Name:

Task 1

Criterion A

Text 1:

Read the excerpt from the novel Perfume by Patrick Süskind about a scent that intrigues and
perplexes the experienced perfumer Giuseppe Baldini in eighteenth-century France. The scent was
crafted by his competitor, Pélissier.

Before him stood the falcon with Pélissier’s perfume. Glistening golden brown in the sunlight, the liquid
was clear, not clouded in the least. It looked totally innocent, like a light tea—and yet contained, in
addition to four-fifths alcohol, one-fifth of a mysterious mixture that could set a whole city trembling
with excitement. The mixture, moreover, might consist of three or thirty different ingredients, prepared
from among countless possibilities in very precise proportions to one another. It was the soul of the
perfume—if one could speak of a perfume made by this ice-cold profiteer. Pélissier as having a soul—
and the task now was to discover its composition.

Baldini blew his nose carefully […] He pulled a fresh white lace handkerchief out of a desk drawer and
unfolded it. Then, holding his head far back and pinching his nostrils together, he opened the flacon with
a gentle turn of the stopper. He did not want, for God’s sake, to get a premature sensation directly from
the bottle. Perfume must be smelled in its , gaseous state, never as a concentrate. He sprinkled a few
drops onto the handkerchief, waved it in the air to drive off the alcohol, and then held it to his nose. In
three short, jerky tugs, he snatched up the scent as if it were a powder, immediately blew it out again,
fanned himself, took another sniff in waltz time, and finally drew one long, deep breath, which he then
exhaled slowly with several pauses, as if letting it slide down a long, gently sloping staircase. He tossed
the handkerchief onto his desk and fell back into his armchair.

The perfume was disgustingly good. That miserable Pélissier was unfortunately a virtuoso. A master […]
Baldini wished he had created it himself, this Amor and Psyche. There was nothing common about it. An
absolute classic—full and harmonious. And for all that, fascinatingly new. It was fresh, but not . It was
floral, without being . It possessed depth, a splendid, abiding, voluptuous, rich brown depth—and yet
was not in the least excessive or bombastic.

Baldini stood up almost in reverence and held the handkerchief under his nose once again. “Wonderful,
wonderful...” he murmured, sniffing greedily. “It has a cheerful character, it’s charming, it’s like a
melody, puts you in a good mood at once... What nonsense, a good mood!” And he flung the
handkerchief back onto his desk in anger, turned away, and walked to the farthest corner of the room,
as if ashamed of his enthusiasm.
1a - Explain the significance of the phrase, “soul of the perfume”

1 mark – Students identify the metaphor and try explaining.

2 marks – Students give reasons and causes along with the significance of metaphor. Discussing the
inner qualities and buildup of the perfume.

1b - Analyse how Baldini is characterized through his interactions with the perfume. Reference the effect
on readers.

1 mark – Student identifies characteristics

2 marks – Student Uses knowledge and understanding to recognize trends and draw conclusions from
given information. Giving reasons and causes as to what shapes Baldini’s character. They may identify
mood

3 marks – Student is able to break down text in order to bring out the essential elements or structure. To
identify parts and relationships, and to interpret information to reach conclusions. Student successfully
uses PEEL to discuss Baldini’s character and also discuss the mood. Response is supported by a
conclusion.

Text B:

In this short film, Seeking the Aesthetic Experience, Youtuber Jason Silva explores how our perceptions
of reality can be changed by our experiences of beauty.

Seeking The Aesthetic Experience

1 c - Comment on the effect of one film technique used in the opening.

1 mark – Student identifies the technique

2 marks – Student identifies the technique and gives a judgment based on a given statement or result of
a calculation.

1d - Examine how viewers are encouraged to appreciate aesthetic experiences in the closing of the film.

1 mark – Student is able to identify technique and its effect on the readers

2 marks – Student explains the audio-visual techniques and how they appeal to the viewers.

3 marks – Student consider an argument or concept in a way that uncovers the assumptions and

interrelationships of the issue in terms of audio – visual techniques in the closing of the film. The student
also discusses the appeal and the impact on the viewers

1 e - Compare and contrast how the creators portray the impact of sensory experiences.

Criterion A and B – Task 1 E

Note: Examiners need to award a mark for each of Criterion A and B below.

As noted in the marking guidelines, candidates should not be penalized if they exceed or fall short of the
recommended word count, unless the quality of the response is affected.

The use of bullet points will not affect Criterion A

Criterion A: 10 marks

Responses should focus on comparing and contrasting how film/literary techniques are used in both
texts.

Candidates’ ability to compare and contrast the two texts (strand iv.) should be the deciding factor when
placing students in a band for Criterion A.

Candidates are required to write about both texts. If students only write about one text, they cannot go
beyond (2 marks) for Criterion A.

Candidates who do not compare AND contrast will be awarded a maximum of (5 marks) for Criterion A.

In descriptor strands i and ii, not all elements need to be addressed in the piece for the mark to be
awarded. In descriptor strand iii, terminology can be implied.
Marks Marks Descriptor [A: Analysing] Indicative content
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student: The candidate states obvious and
i. & ii. provides limited analysis of the content, superficial ideas about text one
context, language, structure, technique and/or and/or text two.
style of texts, and/or the effects of the creator’s
choices on an audience Examples of obvious & superficial
iii. rarely justifies opinions and ideas with ideas could include:
examples or explanations; uses little or no
terminology COMPARISON: Both texts show
iv. evaluates few similarities and/or differences, similar themes.
making minimal connections in features across CONTRAST: One text is a film while
and within genres and texts the other is a written text
3-5 The student: The candidate describes obvious
i. & ii. provides adequate analysis of the content, connections between the two texts.
context, language, structure, technique and/or Students will tend to summarize with
style of texts, and/or the effects of the creator’s some exploration of features. A
choices on an audience conclusion may not be evident.
iii. justifies opinions and ideas with some
examples and explanations, though this may not
be consistent; uses some terminology
iv. evaluates some similarities and differences,
making adequate connections in features across
and within genres and texts
6-8 The student: In addition to obvious ideas, the
i. & ii. effectively analyses the content, context, candidate explains implicit
language, structure, technique, and/or style of connections between the two texts.
texts, and/or the effects of the creator’s choices Students will tend to analyse with a
on an audience clear comparison and contrast with
iii. sufficiently justifies opinions and ideas with an effective exploration of features
examples and explanations; uses accurate on both texts. There will most likely
terminology have a simple but clear conclusion.
iv. evaluates similarities and differences, making
substantial connections in features across and
within genres and texts
9-10 The student: The candidate discusses subtle
i. & ii. provides perceptive analysis of the content, connections and may draw
context, language, structure, technique and /or conclusions within and beyond the
style of texts, and/or the effects of the creator’s two texts.
choices on an audience Refer to mark descriptor.
iii. gives detailed justification of opinions and
ideas with a range of examples, and thorough
explanations; uses accurate terminology
iv. perceptively compares and contrasts, making
 extensive connections in features across and
within genres and texts

Criterion B: 10 marks

Candidates are required to write about both texts.

If students only write about one text, they cannot go beyond (2 marks) for Criterion B.

If a candidate uses bullets, Criterion B will be awarded a maximum of (2 marks).

Marks Marks Descriptor [B: Organizing]

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. makes minimal use of organizational structures though these may not always serve the
context and intention, eg, writing about each text separately.
ii. organizes opinions and ideas with a minimal degree of coherence and logic, eg, points
may be unconnected.
3-5 The student:
i. makes adequate use of organizational structures that serve the context and intention,
eg, there is an attempt to compare and contrast the texts.
ii. organizes opinions and ideas with a degree of coherence and logic, eg, begins to make
connections.
6-8 The student:
i. makes effective use of organizational structures that serve the context and intention, eg,
compares and contrasts the two texts.
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on
each other.
9-10 The student:
i. makes sophisticated use of organizational structures that serve the context and
intention effectively.
ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner
with ideas building on each other in a sophisticated way.

Task 2:

Using one of the images, create a narrative focusing on a moment of victory.

You may consider using any of the following: purpose, characterization, setting, mood, and/or
point of view.

Note: Examiners need to award a mark for each of Criterion C and D below. 20 marks

As noted in the marking guidelines, candidates should not be penalized if they exceed or fall short of the
recommended word count, unless the quality of the response is affected.

Reward all valid responses.

Criterion C: 10 marks
Responses which use both images should not be awarded more than (5 marks) for Criterion C –
Producing Text.

Responses which use neither the images nor the theme of the prompt should be awarded (0 mark) for
Criterion C – Producing Text.

To determine the mark for criterion C, a best-fit approach between the mark descriptor and the
marking notes must be used.

Marks Mark descriptor (C: Producing text) Marking notes and indicative content
0 The student does not reach a standard described by any of the descriptors below.

1-2 The student: The response is basic and makes a

i. produces texts that demonstrate limited generic link to the image and/or
personal engagement with the creative process, prompt.
demonstrates a limited degree of thought,
imagination and sensitivity and minimal
exploration and consideration of new
perspectives and ideas.
ii. makes minimal stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating limited awareness of impact on an
audience.
iii. selects a few relevant details and examples to
develop ideas
3-5 The student: The response explores the image and
i. produces texts that demonstrate prompt with some originality.
adequate personal engagement with the
creative process; demonstrates some
degree of thought, imagination and
sensitivity and some exploration and
consideration of new perspectives and
ideas.
ii. makes some stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating adequate awareness of
impact on an audience.
iii. selects some relevant details and
examples to develop ideas.
6-8 The student: The response elaborates on the image
i. produces texts that demonstrate considerable and prompt with originality and
personal engagement with the creative process; creativity.
demonstrates considerable thought, imagination
and sensitivity and substantial exploration and
consideration of new perspectives and ideas.
ii. makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating good awareness of impact on an
audience.
iii. selects sufficient relevant details and examples
to develop ideas.
9-10 The student: The response is highly engaging, and it
i. produces texts that demonstrate a high elaborates on the image and prompt
degree of personal engagement with the with originality and creativity.
creative process; demonstrates a high
degree of thought, imagination and
sensitivity and perceptive exploration and
consideration of new perspectives and
ideas
ii. makes perceptive stylistic choices in
terms of linguistic, literary and visual
devices, demonstrating clear awareness
of impact on an audience
iii. selects extensive relevant details and
examples to develop ideas with precision.
Criterion D: 10 marks

Examiners are reminded to consider best fit/balance in rewarding marks for all strands in Criterion D (i.e.
if a candidate’s register is strong but there are several errors in grammar, etc.).

Marks Mark descriptor (D: Using Language)

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. uses a limited range of appropriate vocabulary
ii. writes in an inappropriate register and style that does not serve the context and
intention
iii. uses grammar, spelling, syntax and punctuation with limited accuracy; errors often
hinder communication
3-5 The student:
i. uses an adequate range of appropriate vocabulary and sentence structures
ii. sometimes writes in a register and style that serves the context and intention
iii. uses grammar, spelling, syntax and punctuation with some degree of accuracy; errors
sometimes hinder communication
6-8 The student:
i. uses a varied range of appropriate vocabulary and sentence structures
competently.
ii. Writes competently in a register and style that serves the context and intention
iii. uses grammar, spelling, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication
9-10 The student:
i. uses an effective range of appropriate vocabulary and sentence structures.
ii. writes in a consistent appropriate register and style that serves the context and
intention
iii. uses grammar, spelling syntax and punctuation with a high degree of accuracy;
errors are minor, and communication is effective

Task 3: 30 marks

Global context – Orientation in space and time

This task is assessed according to criteria B (Organizing), C (Producing text) and D (Using language).

This task is worth 30 marks (B – 10 marks, C – 10 marks, D – 10 marks).

As part of a public awareness campaign, create a speech about how the representation of gender has
evolved over time. End your speech with a call for action.
Word limit – 350 words

Note: Examiners need to award a mark for each of Criterion B, C and D below.

As noted in the marking guidelines, candidates should not be penalized if they exceed or fall short of the
recommended word count, unless the quality of the response is affected.

All valid responses should be rewarded.

Criterion B: 10 marks
If a candidate uses bullets, Criterion B will be awarded a maximum of (2 marks)

Marks Mark descriptor (B: Organizing)

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. makes minimal use of organizational structures though these may not always serve
the context and intention
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of formatting tools to create a presentation style that may not
always be suitable to the context and intention.
3-5 The student:
i. makes adequate use of organizational structures though these may not always
serve the context and intention
ii. organizes opinions and ideas with some degree of coherence and logic
iii. makes adequate use of formatting tools to create a presentation style suitable to
the context and intention.
6-8 The student:
i. makes competent use of organizational structures though these may not always
serve the context and intention
ii. organizes opinions and ideas in a coherent and logical manner with ideas building
on each other
iii. makes competent use of formatting tools to create a presentation style suitable to
the context and intention.
9-10 The student:
i. makes sophisticated use of organizational structures that serve the context and
intention effectively
ii. effectively organizes opinions and ideas in a coherent and logical manner with
ideas building on each other in a sophisticated way
iii. makes excellent use of formatting tools to create an effective presentation style.
Criterion C: 10 marks
To determine the mark for criterion C, a best-fit approach between the mark descriptor and the marking
notes must be used.

Responses which are neither linked to the global context nor the theme of the prompt should be
awarded (0 mark) for Criterion C – Producing Text.

Marks Mark descriptor (C: Producing text) Marking notes and indicative content

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student: The candidate attempts a basic

i. produces texts that demonstrate limited response to the prompt, making little
personal engagement with the creative process, or no reference to the global context.
demonstrates a limited degree of thought,
imagination and sensitivity and minimal
exploration and consideration of new
perspectives and ideas.
ii.makes minimal stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating limited awareness of impact on an
audience.
iii. selects a few relevant details and examples to
develop ideas
3-5 The student: The candidate addresses the prompt,
i. produces texts that demonstrate adequate demonstrating some understanding of
personal engagement with the creative process; the global context.
demonstrates some degree of thought,
imagination and sensitivity and some exploration
and consideration of new perspectives and ideas.
ii. makes some stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating adequate awareness of impact on
an audience.
iii. Selects some relevant details and examples to
develop ideas.
 6-8 The student: The candidate produces an engaging
i. produces texts that demonstrate considerable response that elaborates on the
personal engagement with the creative process; prompt, demonstrating understanding
demonstrates considerable thought, imagination of the global context.
and sensitivity and substantial exploration and
consideration of new perspectives and ideas.
ii. makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating good awareness of impact on an
audience.
iii. selects sufficient relevant details and
examples to develop ideas.
9-10 The student: The candidate produces a highly
i. produces texts that demonstrate a high degree engaging response that reflects on the
of personal engagement with the creative prompt, demonstrating excellent
process; demonstrates a high degree of thought, understanding of the global context.
imagination and sensitivity and perceptive
exploration and consideration of new
perspectives and ideas
ii. makes perceptive stylistic choices in terms of
linguistic, literary and visual devices,
demonstrating clear awareness of impact on an
audience
iii. selects extensive relevant details and
examples to develop ideas with precision.

Criterion D: 10 marks
Examiners are reminded to consider the best fit/balance in rewarding marks for all strands in Criterion D
(i.e. if a candidate’s register is strong but there are several errors in grammar, etc.).

Marks Mark descriptor (D: Using Language)

0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. uses a limited range of appropriate vocabulary
ii. writes in an inappropriate register and style that does not serve the context and
intention
iii. uses grammar, spelling, syntax and punctuation with limited accuracy; errors often
hinder communication
3-5 The student:
i. uses an adequate range of appropriate vocabulary and sentence structures
ii. sometimes writes in a register and style that serves the context and intention
iii. uses grammar, spelling, syntax and punctuation with some degree of accuracy; errors
sometimes hinder communication
 6-8 The student:
i. uses a varied range of appropriate vocabulary and sentence structures
competently.
ii. Writes competently in a register and style that serves the context and intention
iii. iii. uses grammar, spelling, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication
9-10 The student:
i. uses an effective range of appropriate vocabulary and sentence structures.
ii. writes in a consistent appropriate register and style that serves the context and
intention
iii. iii. uses grammar, spelling syntax and punctuation with a high degree of accuracy;
errors are minor, and communication is effective

CONVERSION TABLE for out of 8.

Criterion Grade Marks Range

1 0-3
2 4-6
3 7-9
4 10-12
5 13-14
6 15-16
7 17-18
8 19-20

Out of 100, just multiply the one out of 80.