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The material includes a mark scheme, sampled marked answers, and guidance showing Pearson’s approach to assessing open-response writing. It explains how marks are awarded, including “equal credit” for language outside the vocabulary and grammar lists, what counts as “addressed” bullet points, and how short responses may limit AO2 and AO3 performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-9-1-french-1fr1-exemplars-paper-4-writing/624280/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-9-1-french-1fr1-exemplars-paper-4-writing/624280.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the GCSE French Paper 4 exemplification pack?","Question",{"text":112,"@type":113},"It provides teachers and students with examples of marked responses to GCSE French Paper 4 (Writing) and demonstrates Pearson’s approach to marking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does “equal credit” work for language outside the vocabulary and grammar lists?",{"text":117,"@type":113},"Students only need to use vocabulary and grammar from the specification lists to fulfil tasks, but if they correctly use language outside the lists, they receive the same credit level rather than extra credit.",{"name":119,"@type":110,"acceptedAnswer":120},"When is a task bullet point considered “addressed”?",{"text":121,"@type":113},"A bullet point is considered addressed if there is evidence of a relevant and comprehensible response to it. 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Please note that due to the timing of publishing these exemplars, students who produced work had not been taught under the 2024 specification. As such, students have used some vocabulary and grammar outside of the 2024 specification, and this is given equal but not extra credit. This is in accordance with the requirements of the Department for Education’s subject content.  \nMarks awarded in the exemplars are based on a relatively small sample. Whilst they are a good indication of the marks likely to be awarded for different levels, exact marks may differ somewhat when based on standardisation of a whole live series.  \nThe Sample assessment materials which these responses are based on can be found on the Pearson website here.  \nIf you have any enquiries regarding these materials or have any other questions, please contact our subject advisor [team on](team on Teachinglanguages@pearson.com)[ ](team on Teachinglanguages@pearson.com)[Teachinglanguages@pearson.com](team on Teachinglanguages@pearson.com).  \nMarking points in the spotlight  \nFollowing our review of over 500 samples of student work across the three languages of French, German and Spanish, we have shone a spotlight on a few specific points:  \n• ‘Equal credit’ for use of language outside of the vocabulary and grammar lists  \nTo fulfil tasks, students are only required to use vocabulary and grammar included in the vocabulary and grammar lists of the specification. If they correctly use language outside of the vocabulary and grammar lists, they receive the same (but no extra) credit. For example, in French commentary F , the student includes the sentence, ‘je respire de l’air frais’ to develop the main idea of enjoying football (AO2) . This sentence includes the word ‘respirer’which is not on the vocabulary list, but it is credited in the same way as would any sentence that contained vocabulary list words only, e.g. if the student had written, 'j’aime l’air frais.'  \nAll incorrect language will be treated in the same way, regardless of whether or not it is included in the vocabulary and grammar lists. For example, in French commentary F , the phrase ‘je me détendre’(‘se détendre’ is not on the vocabulary list) is given as an example of inaccurate language under AO3 . It is listed alongside other verbs which are on the vocabulary list and which are also exemplified as inaccurate ([e.g. je](e.g. je) courirai) .  \n• ‘Addressed’  \nThe mark scheme guidance states that, ‘a bullet point in a task is considered addressed if there is evidence of a response to it.’ It is important to note that the response must be both relevant and comprehensible for it to be considered as ‘evidence’ and therefore considered to be addressed.  \nFor example, in French commentary E , the student attempts to address all of the bullet points but only manages a relevant and clear response to two of them, i.e. for bullet point 1 they do not talk about different types of shops but only mention going to ashop in London (‘je suis aller un magasin in London’) . For bullet ","cbCairH8kcXBAwEG","https://ap.wps.com/l/cbCairH8kcXBAwEG","pdf",2674277,25,"English","# Introduction\n## Marking points in the spotlight\n## Overview of exemplars\n## Foundation tier Question 2\n## Foundation tier Question 3 / Higher tier Question 1\n## Higher tier Question 2\n## Appendix – Mark scheme additional guidance","[{\"question\":\"What is the purpose of the GCSE French Paper 4 exemplification pack?\",\"answer\":\"It provides teachers and students with examples of marked responses to GCSE French Paper 4 (Writing) and demonstrates Pearson’s approach to marking.\"},{\"question\":\"How does “equal credit” work for language outside the vocabulary and grammar lists?\",\"answer\":\"Students only need to use vocabulary and grammar from the specification lists to fulfil tasks, but if they correctly use language outside the lists, they receive the same credit level rather than extra credit.\"},{\"question\":\"When is a task bullet point considered “addressed”?\",\"answer\":\"A bullet point is considered addressed if there is evidence of a relevant and comprehensible response to it. If the response is not relevant or not comprehensible, it is not counted as addressed.\"}]","GCSE (9-1) French (1FR1) Exemplars - Paper 4 - Writing | PDF",1792473299,63]