Cambridge A Level German (A Level only) 9717 — 2022 Oct/Nov Paper 2 · Variant 3

This document has 12 pages. Any blank pages are indicated. [Turn over Cambridge International A Level DC (CE) 303373/2 © UCLES 2022 * 4 8 7 6 9 2 1 6 3 2 * GERMAN 9717/23 Paper 2 Reading and Writing October/November 2022 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all questions in German. ● Use a black or dark blue pen. Do not use an erasable pen or correction fluid. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading passages. ANWEISUNGEN ● Beantworten Sie alle Fragen auf Deutsch. ● Schreiben Sie mit schwarzem oder dunkelblauem Stift. Benutzen Sie keinen lӧschbaren Stift und keine Korrekturflüssigkeit. ● Schreiben Sie Ihren Namen, Ihre Center-Nummer und Kandidaten-Nummer in die vorgegebenen Kӓstchen oben auf dieser Seite. ● Schreiben Sie Ihre Antwort auf jede Frage in den dafür vorgesehenen Bereich. ● Schreiben Sie nicht über die Strichcodes. ● Der Gebrauch von Wӧrterbüchern ist nicht erlaubt. INFORMATION ● Die erreichbare Gesamtpunktzahl betrӓgt 70. ● Die erreichbare Punktzahl finden Sie in Klammern [ ] am Ende jeder Frage oder Teilfrage. ● Die beiliegenden Textblӓtter enthalten die Lesetexte.

2 9717/23/O/N/22 © UCLES 2022 Erster Teil Lesen Sie Text 1 in den beiliegenden Textblättern, und beantworten Sie dann die Fragen 1, 2 und 3 auf diesem Fragebogen. 1 Finden Sie im Text 1 die Wörter, die den folgenden Definitionen entsprechen. Alle Wörter sind in Absatz 1 zu finden. Beispiel: jetzt Antwort: heute (a) anschließend … [1] (b) allerdings … [1] (c) delegieren … [1] (d) problematische … [1] (e) Entschluss … [1] [Total: 5]

3 9717/23/O/N/22 © UCLES 2022 [Turn over 2 Schreiben Sie für jeden Satz(teil) unten aus Text 1 einen neuen Satz(teil), der mit den Worten in Klammern anfängt. Beispiel: Ich musste mir selber erst viel beibringen, damit ich es dann Jonas beibringen konnte. (Ich musste mir selber erst viel beibringen, um es dann Jonas beibringen … .) Antwort: Ich musste mir selber erst viel beibringen, um es dann Jonas beibringen zu können. (a) Die Familie ist ins benachbarte Belgien umgezogen, denn dort gibt es keine Schulpflicht. (Die Familie ist ins benachbarte Belgien umgezogen, weil … .) … … [1] (b) Man liest oft in den Schlagzeilen von übervollen Klassen mit überforderten Lehrern. (Man liest oft in den Schlagzeilen von übervollen Klassen mit Lehrern, die … .) … … [1] (c) Die Schulexpertin Ilka Hoffmann hält Unterricht außerhalb der Schule für problematisch. (Die Schulexpertin Ilka Hoffmann findet, dass Unterricht außerhalb der Schule … .) … … [1] (d) Die Schule ist auch ein sozialer Erfahrungsraum, der die Möglichkeit bietet, mit Gleichaltrigen zusammenzukommen. (Die Schule ist auch ein sozialer Erfahrungsraum, der die Möglichkeit bietet, mit Jugendlichen im … Alter zusammenzukommen.) … … [1] (e) Weiterhin lernen sie auch das Verhalten in einer Gruppe. (Weiterhin wird auch das Verhalten in einer Gruppe … .) … … [1] [Total: 5]

4 9717/23/O/N/22 © UCLES 2022 3 Beantworten Sie diese Fragen zu Text 1 auf Deutsch, ohne längere Satzteile direkt vom Text abzuschreiben. (Die Anzahl der Punkte steht nach jeder Frage in Klammern. Außerdem werden 5 Punkte für die Qualität der Sprache vergeben. Gesamtpunktzahl: 15 + 5 = 20) (a) Was hat die Mutter von Jonas gemacht, um sich auf den Unterricht zu Hause vorzubereiten? (Absatz 2) … … … … … [3] (b) Inwiefern unterscheidet sich die Situation in Belgien von der Situation in Deutschland? (Absatz 3) … … … … [2] (c) Warum schicken manche Eltern ihre Kinder nicht zur Schule? (Absatz 4) … … … … [2] (d) Was steht oft in den Zeitungen über die derzeitigen Bedingungen in den Schulen? (Absatz 4) … … … … [2]

5 9717/23/O/N/22 © UCLES 2022 [Turn over (e) Inwiefern hat der Unterricht zu Hause das Leben von Iris verändert? (Absatz 5) … … … … … [3] (f) Was können Kinder laut Hoffman am besten in der Schule lernen? (Absatz 6) … … … … … [3] [Total: 20]

6 9717/23/O/N/22 © UCLES 2022 Zweiter Teil Lesen Sie jetzt Text 2 in den beiliegenden Textblättern, und beantworten Sie dann die Fragen 4 und 5 auf diesem Fragebogen. 4 Beantworten Sie diese Fragen zu Text 2 auf Deutsch, ohne längere Satzteile direkt vom Text abzuschreiben. (Die Anzahl der Punkte steht nach jeder Frage in Klammern. Außerdem werden 5 Punkte für die Qualität der Sprache vergeben. Gesamtpunktzahl: 15 + 5 = 20) (a) Warum kritisiert Professor Pauker Prüfungen? (Absatz 1) … … … … [2] (b) Welche sogenannten soft skills sollen Schüler laut Pauker erwerben? (Absatz 1) … … … … … [3] (c) Vor welchem Dilemma stehen Eltern von Grundschulkindern? (Absatz 2) … … … … [2] (d) Welche Probleme sieht Professor Pauker bei den Unterrichtsmethoden staatlicher Schulen? (Absatz 3) … … … … [2]

7 9717/23/O/N/22 © UCLES 2022 [Turn over (e) Welche praktischen Probleme gibt es bei der Modernisierung von Lehrplänen? (Absatz 4) … … … … … [3] (f) Was haben alternative Schulen den staatlichen Schulen oft voraus? (letzter Absatz) … … … … … [3] [Total: 20]

8 9717/23/O/N/22 © UCLES 2022 5 Schreiben Sie insgesamt bis zu 140 Wörter auf Deutsch, um die folgenden zwei Fragen zu beantworten: (Die Anzahl der Punkte steht nach jeder Frage in Klammern. Außerdem werden 5 Punkte für die Qualität der Sprache vergeben. Gesamtpunktzahl: 15 + 5 = 20) (a) Was spricht dagegen, Kinder an staatlichen Schulen zu unterrichten? [10] (b) Wie ist Ihre Meinung zu diesem Thema? [5] … … … … … … … … … … … … … … … … … … … … … … …

9 9717/23/O/N/22 © UCLES 2022 … … … … … … … … … … … … … … … [Total: 20]

10 9717/23/O/N/22 © UCLES 2022 BLANK PAGE

11 9717/23/O/N/22 © UCLES 2022 BLANK PAGE

12 9717/23/O/N/22 © UCLES 2022 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 10 printed pages. © UCLES 2022 [Turn over Cambridge International A Level GERMAN 9717/23 Paper 2 Reading and Writing October/November 2022 MARK SCHEME Maximum Mark: 70 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2022 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 2 of 10 1 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 3 of 10 2 General Marking Principles 2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided on the following pages. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with the Principal Examiner if necessary, and award marks accordingly. 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 Annotation used in marking: (a) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. (b) NBOD = No Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more incorrect than correct: the benefit of the doubt is not given to the candidate and the mark is not awarded. (c) caret = to indicate where something which is key to the response is missing. 2.4 No response and '0' marks Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 4 of 10 3 Detailed Mark Scheme Section 1 Question Answer Marks Not Allowed Responses Question 1 Accept only answers which fit directly into the ‘footprint’ left by the original word – i.e. no additions, no deletions. Do not allow misspellings. 1(a) danach 1 1(b) jedoch 1 1(c) abgeben 1 1(d) schwierige 1 1(e) Entscheidung 1 Question Answer Marks Not Allowed Responses Question 2 Allow one minor spelling mistake which doesn’t alter meaning. 2(a) --- es dort keine Schulpflicht gibt. 1 2(b) --- überfordert sind/werden 1 2(c) ---problematisch ist/sei 1 2(d) ---gleichen 1 2(e) ---gelernt 1

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 5 of 10 Question Answer Marks Not Allowed Responses Question 3 Reject direct lifts from the text. 3(a) • hat Lehrpläne studiert • hat Schulbücher/Aufgaben ausgesucht • hat sich selber viel beigebracht 3 3(b) • in Deutschland herrscht Schulpflicht • in Belgien gibt es nur Unterrichtspflicht/ in Belgien keine Schulpflicht 2 3(c) • Stress und Druck • behindert die Entwicklung 2 3(d) • übervolle Klassen • überforderte Lehrer 2 Die Lehrer beschweren sich, … 3(e) • berufliche Kompromisse/kann nicht Vollzeit arbeiten • wenig Freizeit/muss Unterricht vorbereiten • kein Freundeskreis (in Belgien) 3 3(f) • soziale Kompetenzen/Gleichaltrige aus anderen sozialen Schichten kennenlernen • Toleranz • Verhalten in einer Gruppe 3

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 6 of 10 Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language – questions 3 and 4 The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Language marks only if 0 Content marks). [Total: 20]

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 7 of 10 Question Answer Marks Not Allowed Responses Question 4 Mark as Question 3 4(a) • gelernt wird nur für die Prüfung • wenn man Gelerntes nicht anwendet, ist es wieder weg; sinnlos 2 Ich … 4(b) • Lernen lernen • Selbstbewusstsein entwickeln • Persönlichkeit entwickeln 3 4(c) • eigentlich soll das Kind noch Kind sein dürfen; Grundschulzeit als unschuldige Zeit • Sorgen, ob das Kind Voraussetzungen für das Gymnasium hat 2 4(d) • kreatives/künstlerisches Lernen kommt zu kurz • theoretisch/ nicht nachhaltig 2 4(e) • Schulbuchverlage sind aus finanziellen Gründen dagegen • Fachverbände haben Einfluss • organisatorischer Aufwand • Lehrer und Schulen sind skeptisch any 3 of 4 3 4(f) • Lehrer sind oft engagierter • individuelles Eingehen auf Kinder • eigene pädagogische Konzepte • bessere Zusatzangebote any 3 of 4 3

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 8 of 10 Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language – questions 3 and 4 The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Language marks only if 0 Content marks). [Total: 20]

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 9 of 10 Question Answer Marks Not Allowed Responses Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) Writing within the maximum length is part of the task, and candidates who remain within the limit (140 words in total) deserve credit. 5 Content marks: Summary The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points): Nachteile Unterricht in staatlichen Schulen • Volle Klassen • Überforderte Lehrer • Hoher Leistungsdruck, Stress • Rigider Lehrplan • Kein Eingehen auf individuelle Bedürfnisse • Viele Prüfungen • Vernachlässigung von soft skills • Verlust der Kindheit • nicht genug kreatives Lernen/Veraltete Lehrmethoden • Lernmethoden zu theoretisch/nicht nachhaltig • veraltete Lehrpläne • Lehrer oft weniger motiviert • weniger Zusatzangebote 10

9717/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 10 of 10 Content marks: Response to the Text/ Persönlicher Standpunkt [5] Marked like a mini-essay according to the variety and interest of the opinions and views expressed, the response to the original text stimulus and the ability to express a personal point of view. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0–1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error. Quality of Language – Accuracy (Questions 3, 4 and 5) [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. [Total: 20]