GCSE (9-1) French (1FR1) - Paper 4 - Writing - Foundation Tier Question 1 Exemplar Marked Responses - Tips for Success

Oct 20, 2026

GCSE (9-1) French (1FR1) Paper 4 Writing exemplification pack for Foundation tier Question 1 (picture task), providing teachers and students with marked response examples, a mark scheme, and examiner commentary. It explains how Pearson approaches marking, including how language outside specification lists may receive equal credit, and highlights key assessment factors such as handwriting legibility, spelling accuracy, handling crossed-out work, repetition rules, and appropriate use of persons and timeframes.

LanguageEnglish

CategoryExam

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Marking points in the spotlight

Equal credit for language beyond lists

Handwriting

Spelling errors and meaning

Crossed out work

Repetition rules

Use of persons and timeframes

Relevant detail

Partially relevant detail

Irrelevant detail

GCSE (9-1) French (1FR1) Question 1 Foundation tier Exemplars Paper 4 , Writing Contents Introduction 3 Marking points in the spotlight 4 Tips for success 6 Overview of exemplars 6 Foundation tier Question 1 Mark scheme 7 Exemplar A 8 Exemplar B 9 Exemplar C 10 Exemplar D 11 Exemplar E 12 Exemplar F 13 Exemplar G 14 Exemplar H 15 Introduction The purpose of this exemplification pack is to provide teachers and students with some examples of marked responses to the new GCSE French Paper 4 , Writing, and to demonstrate Pearson’s approach to marking Question 1 of the Foundation tier paper (picture task) . In this pack, you will find a mark scheme, a sample of responses, and an examiner commentary for each student response. The examples are based on real student answers and we have shown their original responses. 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 may 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. Marks 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. The Sample assessment materials which these responses are based on can be found on the Pearson website here. If 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). Marking points in the spotlight Following our review of student work across the three languages of French, German and Spanish, we have shone a spotlight on a few specific points: • ‘Equal credit’ for use of language outside of the vocabulary and grammar lists To fulfil tasks, students are only required to use vocabulary and grammar included in the vocabulary and grammar lists of the specification. Using language outside of the vocabulary and grammar lists can be awarded the same (but no extra) credit. For example , “ There is a basket” (where ‘basket’ is not included in the vocabulary list) would receive the same credit as “ There is a man”. • Handwriting To mark the task accurately, it is crucial for the examiners to be able to decipher each word and see clearly how it is spelled. Students should ensure their handwriting is of a reasonable size and that each letter is well-formed. In the example below, the examiner was not able to decipher the last word of the student’s response, so could not give it credit. • Spelling errors Students should take care to use words they know how to spell , but may achieve marks despite inaccurate spelling (including accents and cases), providing that the meaning is clearly communicated in the context of the image. However, if inaccurate spelling results in ambiguity of meaning, full marks may not be achieved. Digits instead of number words will be accepted. • Crossed out work If a response is crossed out and replaced, it is the replacement that will be considered as the student’s answer, even if the crossed-out word is more accurate than it’s replacement. If a response is crossed out and not replaced, examiners will still consider it if it is creditable. • Repetition Repetition of the same phrase with varied nouns/verbs is rewardable (e.g. it is acceptable to write “ There is a ” multiple times) . This is because there is no requirement for varied grammar in Question 1 of the Foundation tier Writing paper. However, repetition of the same detail (e.g. “ There are two girls” written multiple times) can only obtain credit o

FAQs

What is the purpose of this exemplification pack?

It provides teachers and students with examples of marked responses for GCSE French Paper 4 Writing and demonstrates Pearson’s approach to marking Foundation tier Question 1 (the picture task). It includes a mark scheme, sample responses, and examiner commentary for each response.

How is credit given for vocabulary and grammar outside the specification lists?

Students may use language outside the vocabulary and grammar lists and still receive equal credit for fulfilling tasks. It is creditable but not awarded extra credit compared with using only listed items.

How should handwriting and spelling affect marking?

Handwriting must be clear enough for examiners to decipher each word and spelling should support clear meaning in the context of the image. Marks may still be awarded despite inaccurate spelling (including accents and cases) if meaning is clearly communicated; ambiguity can reduce marks.

Oct 20, 2026

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