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
Summer 2024
Question Paper Log Number P75434
Publications Code 1ET0_01_2406_MS
All the material in this publication is copyright
© Pearson Education Ltd 2024
2
,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
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
Summer 2024
Question Paper Log Number P75434
Publications Code 1ET0_01_2406_MS
All the material in this publication is copyright
© Pearson Education Ltd 2024
2
,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
