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Pearson Edexcel Level GCSE In English Literature (1ET0) Paper 1: Shakespeare and Post1914 Literature Mark Scheme (Results) Summer 2024€12,58
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Pearson Edexcel Level GCSE In English Literature (1ET0) Paper 1: Shakespeare and Post-
1914 Literature Mark Scheme (Results) Summer 2024
Mark Scheme (Results)
Summer 2024
Pearson Edexcel Level GCSE In
English Literature (1ET0)
Paper 1: Shakespeare and Post-1914 Literature
1
,Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We
provide a wide range of qualifications including academic, vocational, occupational and specific
programmes for employers. For further information visit our qualifications websites at
www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details
on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives
through education. We believe in every kind of learning, for all kinds of people, wherever they are in the
world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100
languages, we have built an international reputation for our commitment to high standards and raising
achievement through innovation in education. Find out more about how we can help you and your students at:
www.pearson.com/uk
,General Marking Guidance
All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the
same way as they mark the last.
Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they
can do rather than penalised for omissions.
Examiners should mark according to the mark scheme not according to their perception of where
the grade boundaries may lie.
In some cases details of what will not be accepted for a marking point will be identified below the
phrase ‘do not accept’.
There is no ceiling on achievement. All marks on the mark scheme should be used appropriately.
All the marks on the mark scheme are designed to be awarded. Examiners should always award full
marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to
award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.
Where some judgement is required, mark schemes will provide the principles by which marks will be
awarded and exemplification may be limited.
When examiners are in doubt regarding the application of the mark scheme to a candidate’s
response, the team leader must be consulted.
Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
Plans (in the lined response area of the question paper/answer booklet) should not be marked unless
no other response to the question has been provided. This applies whether the plan is crossed out or
not.
Marking Guidance - Specific
The marking grids have been designed to assess student work holistically. The grids identify the
Assessment Objective being targeted by the level descriptors.
When deciding how to reward and answer, examiners should consult both the indicative content and the
associated marking grid(s). When using a levels-based mark scheme, the ‘best fit’ approach should be
used.
Examiners should first decide which descriptor most closely matches the answer and place it in that
level.
The mark awarded within the level will be decided based on the quality of the answer and will be
modified according to how securely all bullet points are displayed at that level.
In cases of uneven performance, the points above will still apply. Candidates will be placed in the level
that best describes their answer according to the Assessment Objective described in the level. Marks
will be awarded towards the top or bottom of that level depending on how they have evidenced each of
the descriptor bullet points.
Indicative content is exactly that – it consists of factual points that candidates are likely to use to
construct their answer. It is possible for an answer to be constructed without mentioning some or all
of these points, as long as they provide alternative responses to the indicative content that fulful the
requirements of the question. It is the examiner’s responsibility to apply their professional
judgement to the candidate’s response in determining if the answer fulfils the requirements of the
question.
3
, Placing a mark within a level
Examiners should first decide which descriptor most closely matches the answer and place it in that
level. The mark awarded within the level will be decided based on the quality of the answer and will
be modified according to how securely all bullet points are displayed at that level.
In cases of uneven performance, the points above will still apply. Candidates will be placed in the level
that best describes their answer according to the descriptors in that level. Marks will be awarded
towards the top or bottom of that level depending on how they have evidenced each of the descriptor
bullet points.
If the candidate’s answer meets the requirements fully, markers should be prepared to award full
marks within the level. The top mark in the level is used for work that is as good as can realistically
be expected within that level.
Paper 1 Mark scheme
The table below shows the number of raw marks allocated for each question in this mark scheme.
Assessment Objectives Total
marks
Component AO1 AO2 AO3 AO4
Component 1: Shakespeare
and Post- 1914 Literature
Questions 1a to 6a 20 20
Questions 1b to 6b 15 5 20
Question 7-30 16 16 8 40
AO1 Read, understand and respond to texts. Students
should be able to:
● maintain a critical style and develop an informed personal response
● use textual references, including quotations, to support and illustrate
interpretations.
AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using
relevant subject terminology where appropriate.
AO3 Show understanding of the relationships between texts and the contexts in which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate
spelling and punctuation.
4
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