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ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
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FRENCH
CE AT 13+
COMMON ACADEMIC SCHOLARSHIP AT 13+
Specication
For teaching from September 2021 onwards
For examinations from November 2022 onwards
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ISEB CORE AIMS
Pupils who have pursued a course of study based on CE specications and assessments will:
> be equipped not only for the next stage of their education, but for life-long learning based on a secure
foundation of subject knowledge, concepts and skills and be able to apply what they know to new
situations
> be enthusiastic learners who are open to new ideas and experiences, curious, questioning and keen to
experiment.
They will:
> enjoy reading and be able to articulate clearly orally and in writing
> have the condence to think, weigh up evidence and make up their own minds, and the resilience to learn
from their mistakes
> have the skills to work independently and collaboratively
> understand how subjects connect with each other
> demonstrate cultural and environmental awareness and empathy, developing an understanding of their
place in the world.
DISCLAIMER
Specications are updated over time. Whilst every eort is made to check all documents,
there may be contradictions between published resources and the specication,
therefore please use the information on the latest specication at all times.
When we make changes to the specications:
> we will indicate the change clearly in the specication
> there will be a new version number indicated
> a summary of the changes published as a separate document
If you do notice a discrepancy between the specication and a resource please contact
us at: enquiries@iseb.co.uk
a specication
designed to build
a sense of adventure
and love of learning
condence and
resilience
independence and
life-long learning
knowledge, understanding
and critical-thinking skills
secure
foundations
openness, curiosity
and discovery
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ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
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INTRODUCTION
The ISEB French specication for examination at 13+ and Scholarship Level embraces the core aims of ISEB.
It is based on the statutory programmes of study for languages for key stage 2 and key stage 3 of the National
Curriculum (2013), and has been devised to meet the needs of those candidates who may have had only a limited
exposure to French, as well as of those who have reached a more advanced stage. There are therefore two levels
of CE examination, as well as an additional Scholarship examination.
It is strongly recommended that candidates are entered for the CE examination at a level which is commensurate
with their ability and/or experience.
AIMS
This French specication is designed to be accessible to learners of all abilities, and aims to encourage learners:
> to foster a love of learning languages
> to explore their language skills/potential fully
> to be open to learning new skills, curious about how languages work and keen to experiment
> to establish secure foundations in the language, which can be used in a variety of everyday situations
and transferred to new situations
> to develop strategies for coping with unfamiliar situations and language
> to seek opportunities to practise their language skills, so that they can be used with condence
> to use the wealth of technology-based resources available to support their learning in a fun, creative
and interactive way
> to experience a sense of adventure when learning about countries and communities where the
language is spoken
> to adopt a positive and enthusiastic approach to learning languages, both for the next stage of their
education and for wider opportunities in the future.
ASSESSMENT OBJECTIVES
The examination will test candidates’ ability to:
AO1
show an understanding of the spoken language, dealing with a range of familiar topics, and
identify and note main points and specic details, including opinions
AO2
take part in short conversations, giving and obtaining information and opinions
AO3
show an understanding of a number of printed items, ranging from short, simple phrases to
longer, more complex texts and identify and note main points and specic details, including
opinions
AO4
produce pieces of writing, ranging from short phrases to longer passages, in which they seek
and convey information and opinions
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ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
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SUBJECT CONTENT
The focus of this specication is on two distinct themes (
see Appendix I
), which aim to establish secure
foundations in the language so that students have the skills and condence to communicate with young and adult
native speakers in a variety of everyday social and more formal situations.
Both themes should be studied in the context of the countries and communities where the language is spoken,
so that students can experience the language in context, whilst also broadening their cultural awareness and
empathy.
Candidates at Level 1 will only be required to have a basic range of vocabulary in each topic area, and to have
a simple understanding of French grammar. Level 2 candidates will be expected to have a broader range of
vocabulary and grammar knowledge.
ASSESSMENTS
The assessment tasks at both levels will be set in a French-speaking country and will require candidates to draw
on the vocabulary and structures listed in both
Appendix I
and
Appendix II
.
Some tasks in the reading and listening assessments at both levels may be based on other countries where the
language is spoken, but the topics will be broadly familiar:
> daily life
> local/national cuisine
> traditions, customs and festivals
> places of interest (towns, regions, iconic sights etc.).
These tasks may also include language which is not immediately familiar to candidates, but this should not
impinge on their ability to answer the questions set. Unfamiliar language which is key to a task will be glossed, but
the teaching of useful coping strategies in such circumstances is highly recommended.
Exercises in the speaking and writing components oer open-ended tasks which allow candidates to show
knowledge of a range of tenses, should they choose to use them.
CE at 13+ (Levels 1 and 2) Marks
Listening
25 about 25 minutes
Reading/Writing
25/25 60 minutes
Speaking
25
5 minutes (Level 1)
8 minutes (Level 2)
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FURTHER ASSESSMENT DETAILS
Regulations for the conduct of the listening and speaking components can be found in the Schools area of the
ISEB website.
LEVELS 1 AND 2
Listening
This will be based on a number of pre-recorded short passages. Instructions will be given in English. There will
be 25 questions, usually arranged in ve sections. There will be a range of question types: these might include
multiple choice, true/false, table/grid completion, putting symbols on a map/plan, box-ticking, matching the
recording with visual/verbal options, completing sentences/pictures, linking opinions with speakers, correcting a
passage with mistakes highlighted, choosing correct answers or answering questions in English.
Speaking
Speaking: Levels 1 and 2 Marks
Part 1
Role play 9
Part 2
Text-based task 8
Part 3
Open Conversation 8
The teacher-examiner will assess the candidate’s performance and will submit recordings of all candidates for
moderation. Instructions will be printed in English.
At both levels, there will be three parts: a role-play situation; a text-based task and an open, spontaneous and
unprepared conversation.
Ten minutes before the test, the examiner will give each candidate, at random, one of the three cards which are
set, ensuring that all cards are used equally.
Candidates must have a quiet place in which to prepare the card, where they will not be able to communicate with,
or be distracted by, anyone else.
No written notes may be taken into the preparation room, and candidates must not have access to any material
other than the role-play card, a bilingual paper dictionary, lined paper and a pen/pencil.
During the preparation time, candidates may make notes for Parts 1 and 2 of the test only. These notes can be
referred to during the test, they must be written on lined paper, not on the role-play card, and must be collected in
at the end of the test.
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Part 1: Role-Play situation (about 1-2 minutes; 9 marks)
Candidates will be required to carry out six tasks in French which have been given in English. Past tenses will not
be required in this exercise.
At both levels, there will be one unpredictable task. At Level 1, the candidate will need to choose between
two options oered by the examiner. At Level 2, the candidate will be required to respond, unprepared, to the
examiner’s question.
The role plays may be based on any area of the specication, and will be of a transactional or social nature, such
as conversations in a shop, at the station, in a café/restaurant etc., or discussing hobbies, school or family etc.
with a French-speaking friend.
At Level 1, candidates will not be required to say more than a few, simple words in French.
The examiner will give a mark (maximum of 6 marks) for completion of the tasks and a mark (out of 3) for quality of
language, in accordance with the descriptors shown in Appendix III (Level 1) and Appendix IV (Level 2).
Part 2: Text-based task (about 2-3 minutes; 8 marks)
Candidates will be required to respond to ve questions in French, basing their responses on information which
has been given in English. The perfect (Level 2 only) and near future tenses may be used in this task but are not
required.
The text-based task is intended to engage candidates in interactions of a more social nature, and will therefore be
based on the topics listed under Theme A: Socialising (
see Appendix I
).
The text-based task is not intended to be a simple translation exercise. Candidates should be encouraged to
develop their responses beyond simple statements in order to access the top marks. They may add additional
information, opinions and reasons to the stimulus material, but must be mindful of keeping this in proportion to the
overall time allocation for the task and avoid overly long answers.
Although numbers etc. should be faithfully relayed, if key words are not known, the same message can usually be
conveyed in other ways. Candidates should therefore be taught coping strategies, so that they are able to nd an
alternative way to express the same message.
Candidates’ responses to the ve questions will be assessed for Communication only, in accordance with the
descriptors shown in
Appendix III
(Level 1) and
Appendix IV
(Level 2).
Part 3: Open Conversation (about 2-3 minutes; 8 marks)
Candidates will be required to take part in an open, spontaneous and unprepared discussion of at least one of the
topics listed under Theme A: Socialising (see Appendix I), but they should not overlap with the topics used in Parts
1 and 2.
Examiners are expected to use a wide range of topics and candidates should not know in advance which topics
have been chosen. With Level 1 candidates, it may be necessary to cover more than one topic supercially, using
questions tailored to the ability of the candidate. At Level 2, examiners should attempt to ask some questions of a
more open nature, or a series of related questions to follow up on what has been said, in order to explore a topic
in greater depth.
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Examiners are encouraged to enable candidates to develop their responses in order to demonstrate their range
of vocabulary and knowledge of the language. Candidates may use only the present tense if they wish, but they
would need to show a knowledge of the near future tense at Level 1, and the near future and perfect tenses at
Level 2, in order to access the top marks. Overuse of pre-learnt responses and overly long responses which risk
turning the dialogue into a monologue may limit the marks available.
The examiner will give an overall impression mark (maximum of 8 marks) for spontaneity, quality of response,
quality of language and range of tenses used, in accordance with the descriptors shown in Appendix III (Level 1)
and Appendix IV (Level 2).
Reading and Writing
Part A: Reading (Levels 1 and 2)
All instructions will be given in English.
There will be 25 questions on a number of short passages, arranged in ve sections. There will be several
exercises of diering length, covering a range of dierent approaches to the development of reading skills, e.g.
gap lling, multiple choice, matching headings to texts, matching pictures to descriptions, matching two halves
of a sentence, matching questions and answers, matching people and opinions, choosing a number of correct
answers.
Part B: Writing (Level 1)
All instructions will be given in English.
There will be four sections worth a total of 25 marks.
Writing: Level 1 Marks
Section 1
Items of vocabulary 5
Section 2
Grammar: sentence completion 5
Section 3
Short sentences about ve pictures 10
Section 4
Five longer sentences on one of two given topics 5
Section 1: Items of vocabulary
Candidates will be required to write six single-word items based on one of the Level 1 topics, with 1 mark awarded
for each of the most correct items, up to a maximum of 5. Visual prompts will be provided, but any words relevant
to the topic will be accepted. Inaccuracies will be tolerated, provided the message is clear, and no articles,
possessive adjectives etc. are required. Brand names (e.g. iPhone) and words in English will not be accepted,
however.
Section 2: Grammar
This section will contain ve simple sentence-completion questions designed to test understanding of Level 1
grammar (see Appendix II). Candidates will be required to choose between three possible answers.
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SPECIFICATION SEPTEMBER 2020
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Section 3: Short sentences about ve pictures
This section will require candidates to write short sentences about ve pictures and will be worth 10 marks.
Candidates will be expected to include a conjugated verb in the present tense in each sentence, although other
tenses are also acceptable.
Section 4: Five longer sentences on a given topic
This section will ask candidates to write ve longer sentences on a choice of two given topics listed under Theme
A: Socialising (see Appendix I). Marks will be awarded in accordance with the descriptors shown in Appendix V.
Part B: Writing (Level 2)
All instructions will be given in English.
There will be two sections worth a total of 25 marks.
Writing: Level 2 Marks
Section 1
Grammar: sentence translation 10
Section 2
Continuous writing (80-120 words) 15
Section 1: Grammar
Candidates will be required to translate ve sentences from English into French, worth 2 marks each and designed
to test the grammar listed in Appendix II. Nouns and their gender will be given, as well as the innitive of verbs and
the masculine singular of adjectives. The verbs avoir and être will not be given, and candidates will be expected to
add extra words as necessary and make sure that the word order is correct in French. The perfect tense will not
be required in this section.
Perfection is not required for full marks in this section, and occasional missing/incorrect accents should be
tolerated, except where these change the meaning of a word (e.g. a/à and ou/où etc.). However, incorrect word
order and errors associated with the manipulation of the vocabulary provided should be taken into consideration
when awarding marks.
Section 2: Continuous writing
This section will require 80-120 words of continuous writing in the form of an email, in which candidates may use
only the present tense if they wish, but they would need to show a knowledge of past, present and near future
tenses in order to access the top marks.
Five bullet points will be given in English and French, of which candidates will be expected to choose at least four.
Candidates will be credited for the accurate use of a wide variety of vocabulary and grammar, and the ability to
demonstrate the full range of their knowledge of the linguistic features contained in the specication.
Marks will be awarded in accordance with the descriptors shown in
Appendix VI
.
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ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
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SCHOLARSHIP
Common Academic Scholarship Marks
Paper 1
Listening 25 30 minutes
Paper 2
Reading/Writing 25 60 minutes
Paper 3
Speaking (conducted by senior schools)
Scholarship papers in Listening (approximately 30 minutes) and Reading and Writing (60 minutes) are based on
this specication. Senior schools will conduct their own Speaking tests.
All candidates will be required to show knowledge of all the tenses listed in Appendix II, as well as the future,
conditional and pluperfect tenses, and a wide range of vocabulary.
The listening/reading exercises may include multiple choice, box-ticking, table/grid completion, choosing correct
answers, true/false, gap-lling, linking opinions with speakers.
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APPENDIX I
SUBJECT CONTENT
The following is a list of the key topic areas for this specication.
The assessment tasks at Level 1 will require candidates to understand and respond to common and familiar
words in each topic area, or to words which are cognates or near cognates. They may also be required to cope
with some unfamiliar words
†
.
The assessment tasks at Level 2 will test a broader range of vocabulary, and may require candidates to cope with
some unfamiliar words
†
.
†
At both levels, unfamiliar words which are key to a task will be glossed, but the teaching of strategies for coping
with unknown words is highly recommended.
* Indicates topics/subtopics required for Level 2 only.
THEME A: SOCIALISING
Exchanging information about:
> Self, family, friends and pets
> Where I live (e.g. house, local town/area)
> Home life (e.g. routine, household chores*)
> School and school life (e.g. classroom language, subjects, school day, routines)
> Free time activities (e.g. music, cinema, TV, sport, use of modern technology*)
> Arranging to go out (e.g. when, where)
> Times, dates, numbers and prices
> Food and drink
> Clothes
> Holidays
> Travel and transport
> The weather
> Simple health problems
> Pocket money*
THEME B: COMMUNICATING IN MORE FORMAL SITUATIONS
Achieving a purpose when:
> Visiting a café or restaurant
> Shopping (e.g. for food, clothes, presents, souvenirs)
> Using public transport
> Giving and understanding directions
> Visiting tourist attractions (e.g. asking for and understanding information)
> Booking hotel accommodation*
> Seeking medical assistance (doctor, pharmacy)*
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APPENDIX II
GRAMMAR
(
*for recognition only OR where appropriate to candidate’s ability OR senior school requirements
)
At Level 1, candidates will only be required to have a simple understanding of the structures listed. The past
tenses are not required in any paper.
Pupils entering for Level 2 assessments will be required to know all grammar and structures listed for Level 1, in
addition to the new grammar and structures listed for Level 2.
Pupils entering for the CASE paper will be required to know all grammar and structures listed for Levels 1 and 2, in
addition to the new grammar and structures listed for CASE.
LEVEL 1 LEVEL 2 CASE
Nouns
gender
singular and common plural
forms
Articles
denite and indenite, singular
and plural
partitive, singular and plural
use of de/d’ after quantities use of
de/d’
after negatives
Adjectives
agreement and position of
common adjectives
agreement and position of
common irregular adjectives:
e.g. blanc, beau, nouveau,
vieux
quantiers: e.g. assez,
beaucoup, peu, très, trop
*simple comparatives and
meilleur
possessive adjectives:
mon,
ton, son, notre, votre,*leur
interrogative adjectives: quel,
quelle, quels, quelles
*demonstrative adjectives:
ce,
cet, cette, ces
agreement and position of a
wider range of regular and
irregular adjectives
*simple superlatives
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LEVEL 1 LEVEL 2 CASE
Verbs
present tense, all persons:
(i) regular and common irregular
verbs
(ii) common reexive verbs
future tense with
aller
innitive after verbs such as
aller, aimer, détester, préférer, je
voudrais
*innitive after
vouloir, pouvoir,
devoir
conditional: only
je voudrais
*basic imperative forms
present tense: wider range of
irregular verbs
depuis
and present tense
perfect tense with
avoir/être
*perfect tense of common
reexive verbs
imperfect: only
avoir, être
and
faire
*imperfect: other common
verbs
innitive after
il faut
conditional:
j’aimerais
tenses:
imperfect
future
conditional
pluperfect
negative forms:
ne … pas; *ne …
jamais, *ne … rien
basic interrogative forms: e.g.
using
est-ce que
idiomatic expressions: e.g. avoir
chaud/froid/faim/ mal à; faire +
weather
ne … plus ; *
ne… personne
*interrogatives using inversion
wider range of idiomatic
expressions: e.g.
avoir soif/peur
idiomatic
expressions:
e.g.
après avoir/
être ; venir de ; en
+ present participle
Adverbs
common adverbs of time, place,
manner and degree
interrogative e.g.
comment,
quand, où
wider range of adverbs
*comparative adverbs
Prepositions and
Conjunctions
common prepositions e.g. après;
avec; chez; dans; derrière; devant;
pour; sur; sous
common compound prepositions
e.g. à côté de; en face de; près de
common conjunctions e.g. et;
mais; ou; parce que
wider range of prepositions
wider range of conjunctions
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LEVEL 1 LEVEL 2 CASE
Pronouns
subject pronouns, including on
modes of address: tu/vous
reexive pronouns
relative pronoun: qui
disjunctive/emphatic pronouns:
moi, toi
relative pronoun: *que
other disjunctive/emphatic
pronouns
*object pronouns: direct and
indirect
Number, dates, time,
quantity and prices
cardinal numbers: 0-100
*cardinal numbers: 101-1000
mille(s) and million(s)
¼ - ½ - ¾
*ordinal numbers: 1–5
days, dates, months and years
simple times
basic quantities
basic prices
ordinal numbers: 6–20
time, including 24-hour clock
wider range of quantities
wider range of prices
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APPENDIX III
MARK SCHEME: SPEAKING – LEVEL 1
Part 1: Role Play
The role play is marked out of 9, according to the following descriptors. There is a total of 6 marks for the tasks
and up to 3 marks for the quality of language throughout the role play.
Mark (per task) C o m p l e t i o n o f t a s k [Total 6]
1
Full communication.
½
Task partly carried out; there may be considerable hesitation.
0
Failure to communicate.
Mark (overall
impression)
Quality of Language
3
High level of accuracy with no signicant errors.
2
Level of language generally good but with a number of errors.
1
Marked weaknesses in the use of language.
0
Little or no eective use of the language.
Part 2: Text-based task
This section is marked out of 8, according to the following descriptors. Candidates’ responses to the ve
questions are assessed for Communication only. (A best-t policy should be used and ½ marks may be awarded.)
Mark (overall
impression)
Communication
7-8
Very good: all, or virtually all, of the responses are full, include a conjugated verb and
are delivered clearly and condently; the information is communicated successfully, and
some additional details and/or opinions are oered.
5-6
Good: a mixture of short and longer responses, most of which contain a conjugated
verb and are delivered clearly; the information is communicated successfully, and at
least one additional detail and/or opinion is oered.
3-4
Satisfactory: responses may be short and may not contain a conjugated verb, but are
understandable; most of the information is communicated eectively.
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1-2
Limited: responses are likely to be simple but brief, and some may lack clarity;
delivery may be hesitant, with some prompting required; some of the information is
communicated eectively.
0 Weak: very brief, often single word responses; communication of the information is limited.
Part 3: Open Conversation
The open, spontaneous and unprepared discussion is marked out of 8, according to the descriptors below. (A
best-t policy should be used and ½ marks may be awarded.)
Mark (overall
impression)
Mark Descriptor
7-8
Very good: a simple but relaxed and natural conversation; a mixture of short and
longer responses, delivered condently; gives opinions, some of which are justied; a
good range of vocabulary; the language used is simple but mostly accurate, and some
successful attempts are made to refer to events in the future using the near future tense.
6
Good: a reasonably natural simple conversation; responses are usually short, with
occasional attempts to oer longer responses, some of which may be pre-learnt; gives
opinions; a simple but eective range of vocabulary; the language used is generally
accurate, but errors are more frequent; attempts are made to refer to events in the future
using the near future tense, with limited success.
4-5
Satisfactory: a basic conversation, with little or no spontaneity; responses are short but
adequate, and may rely heavily on pre-learnt answers; delivery may be hesitant; simple
vocabulary and structures used, with some signicant errors; little or no success in
using the near future tense.
2-3
Limited: a limited conversation which lacks any ow; very little information is
communicated, and delivery is slow; the language used contains signicant errors, with
relatively little accurate usage.
0-1 Weak: little or no communication; not easily understood; much prompting required.
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APPENDIX IV
MARK SCHEME: SPEAKING – LEVEL 2
Part 1: Role Play
The role play is marked out of 9, according to the following descriptors. There is a total of 6 marks for the tasks
and up to 3 marks for the quality of language throughout the role play.
Mark (per task) C o m p l e t i o n o f t a s k [Total 6]
1
Full communication.
½
Task partly carried out; there may be considerable hesitation.
0
Failure to communicate.
Mark (overall
impression)
Quality of Language
3
High level of accuracy with no signicant errors.
2
Level of language generally good but with a number of errors.
1
Marked weaknesses in the use of language.
0
Little or no eective use of the language.
Part 2: Text-based task
This section is marked out of 8, according to the following descriptors. Candidates’ responses to the ve
questions are assessed for Communication only. (A best-t policy should be used and ½ marks may be awarded.)
Mark (overall
impression)
Communication
7-8
Very good: all, or virtually all, of the responses are full, include a conjugated verb and
are delivered clearly and condently; the information is communicated successfully, and
some additional details and/or opinions are oered.
5-6
Good: a mixture of short and longer responses, most of which contain a conjugated
verb and are delivered clearly; the information is communicated successfully, and at
least one additional detail and/or opinion is oered.
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3-4
Satisfactory: responses may be short and may not contain a conjugated verb, but are
understandable; most of the information is communicated eectively.
1-2
Limited: responses are likely to be simple but brief, and some may lack clarity;
delivery may be hesitant, with some prompting required; some of the information is
communicated eectively.
0
Weak: very brief, often single word responses; communication of the information is
limited.
Part 3: Open Conversation
The open, spontaneous and unprepared discussion is marked out of 8, according to the descriptors below. (A
best-t policy should be used and ½ marks may be awarded.)
Mark (overall
impression)
Mark Descriptor
7-8
Very good: a mostly open and spontaneous conversation, with some natural and
occasionally extended responses to questions asked; good pronunciation and at least
a reasonable attempt at intonation; opinions and justication oered; a wide range
of vocabulary; a high level of grammatical accuracy, including condent use of the
present, perfect and near future tenses; errors may exist, but only in the most ambitious
language.
6
Good: a reasonably open conversation, with occasional attempts to answer questions
naturally and spontaneously, and to oer longer responses; there may be some reliance
on pre-learnt responses; a reasonable attempt at pronunciation; opinions are oered,
but not always justied; a good range of vocabulary; the language used is generally
accurate, but errors are more frequent; some success in using the perfect and near
future tenses.
4-5
Satisfactory: a basic conversation with short but adequate responses, though much of
what is said relies on pre-learnt answers; prompting may be required and delivery may
be hesitant; a fair attempt at pronunciation; simple vocabulary and structures used, with
some signicant errors; responses generally given in the present tense, with little or no
success in using the perfect and near future tenses.
2-3
Limited: a limited conversation, with some prompting required; the delivery of
responses is slow and hesitant, and there is likely to be heavy reliance on pre-learnt
answers; the language used contains signicant errors, with relatively little accurate
usage.
0-1 Weak: little or no communication; not easily understood; much prompting required.
18
ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
visit www.iseb.co.uk for the most up-to-date specication
APPENDIX V
MARK SCHEME: WRITING – LEVEL 1
Section 1:
one mark for each correct item of vocabulary, up to a maximum of 5
Total 5 marks.
Section 2:
one mark per question
Total 5 marks.
Section 3:
up to 2 marks per sentence, awarded according to the following descriptors.
Mark Response
2
Good: a straightforward sentence containing a conjugated verb and conveying a clear
message; generally accurate
1
Reasonable: a very basic sentence containing an attempt at a conjugated verb and
conveying some meaning; some inaccuracy
0 Little of merit: disjointed words make the message unclear; frequent errors
Total 10 marks.
Section 4:
One mark for a simple sentence which is completely correct, or for a longer one which has very minor errors. ½
marks may be awarded, as appropriate.
Total 5 marks.
19
ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
visit www.iseb.co.uk for the most up-to-date specication
APPENDIX VI
MARK SCHEME: WRITING – LEVEL 2
Section 1:
Up to two marks per sentence, awarded according to the descriptors below.
Please note: perfection is not required for full marks; occasional missing/incorrect accents should be tolerated,
except where these change the meaning of a word (e.g. a/à and ou/où etc.). However, incorrect word order and
errors associated with the manipulation of the vocabulary provided should be taken into consideration when
awarding marks.
Mark Grammatical Knowledge and Accuracy
2 Very good: highly accurate.
1½ Good: generally accurate.
1 Reasonable: more accurate than inaccurate.
½ Limited: generally inaccurate.
0 Little of merit: highly inaccurate.
Total 10 marks.
(Section 2 continued on next page)
20
ISEB CE French exams at 13+ & Common Academic Scholarship, Autumn 2022 onwards
SPECIFICATION SEPTEMBER 2020
visit www.iseb.co.uk for the most up-to-date specication
Section 2:
This section is marked out of 15, according to the following descriptors. (A best-t policy should be used when
deciding which band, and ½ marks may be awarded.)
Total 15 marks.
Mark Content and Communication
5
Responds fully to the task and communicates with no ambiguity in a coherent and
detailed way.
4
Communicates relevant information clearly and elaborates all points.
3
Reasonable communication, but either one point not covered, or the general coverage
of the points lacks detail.
2
Communication takes place, but with limited coverage of the required points and there
may be instances of repeated or irrelevant material.
1
Partial communication and some attempt to respond to the task.
0
Communicates no relevant information.
Mark Quality of Language
9-10
Excellent: a good range of grammar, vocabulary, idiom and structures, used condently
and accurately, including use of the perfect and near future tenses; uent, controlled
and varied; errors may exist, but only in the most ambitious language.
7-8
Very good: a good level of accuracy, uency, range of vocabulary and grammar,
including some successful attempts at using the perfect and near future tenses.
5-6
Good: uses a range of straightforward structures and vocabulary, which may include
an attempt to use the perfect and near future tenses; more right than wrong; reasonably
coherent and accurate.
3-4
Satisfactory: some awareness of verbs, but inconsistent overall; some range and
variety of idiom, vocabulary and structures, but generally a weakness in application and
accuracy.
1-2
Weak: inaccurate, very simple sentence structure and very poor range of vocabulary;
much repetition; limited knowledge of the language; only a few phrases or short
sentences accurate enough to be recognisable.
0 Little of merit: nothing coherent or accurate enough to be comprehensible.
