AQA-7701-1-ENGLISH LANGUAGE FINAL MARK SCHEME PAPER 1_LANGUAGE AND THE INDIVIDUAL-AS LEVEL-Jun24
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AQA ENGLISH LANGUAGE
Institution
AQA ENGLISH LANGUAGE
AQA-7701-1-ENGLISH LANGUAGE FINAL MARK SCHEME PAPER 1_LANGUAGE AND THE INDIVIDUAL-AS LEVEL-Jun24.
Distribution of Assessment Objectives and Weightings
The table below is a reminder of which Assessment Objectives will be tested by the questions and tasks
completed by students and the marks avai...
aqa 7701 1 english language final mark scheme 2024
aqa 7701 1 english language
english language paper 1 2024
aqa english language as level paper 1 2024
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AQA ENGLISH LANGUAGE
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AQA MARK SCHEME
AS
ENGLISH LANGUAGE
E
G
7701/1
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Paper 1 Language and the individual
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Mark scheme
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June 2024
Version: 1.0 Final
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LA
SH
LI
G
EN
Page 1 of 17
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MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2024
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.
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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
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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
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paper.
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
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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
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exam responses in line with existing mark scheme criteria.
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Further copies of this mark scheme are available from aqa.org.uk
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SH
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MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2024
English Language Mark Scheme
How to Mark
Aims
When you are marking your allocation of scripts your main aims should be to:
• recognise and identify the achievements of students
• place students in the appropriate mark band and in the appropriate part of that mark band (high, low,
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middle) for each Assessment Objective
• record your judgements with brief notes, annotations and comments that are relevant to the mark
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scheme and make it clear to other examiners how you have arrived at the numerical mark awarded for
each Assessment Objective
• put into a rank order the achievements of students (not to grade them – that is done later using the
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rank order that your marking has produced)
• ensure comparability of assessment for all students, regardless of question or examiner.
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Approach
It is important to be open minded and positive when marking scripts.
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The specification recognises the variety of experiences and knowledge that students will have. It
encourages them to study language in a way that is relevant to them. The questions have been
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designed to give them opportunities to discuss what they have found out about language. It is important
to assess the quality of what the student offers.
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Do not mark scripts as though they are mere shadows of some Platonic ideal (or the answer you would
have written). The mark schemes have been composed to assess quality of response and not to
identify expected items of knowledge.
Assessment Objectives
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This component requires students to:
AO1: Apply appropriate methods of language analysis, using associated terminology and coherent
written expression
AO3: Analyse and evaluate how contextual factors and language features are associated with the
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construction of meaning
AO4: Explore connections across texts, informed by linguistic concepts and methods.
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The marking grids
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The specification has generic marking grids with a hierarchy of performance characteristics for each
Assessment Objective that are customised with indicative content for individual tasks. These have been
designed to allow consistent assessment of the range of knowledge, understanding and skills that the
specification demands across all tasks.
Within each Assessment Objective there are five broad levels representing different levels of
achievement. Do not think of levels equalling grade boundaries.
You will be giving a mark to each separate Assessment Objective tested by a task.
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