Pearson Edexcel Mark Scheme (Results) Mark Scheme (Results) June 2022 Pearson Edexcel GCSE Psychology 1PS0/01 Paper 1 Edexcel and BTEC Qualifications

Pearson Edexcel Mark Scheme (Results) Mark Scheme (Results) June 2022 Pearson Edexcel GCSE Psychology 1PS0/01 Paper 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 or . Alternatively, you can get in touch with us using the details on our contact us page at 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: June 2022 Publications Code 1PS0_01_rms_ All the material in this publication is copyright © Pearson Education Ltd 2022 General marking guidance  All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first.  Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions.  Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie.  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/indicative content will not be exhaustive.  When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given.  Crossed-out work should be marked unless the candidate has replaced it with an alternative response. Marking guidance for levels-based mark schemes (LBMS) Construction of levels-based mark scheme grids The LBMS grids are broken down into levels where each level is represented by a descriptor which articulates the skill characteristics that the response is likely to demonstrate. The increase in skills from one level to the next shows the progression between the levels. The descriptor in each level is broken down into three traits; each trait relates to an Assessment Objective and the relationship is clearly identified. There is a balance of the skills across the levels. The traits have been designed to reflect the intrinsic links between each of the skills, particularly where students are required to draw together their understanding in order to make judgements about a particular context. Knowledge and understanding of psychological ideas, processes and procedures (AO1) underpin the student’s ability to apply this to a given context (AO2). Similarly, for a student to be able to make valid connections between this understanding in order to make appropriate and evidence-based judgements or conclusions (AO3) about the context, they must underpin it using their knowledge and understanding, and by applying it to the context of the question. As a consequence, the progression shown in each band reflects the relationship between these skills. Finding the right level The first stage is to decide in which level the answer should be placed. To do this, use a ‘best fit’ approach, deciding which level most closely describes the quality of the answer. Where an answer displays characteristics from more than one level you must use the guidance below and your professional judgement to decide which level is most appropriate. For example, an answer that is logical and evidences application of accurate and thorough understanding to the context of the question, with sustained linkage throughout but with limited evidence to support their judgement, would be placed at the bottom of Level 3 as it has displayed most of the characteristics in a Level 3 response. An answer displaying accurate and thorough understanding but with limited application and unsupported judgements would be placed towards the bottom to middle of Level 2. Placing a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. If the answer meets the requirements of the level fully, you should be prepared to award full marks within the level. The top mark in the level is used for evidence that is as good as can realistically be expected within that level. Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start with the mark at the middle of the level and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: If it only barely meets the requirements of the level, you should consider awarding marks at the bottom of the level. The bottom mark in the level is used for evidence that is the weakest that can be expected within that level. Alternatively, be prepared to drop the mark to the top of the band below. The middle marks of the level are used for evidence that has a reasonable match to the requirements. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Imbalanced performance across skills Where a response has been placed within a level as it displays characteristics from more than one level, then the mark determined should be based on how well the characteristics of each level have been displayed. Students may show an imbalanced performance against one or more of the traits/skills provided in the levels descriptors. To establish the correct level and mark, the traits/skills within each level should be used. For example, a student may show performance against the descriptors for AO1 and AO2 that displays characteristics of Level 2 but they make a limited attempt to analyse and evaluate (AO3) Level 1. In such instances, the student has demonstrated the Level 2 traits/skills for AO1 and AO2 and the Level 1 trait/skill for AO3, so would be placed in the middle of Level 2 as they achieve 4 marks (2 each) for AO1 and AO2 and 1 of the 3 marks assigned to AO3. Given the intrinsic links between the trait/skills, if a response evidences performance against only one trait/skill it is likely to be for demonstrating knowledge and understanding. Indicative content Markers are reminded that indicative content is provided as an illustration of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid. Section A Development – How did you develop? Question number Answer Mark 1 One mark for accurate definition of morality. One mark for suitable example of morality. For example:  Morality is the understanding between ‘right’ and ‘wrong’ (1). For example, murder is wrong and helping people is right (1). Accept any other appropriate response. (2) Question number Answer Mark 2(a) D - 14 months, 26 months, 38 months The only correct answer is D. A is incorrect because they used the recordings from 14 months, 26 months, 38 months. B is incorrect because they used the recordings from 14 months, 26 months, 38 months. C is incorrect because they used the recordings from 14 months, 26 months, 38 months. (1) Question number Answer Mark 2(b) A - ‘You must have tried hard’ The only correct answer is A. B is incorrect because this is not process praise. C is incorrect because this is not process praise. D is incorrect because this is not process praise. (1) Question number Answer Mark 3 One mark for demonstrating accurate understanding of the role of the medulla. One mark for exemplification of how the role of the medulla can be used to explain the scenario. For example:  The medulla is involved in sending signals from the brain to the rest of the body via the spinal cord (1) so damage to this area of the brain could mean Finlay is unable to run or dance anymore as the signals cannot reach his legs to move (1). Accept any other appropriate response. (2) Question number Answer Mark 4(a) One mark for demonstrating accurate understanding of Piaget’s Theory of Cognitive Development. One mark for exemplification of how the theory can be used to explain the scenario. For example:  In the sensorimotor stage, from birth to around 2 years, children develop object permanence which is where they understand that objects still exist even when out of view (1). Georgia sits still and she is only 4 months old, so is unlikely to have developed object permanence so does not search for Mrs Duckie, her favourite toy, as she thinks it is does not exist (1). Accept any other appropriate response. (2) Question number Answer Mark 4(b) One mark for identification of each strength or weakness (maximum two marks). One mark for justification which must be linked to the strength or weakness identified (maximum two marks). For example: Strength  Piaget (1954) found supporting evidence for his theory from the Three mountains task, so his theory could also account for Georgia sitting still when the duck is hidden (1) because the study showed children could not see from others perspectives until 7 years, so his theory has credibility and therefore could also explain why Georgia did not look for Mrs Duckie (1). Weakness  Piaget’s research involved observations of selected children which required personal interpretation so could be subjective as an explanation of Georgia’s reaction to the toy being hidden (1) because his ideas about the sensorimotor stage, which Georgia would be in as a 4 month old, may not accurately represent every child in the same way due to Piaget’s interpretation of the selected children’s’ behaviour (1). Accept any other appropriate response. (4) Question number Answer Mark 5(a) One mark for appropriate conclusion. One mark for justification of the conclusion through analysis/interpretation. For example:  Social learning appears to have improved the social development and specifically the sharing behaviour of the children (1) which is shown by the higher score given to all of those supervised by James (all scored 7-9) who used social learning compared to those supervised by