GCSE English Language 8700/2 - Paper 2 Mark scheme - Writers’ viewpoints and perspectives

Sep 5, 2026

Upload by Maeve

AQA GCSE English Language 8700/2 Paper 2 mark scheme explains how examiners apply level of response marking for Writers’ viewpoints and perspectives. It sets out four performance levels with associated keywords and skills descriptors, and clarifies the role of the Indicative Standard as exemplification rather than a model answer. Guidance covers annotation steps, determining levels and marks, standardisation processes, and requirements for consistent and fair application of the scheme.

LanguageEnglish

CategoryExam

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Level of response marking instructions

Mark scheme levels and skills descriptors

Step-by-step marking process

Standardisation and fairness guidance

| GCSE
ENGLISH LANGUAGE 8700/2
Paper 2 Writers’viewpoints and perspectives | | --- | | Mark scheme
Sample assessment materials
First exam in June 2026 | Version: 1.0 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 Examiner. 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark [scheme are available from aqa.org.uk](scheme are available from aqa.org.uk) Copyright information 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. Copyright © 2025 AQA and its licensors. All rights reserved. Introduction The information provided for each question is intended to be a guide to the kind of answers anticipated and is neither exhaustive nor prescriptive. All appropriate responses should be given credit. Level of response marking instructions Level of response mark schemes for GCSE English Language are broken down into four levels (where appropriate) . In the first column each level is identified with one or two key words that represent the differences in the skills then described. These key words show the progression from Level 1 to 4 and are: Level 4 Perceptive, detailed Level 3 Clear, relevant Level 2 Some, attempts Level 1 Simple, limited. | Level | Keywords | Typical qualities of comments at each level | | --- | --- | --- | | 4 | Perceptive, detailed | Developed, insightful, exploratory, subtle, confident, analytical, conceptual sophisticated, nuanced synthesis/comparisons | | 3 | Clear, relevant | Accurate, complete in itself, well explained, directly focused on the task, like-for-like synthesis/comparisons | | 2 | Some attempts | Incomplete ideas, partially correct, questionable, emerging, speculative, not like-forlike synthesis/comparison | | 1 | Simple,
limited | Generalised, repetitive, synonymous, paraphrased, obvious, basic, juxtaposition rather than synthesis/comparison | This is followed in the second column by a description of the different qualities required in the student’s answer for that level. These are called the skills descriptors. In order to reach a given level, a student must fulfil one or more of the skills descriptors for that level. The third column of the mark scheme is the Indicative Standard. This is an imp

FAQs

What are the four levels used in the mark scheme for GCSE English Language 8700/2 Paper 2?

The scheme uses Levels 1 to 4, with progression described by keywords: Level 4 (Perceptive, detailed), Level 3 (Clear, relevant), Level 2 (Some, attempts), and Level 1 (Simple, limited).

How do examiners determine a level and award marks during assessment?

Examiners start at the lowest level and move upward by checking whether the answer meets that level’s descriptors, using the Indicative Standard to help confirm the correct level.

What does standardisation require and how are unusual answers handled?

Associates analyse student scripts, discuss alternative answers not covered by the scheme, and apply amendments agreed at standardisation events. If unusual answers appear after standardisation, they must be referred to the Lead Examiner.

Sep 5, 2026

Upload by Maeve