Mark Scheme (Results) Summer 2025 Pearson Edexcel GCE In French (9FR0) Paper 03 Speaki, Exams of French Language

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Mark Scheme (Results)

Summer 2025

Pearson Edexcel GCE

In French (9FR0)

Paper 03 Speaking

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GCE A Level French

Paper 3 mark scheme

For this paper, there are a number of levels-based mark schemes to be applied to each task. General guidance on using levels-based mark schemes Step 1 Decide on a band ● You should first of all 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 and then use the variability of the response to help decide the mark within the level, for example if the response is predominantly band 5 – 8 with a small amount of band 9 – 12 material, it would be placed in band 5 – 8 but be awarded a mark near the top of the band because of the band 9 – 12 content. Step 2 Decide on a mark ● Once you have decided on a band you will then need to decide on a mark within the band. ● You will decide on the mark to award based on the quality of the answer; you will award a mark towards the top or bottom of that band depending on how students have evidenced each of the descriptor bullet points. ● You will 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. Guidance on timing of the speaking assessment The speaking assessment should last between 16 to 18 minutes. The timing of the assessment begins with the candidate’s first utterance in relation to Task

1. Once the maximum stipulated assessment time has passed, the teacher-

examiner must bring the assessment to a natural end, allowing the candidate to complete their last sentence. You must stop marking at the end of the sentence once the maximum assessment time has passed, even if the recorded conversation has gone beyond the maximum time Task 1 − Discussion on a theme Three mark grids are applied to task 1: ● knowledge and understanding of society and culture (AO4) ● accuracy and range of language (AO3) ● interaction (AO1) The knowledge and understanding of society and culture mark grid assesses the students’ ability to communicate information about and demonstrate appreciation of different aspects of culture and society related to the countries/communities where the language is spoken. They are also assessed on their ability to respond critically and analytically to different aspects of the culture and society by selecting relevant material, presenting and justifying points of view, developing arguments, drawing conclusions based on understanding and evaluating issues, themes and cultural and social contexts. When deciding how to reward an answer, examiners should consult both this mark grid as well as the AL speaking task 1: indicative content at the end of the mark scheme, which is associated with each question. 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.

Straightforward ideas, arguments, conclusions, are deemed to be those that give the standard, predictable response. Task 1 − Discussion on a theme (continued) Accuracy and range of language mark grid This mark grid assesses students’ ability to use a range of grammatical structures and vocabulary in order to produce articulate communication with a range of expression. It also assesses students’ ability to apply grammar and syntax accurately and accuracy of pronunciation. Accuracy and range of language (AO3) Marks Description 0 No rewardable language. 1 – 3  Limited variation in the use of grammatical structures and vocabulary, limited or repetitive use of complex and idiomatic language, occasional variation of expression; communication is sometimes restricted/stilted.  Limited sequences of accurate language; often errors occur that hinder clarity of communication and occasionally prevent meaning being conveyed.  Pronunciation and intonation are inconsistent, leading to occasional impairment in communication. 4 – 6  Some variation in the use of grammatical structures and vocabulary, with use of some repetitive complex and idiomatic language, resulting in some variation of expression; some sequences of articulate communication.  Accurate sequences of language, resulting in some coherent speech; sometimes errors occur that hinder clarity of communication.  Pronunciation and intonation are intelligible though sometimes inaccurate. 7 – (^9)  Frequent variation in use of grammatical structures and vocabulary, including examples of complex and idiomatic language, resulting in frequent variation of expression and frequent sequences of articulate communication.  Accurate language throughout most of the conversation, resulting in generally coherent speech; errors occur but rarely hinder clarity of communication.  Pronunciation and intonation are intelligible and mostly accurate. 10 – 12  Consistent variation in use of grammatical structures and vocabulary, including different types of complex structures and idiomatic language, expressing ideas in a variety of ways, resulting in articulate communication.  Accurate language throughout resulting in coherent speech that is immediately understandable; any errors do not hinder clarity of the communication.  Pronunciation and intonation are accurate, intelligible and authentic sounding.

Additional guidance Complex language is considered to include the following:  conceptually challenging tenses such as the pluperfect, future perfect  passive voice  subjunctive mood  use of relative pronouns  using extended sentences to express abstract ideas/convey justified arguments that require a range of lexis and structures, for example conjunctions and pronouns  using synonyms and a variety of expressions to say things in different ways  all grammar and structures included in the grammar list that are specific to A Level. Variation in use of grammatical structures and vocabulary : the traits in the mark grid differentiate between the variation of grammatical structures and vocabulary used by students. Examiners should judge in which mark band to place students and which mark to award, based on the effect that the variety of grammatical structures and vocabulary has on the quality of the communication; the wider the variety, the more articulate the communication will become, (see definition of articulate below). Examples of a variety of grammatical structures and vocabulary are: a selection of different verbs, tenses, adjectives, vocabulary and complex language (see above for definition of complex language) for a variety of purposes such as to present and justify points of view, develop arguments, draw conclusions based on understanding and evaluating issues. Articulate : articulate communication is fluent, effective and coherent as students control/manipulate the language to express with some ease what they want to say for a number of different purposes. If students are restricted by their language skills they may not be able to express themselves for all purposes, for example to develop arguments. Errors : students are not expected to produce perfect, error-free speech in order to access the top band. The mark grid describes the frequency of errors and the impact that errors have on clarity. Errors that do not hinder clarity:  errors that do not affect meaning, for example gender, adjectival agreements  infrequent errors that do not distract the listener from the content of what is beingsaid.

5 – (^6) ● Interacts spontaneously throughout, responding with assurance to questions and statements; able to sustain conversation throughout, using communication strategies if necessary; minimal hesitation. ● Initiates communication by consistently taking the lead to develop the conversation; elicits points of view/checks for understanding naturally and appropriately at different points in the conversation. Additional guidance Interacts spontaneously : responds to questions and statements that arise as a natural part of the conversation; gives a relevant, impromptu response based on what they have heard. Communication strategies : strategies that aid communication and allow the conversation to be sustained, for example rephrasing, circumlocution, adjusting the message, asking for clarification/repetition, repair strategies such as self- correction; these strategies enable students to deliver the message when exact vocabulary or expressions are not known. Elicit points of view/check for understanding : as part of the language of genuine discourse, students are required to engage the examiner in the conversation by asking for their points of view and checking that their own point of view has been understood. They are expected to do this throughout the oral assessment at appropriate points during the conversation. This constitutes questions such as:  ‘Seriez-vous d’accord avec moi?’  ‘N’est-il pas correct de penser que…?’  ‘Peut-on dire que…?’  ‘Que pensez-vous de...?’  ‘Est-ce que vous me comprenez?’ The constraints of the assessment mean that the teacher/examiner should contribute only brief opinions in response to these types of questions, in order to give students the maximum length of assessment time. Task 2, Part 1 − Independent research presentation One mark grid is applied to this part of the task:  responding to written language in speech (AO2). Responding to written language in speech mark grid This grid is used to assess the student’s two-minute presentation only, it is not applied to the discussion that follows the presentation. This mark grid assesses students’ ability to understand and respond in speech to written language that

is drawn from a variety of sources and to summarise information from written sources in speech. The written sources will be those that students read as part of their independent research and they must refer to at least two named written sources during their presentation. For guidance on what might be included in an oral presentation and how it may be structured, see Indicative content for task 2 part 1, independent research presentation at the end of the mark scheme. Responding to written language in speech (AO2) Marks Description 0 No rewardable material 1 – 3 ● Summary makes limited reference to named written sources, makes generalised comments rather than being focused on authors’ main points/ideas. ● Gives a personal response with limited justification, loses focus on the written sources, straying into general opinion. Responses that refer to just one single written source can be awarded a maximum of 3 marks only. 4 – 6 ● Summary refers to named written sources but lacks clarity or is uneven in its coverage of authors’ main points/ideas. ● Gives a mostly relevant personal response with occasional justification, some loss of focus on the written sources. 7 – 9  Presents a mostly clear summary of named written sources, generally clear outline of authors’ main points/ideas.  Gives a relevant personal response to the written sources supported with some justification. 10 – 12 ● Presents a clear summary of named written sources, giving a clear outline of authors’ main points/ideas. ● Gives a convincing personal response to the written sources supported with clear justification. Additional guidance Personal response : this is considered to be giving justified opinions, demonstrating engagement with the written sources by making focused comments, giving a reaction to/expressing feelings and thoughts about the written sources. Task 2, Part 2 − Discussion on independent research Three mark grids are applied to this part of the task: ● knowledge and understanding of society and culture (AO4) ● accuracy and range of language (AO3)

 Analysis of cultural and social context demonstrated by consistently developed and justified arguments and viewpoints, drawing convincing conclusions. Additional guidance Perceptive : demonstrates an in depth understanding by making connections between ideas and information; goes beyond the standard, predictable response; shows insight/originality. Ideas include thoughts, feelings, impressions, opinions. Marks Description 0 No rewardable language 1 – 3 ● Limited variation in the use of grammatical structures and vocabulary, limited or repetitive use of complex and idiomatic language, occasional variation of expression; communication is sometimes restricted/stilted. ● Limited sequences of accurate language; often errors occur that hinder clarity of communication and occasionally prevent meaning being conveyed. ● Pronunciation and intonation are inconsistent, leading to occasional impairment in communication. 4 – 6 ● Some variation in the use of grammatical structures and vocabulary, with use of some repetitive complex and idiomatic language, resulting in some variation of expression; some sequences of articulate communication. ● Accurate sequences of language, resulting in some coherent speech; sometimes errors occur that hinder clarity of communication. ● Pronunciation and intonation are intelligible though sometimes inaccurate. 7 – 9  Frequent variation in use of grammatical structures and vocabulary, including examples of complex and idiomatic language, resulting in frequent variation of expression and frequent sequences of articulate communication. ● Accurate language throughout most of the conversation, resulting in generally coherent speech; errors occur but rarely hinder clarity of communication. ● Pronunciation and intonation are intelligible and mostly accurate.

10 – (^12) ● Consistent variation in use of grammatical structures and vocabulary, including different types of complex structures and idiomatic language, expressing ideas in a variety of ways, resulting in articulate communication. ● Accurate language throughout resulting in coherent speech that is immediately understandable; any errors do not hinder clarity of the communication. ● Pronunciation and intonation are accurate, intelligible and authentic- sounding. Straightforward ideas, conclusions, arguments are deemed to be those that give the standard, predictable response. Task 2, Part 2 − Discussion on independent research (continued) Accuracy and range of language mark grid This mark grid assesses students’ ability to use a range of grammatical structures and vocabulary in order to produce articulate communication with a range of expression. It also assesses students’ ability to apply grammar and syntax accurately and accuracy of pronunciation. Accuracy and range of language (AO3) Additional guidance Complex language is considered to include the following:  conceptually challenging tenses such as the pluperfect, future perfect  passive voice  subjunctive mood  use of relative pronouns  using extended sentences to express abstract ideas/convey justified arguments that require a range of lexis and structures, for example conjunctions and pronouns  using synonyms and a variety of expressions to say things in different ways  all grammar and structures included in the grammar list that are specific to A Level. Variation in use of grammatical structures/varied use of vocabulary : the traits in the mark grid differentiate between the variation of grammatical structures and vocabulary used by students. Examiners should judge in which mark band to place students and which mark to award, based on the effect that the variety of grammatical structures and vocabulary has on the quality of the communication; the wider the variety, the more articulate the communication will become, (see definition of articulate below).

Task 2, Part 2 − Discussion on independent research (continued) Interaction mark grid This mark grid assesses students’ ability to interact with the examiner by giving relevant responses based on what they have heard, by initiating communication and eliciting points of view. Interaction (AO1) Marks Description 0 No rewardable material. 1 – 2 ● Interacts with occasional spontaneity to some questions and statements, but requires frequent prompting; occasionally able to sustain the conversation, using communication strategies if necessary; frequent hesitation. ● Occasionally initiates communication but development often relies on the examiner’s lead; may elicit points of view/check for understanding, though this may appear contrived. 3 – (^4) ● Interacts spontaneously for extended sections of the conversation, responding mostly with assurance but needing occasional prompting; able to sustain most of the conversation, using communication strategies if necessary; occasional hesitation. ● Initiates communication by frequently taking the lead to develop the conversation; elicits points of view/checks for understanding although occasionally at an inappropriate moment. 5 – 6 ● Interacts spontaneously throughout, responding with assurance to questions and statements; able to sustain conversation throughout, using communication strategies if necessary; minimal hesitation. ● Initiates communication by consistently taking the lead to develop the conversation; elicits points of view/checks for understanding naturally and appropriately at different points in the conversation. Additional guidance Interacts spontaneously : responds to questions and statements that arise as a natural part of the conversation; gives a relevant, impromptu response based on what they have heard. Communication strategies : strategies that aid communication and allow the conversation to be sustained, for example rephrasing, circumlocution, adjusting the message, asking for clarification/repetition, repair strategies such as self- correction; these strategies enable students to deliver the message when exact vocabulary or expressions are not known.

Elicit points of view/check for understanding : as part of the language of genuine discourse, students are required to engage the examiner in the conversation by asking for their points of view and checking that their own point of view has been understood. They are expected to do this throughout the oral assessment at appropriate points during the conversation. This constitutes questions such as:  ‘Seriez-vous d’accord avec moi?’  ‘N’est-il pas correct de penser que…?’  ‘Peut-on dire que…?’  ‘Que pensez-vous de...?’  ‘Est-ce que vous me comprenez? The constraints of the assessment mean that the teacher/examiner should contribute only brief opinions in response to these types of questions, in order to give students the maximum length of assessment time.

FR2A

Changes in French society – education  The old BAC was deemed to entail too many exams. It was rigid and did not correspond to students’ individual aptitudes and aspirations  It was judged not to prepare students for what would come after it, both professionally and academically  The “new” BAC is made up of a common corpus of knowledge studied during the final 2 years – 7 subjects are on offer. At the end of their “Seconde”, students choose 3 specialisms from 12. 2 of these will be studied in the final year. Students can also choose to study further options.  At the end of “Première”, there is an exam in written and spoken French. In “Terminale” students are examined on their specialisms, philosophy and take a 20 - minute oral exam. These count for 60% of the final mark, the remainder comprising the result of continuous assessment. FR2B Changes in French society - education  PISA tests showed that French school children were underperforming comparatively at the European level.  This was judged to be the result of school days that were too long and led to fatigue and loss of concentration. Too long holidays also meant that much of what had been learnt was lost.  One proposal was for there to be 7 weeks of school followed by 2 weeks of holidays  Another was for a return to the 4½ day week. This later became discretional and has largely been ignored.

FR3A

Changes in French society – The world of work.  Trades unions in France have never represented more than 25% of the work force. It is now roughly 8%, making France the least unionised member of the OECD. However, because they are “institutionalised” through things like the administration of certain social security bodies and government is forced to consult them,their views are represented almost universally.  There are 8 different unions. They are often in competition and do not share common positions which makes them weaker.  They are also not really set up to meet the demands of those working in the newer industries. They cater for wage-earners and not free-lancers of whom there are more and more.  They are seen as cumbersome and unresponsive in the face of the speed of protests organised on social media. FR3B Changes in French society – the world of work.  Despite various laws like the Cope-Zimmermann law of 2011, women in France are more likely to be working part-time than men (with consequences for their pensions). They are still paid less than men, are less well represented at executive level and more likely to be made redundant. They are passed over for Training and Development opportunities.  Sexual harassment is still a major problem, despite laws forbidding it.  Companies are obliged by law to publish an equality index relating to their activities. Laws such as the Cope-Zimmerman require the boards of big businesses to comprise 40% women and a later one specifies quotas for executive posts for women.  The law also obliges businesses to review professional equality between the sexes annually and in 2018 equal pay for identical work or work of equal worth was made compulsory. The same law demands equal access to training for both full-time and part- time workers.