mit dem Auto dorthin)
However, this is GCSE so even in the highest mark band examiners are not
necessarily looking for use of the subjunctive or similar grammatical structures.
• There needs to be a wide range of vocabulary. This means that students will not
be too repetitive in the words they use.

7-8 marks
• Mainly successful use of complex sentences. The note above about what
constitutes complexity for the 9-10 band will also apply here.
• No specific requirement to use more than one tense but the use of different tenses
may constitute evidence of ‘more complex sentences.’
• There must be a good range of vocabulary, so students in this band will again be
trying to avoid repetition of the more common words.

5-6 marks
• There will be some attempts made at longer sentences using appropriate linking
words. At this level this will often mean repeated dependence on simple connectives
such as ‘and’ / ‘but’, though ‘because’ will also be found fairly frequently when
students attempt to explain ideas and points of view. Use of other forms of complex
sentences will often not be wholly successful.
• There should be some variety of vocabulary, though students will generally be using
a more basic range of vocabulary than in the higher bands and there may be more
repetition.

3-4 marks
• Language will be basic, with short, simple sentences. Attempts at longer sentences
and more difficult constructions will usually not be successful.
• Vocabulary will generally be appropriate to the basic needs of the task but will be
limited, with a lot of repetition and overuse of a few common verbs such as to be, to
have, to like, to go.

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1-2 marks
• Little understanding of language structure shown with just the occasional short
phrase which is correctly used.
• Vocabulary will be very basic, with only isolated words correctly used. Vocabulary
will often be anglicised.

DETAILED CONSIDERATION OF ISSUES

i) Variety of vocabulary Consider particularly:

• use of synonyms, eg angenehm, fabelhaft, spitze rather than gut/sehr gut, halten für
rather than meinen, dass, vorziehen + infinitive rather than lieber mögen.
• use of ‘Higher Tier’/more sophisticated vocabulary – though this may vary somewhat
from centre to centre depending on course books used, etc.
• dictionary use – frequent poor dictionary use is likely to have a limiting effect on the
mark available

ii) Variety of structures Consider:

• good (and idiomatic) use of prepositions eg: vor einem Jahr , auf dem Lande
• reflexive, separable and inseparable verbs
• infinitive constructions, eg: um Fußball zu spielen, es gefällt mir Fußball zu spielen,
ohne es zu sehen
• use of relative clauses
• Subordinate clauses introduced by interrogatives, eg: die Stadt, wo ich wohne
• use of different modal verbs in one piece of work
• use of a variety of subordinating conjunctions – not just weil
• use of a variety of adverbial conjunctions with inversión of subject and verb
• use of comparative and superlative
• use of complex sentences and a range of tenses (v below)
• idiomatic use of language; for example a native speaker may use a limited range of
connectives but use idiomatic language throughout.

iii) Use of complex/longer sentences Consider:

• use of several subordínate clauses linked together with main clauses

• use of wäre, hätte, könnte, sollte linked with würde + infinitive in wenn clauses
• use of relative clauses.

iv) Use of tenses

• To score 9 or 10 marks for Range of Language a variety of tenses must be used

successfully. This means two or more tenses and a minimum of one instance of a
tense use which is other than the default tense used. The tenses could come from the
same time frame (for example the perfect and the imperfect). A greater range of
tenses will add to the complexity of the language used.

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 MARK SCHEME – GCSE German – 46654 – June 2014

An overall judgement needs to be made as to whether “verb tenses are used

successfully.” There needs to be evidence that the student can communicate
messages successfully in more than one tense. There may be minor spelling errors
but provided they do not prevent communication they can be credited.
• A construction using the present tense to refer to the future counts as the present
tense.
• A construction using the present tense to refer to the past counts as the present
tense, eg: ich wohne seit drei Jahren hier.
• The present subjunctive does not count as a separate tense from the present
indicative.
• The passive voice is not required for active use in this specification but should be
credited if used.
• The use of different tenses is not a ‘passport’ to the 9-10 band.
• Below the 9-10 band, use of a range of tenses is a factor to take into consideration
when judging use of a variety of structures/complex language.

RANGE OF LANGUAGE – SUMMARY

• Only one tense used Examiners do not award a mark above 8
• Only one or no longer/complex sentences Examiners do not award a mark above 4
• The Range of Language mark must not be more than one band higher than the
mark awarded for Content.

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Variety of vocabulary Variety of Use of complex / Use of tenses

structures longer sentences
9-10 Wide variety of Wide variety of Successful use of At least two
marks vocabulary. Avoidance of structures used complex sentences tenses used
repetition. Use of ‘Higher successfully – handled with successfully
Tier’/more sophisticated confidence to
vocabulary produce a fluent
piece of coherent
language
7-8 Good variety of vocabulary Good variety of Mostly successful No requirement to
marks – some attempts to avoid structures used with use of complex use more than
repetition some success, sentences one tense, but,
enabling the student when used, a
to communicate with range of tenses
some degree of can be
precision. considered under
5-6 Some variety of Some variety of At least two variety of
marks vocabulary but repetition structures, though attempts at longer structures
of some common words more difficult sentences using
structures may not appropriate linking
always be used words (eg und,
successfully aber, weil)
3-4 Limited vocabulary but Basic language Sentences mainly
marks appropriate to the basic using simple short and simple.
needs of the task. A lot of structures which are Attempts at longer
repetition. Overuse of rarely linked. sentences may be
common words such as Attempts at difficult flawed
ist, habe, es gibt, gut. constructions will
There may be poor often be
dictionary use. unsuccessful
1-2 Very limited vocabulary, Little understanding
marks often anglicised or of language
containing many cognates. structure. An
Incorrect use of some occasional short
words. Sometimes, only phrase or sentence
isolated words used may be correctly
correctly. used.
0 No language produced which is worthy of credit
marks

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 MARK SCHEME – GCSE German – 46654 – June 2014

Examples
9-10 Als ich letztes Jahr mit meiner Familie in Mallorca war, bin ich fast jeden Tag auf den
marks Strand gegangen, wo ich mich gesonnt habe, weil ich auf Urlaub faul sein möchte. Wir
haben auch zwei schöne Ausflüge gemacht. Was mir besonders gefiel, war der
Besuch in Palma, da ich gut einkaufen konnte. Wenn ich sehr viel Geld hätte, würde
ich ein Ferienhaus in Mallorca kaufen, damit ich regelmäßig dahin fahren könnte.

7-8 Als ich letztes Jahr mit meiner Familie in Mallorca war, bin ich fast jeden Tag auf den
marks Strand gegangen. Ich habe mich gesonnt, weil ich auf Urlaub faul sein möchte. Wir
haben auch zwei Ausflüge gemacht. Am besten war der Besuch in Palma, da ich gut
einkaufen konnte. Ich muss mein Geld sparen, um wieder nach Mallorca zu fahren.
5-6 Ich war letztes Jahr in Mallorca und ich war oft auf dem Strand. Ich mag in der Sonne
marks liegen aber ich war auch in Palma und ich habe Souvenirs gekauft. Ich möchte wieder
gehen.

3-4 Letztes Jahr ich gehe zu Mallorca. Der Strand ist gut. Die Sonne ist gut. Palma ist gut
marks und ich Souvenirs kaufen. Ich zurück gehst.

1-2 Ich flug zu Mallorca. Strand was gut. Sonne is super. Palma was super. Ich gekaufen
marks Souvenirs. Ich zurücke.

0 marks Mjorca is gud. Sonn shins every day. Parma is da.

(c) ACCURACY

GENERAL OVERVIEW

NB. Range of tenses is assessed under RANGE OF LANGUAGE. The range of tenses is not
considered when assessing Accuracy.

5 marks
• Largely accurate.
• Major errors only usually appear in complex structures.
• There may be some minor errors (eg gender).
• Verbs and tenses are secure.

4 marks
• Errors occur but the piece is generally accurate. Mistakes made will not generally
impede communication.
• Verbs and tenses are usually correct.

3 marks
• More accurate than inaccurate, though there will often be fairly frequent errors.
• The intended meaning is clear.
• Verbs and tenses are sometimes unsuccessful.

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 MARK SCHEME – GCSE German – 46654 – June 2014

2 marks
• Many errors.
• Mistakes often impede communication.
• Verbs are rarely accurate.

1 mark
• Frequent errors.
• Mistakes regularly impede communication.
• Limited understanding of basic linguistic structures.

DETAILED CONSIDERATION OF ISSUES

• There are only 5 marks available to cover the whole range of ability (ie 8
grades). Each mark will therefore cover a relatively wide range of performance and
a mark of 5 will represent more than an A* performance.
• The mark awarded for Accuracy must not be more than one band higher than
the mark awarded for Content.
• Examiners are not over-influenced by the standard of accuracy in the last part of a
piece – this will probably be the most inaccurate bit. If in doubt, they re-read the
whole piece.
• A repeated major error (ie one where communication is impeded) should be
considered each time it occurs. Repeated minor errors will incur no further
penalty after the first occurrence.

Major errors Minor errors Verbs/tenses

5 Largely accurate Hardly any, usually A few (eg mistakes Secure
marks only in attempts at of gender, minor
more complex spelling mistakes)
sentences
4 Generally A few, usually only in Some Mostly correct
marks accurate attempts at more
complex sentences
3 More accurate Some gross errors but Fairly frequent Sometimes correct
marks than inaccurate the intended meaning
is clear
2 Many errors Many – Many errors – most Rarely correct
marks communication is sentences contain
often impeded mistakes
1 Frequent errors Frequent – errors Frequent – Limited Limited
mark regularly impede understanding of understanding
communication basic linguistic
structures
0 No language produced which is worthy of credit
marks Little, if any understanding of the most basic linguistic structures

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 MARK SCHEME – GCSE German – 46654 – June 2014

Examples

5 marks Die Schule war ein Gymnasium und die erste Stunde hat um halb acht begonnen. Ich finde
das war früh. Die pause war um halb elf. Ich finde dass das in Ordnung war. Am mittag
habe ich bei meinem Austauschpartner zu hause gegessen und am Freitag habe ich eine
AG gemacht für eine Stunde.
4 marks Wir durften um zwei Uhr nach Hause gehen, weil die Schule dann aus war. Ich habe
mittags bei meinem Austauschpartner gegessen. Es war schön. Ich musste kein AGs
gemacht aber ich habe golf mit meinem Austauschpartner gespeilt.

3 marks Ich versuche überrenden mein Freundes zu mull trennen und recyclen altpapier.Ich hoffe
werdst du machen mein Beispiel und werdst du Energie sparen. Wir haben die welt
verletzen aber wir können befestigen die welt.

2 marks Ich versuche überrenden mein Freundes zu mull trennen. Ich hoffen du gemachtest mein
Biespeil und gerettest Energie. Wir bin können befestigen die welt.

1 mark Ich besuchen überrenden freunds zu mull. Bist du hoffen mein Exemplar is gut. Wie musst
rettet das planet.

0 marks I schinken gut with frends ablehnen. Wie can zervalatwurst das weltbank.

Converting Marks into UMS marks

Convert raw or scaled marks into marks on the Uniform Mark Scale (UMS) by using the
link below.

UMS conversion calculator www.aqa.org.uk/umsconversion

Mark Ranges and Award of Grades

Grade boundaries and cumulative percentage grades are available on the Results statistics
page of the AQA Website.

An example of the Evidence Checker used by the examiners is reproduced overleaf for
information.

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