Pearson Edexcel Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE JL History (1 HIA) Paper 1: Thematic study and historic environment (1 H IA/ 1 3) Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In History (1HIA) Paper 1: Thematic study and h

Pearson Edexcel Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE JL History (1 HIA) Paper 1: Thematic study and historic environment (1 H IA/ 1 3) Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In History (1HIA) Paper 1: Thematic study and historic environment (1HIA/13) Option 13: Migrants in Britain, c800–present and Notting Hill c1948–c1970 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: Summer 2022 Question Paper Log Number P71799A Publications Code 1HIA_13_2022_MS 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 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.  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. How to award marks when level descriptions are used 1. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2. 2. Finding 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. Levels containing two marks only Start with the presumption that the work will be at the top of the level. Move down to the lower mark if the work only just meets the requirements of the level. Levels containing three or more marks 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 at the middle of the level (or the upper-middle mark if there is an even number of marks) 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 meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level  If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level  The middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Indicative content Examiners are reminded that indicative content is provided as an illustration to markers of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid. Notting Hill, c1948-c1970 Question 1 Describe two features of Notting Hill that encouraged Caribbean migrants to settle in the area after the Second World War. Target: knowledge of key features and characteristics of the period. AO1: 4 marks. Marking instructions Award 1 mark for each valid feature identified up to a maximum of two features. The second mark should be awarded for supporting information. e.g.  The area of Notting Hill featured large houses (1). These were sub-divided into many individual rooms that could be rented (1).  The area of Notting Hill had been badly damaged in the Second World War (1). This made housing more affordable for migrants (1).  A community of Caribbean migrants began to develop in Notting Hill (1). This attracted more migrants from Caribbean countries to settle in the area (1). Accept other appropriate features and supporting information. Question 2 (a) How useful are Sources A and B for an enquiry into Caribbean cultures in Notting Hill in the 1960s? Explain your answer, using Sources A and B and your knowledge of the historical context. Target: Analysis and evaluation of source utility. AO3: 8 marks. Level Mark Descriptor 0 No rewardable material. 1 1–2  A simple judgement on utility is given, and supported by undeveloped comment on the content of the sources and/or their provenance1 . Simple comprehension of the source material is shown by the extraction or paraphrase of some content. Limited contextual knowledge is deployed with links to the sources. 2 3–5  Judgements on source utility for the specified enquiry are given, using valid criteria. Judgements are supported by developed comment related to the content of the sources and/or their provenance1 . Comprehension and some analysis of the sources is shown by the selection and use of material to support comments on their utility. Contextual knowledge is used directly to support comments on the usefulness of the content of the sources and/or their provenance. 3 6–8  Judgements on source utility for the specified enquiry are given, applying valid criteria with developed reasoning which takes into account how the provenance1 affects the usefulness of the source content. The sources are analysed to support reasoning about their utility. Contextual knowledge is used in the process of interpreting the sources and applying criteria for judgements on their utility. Notes 1. Provenance = nature, origin, purpose. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). No credit may be given for contextual knowledge unless it is linked to evaluation of the sources. No credit may be given for generic comments on provenance which are not used to evaluate source content. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. The grouping of points below does not imply that this is how candidates are expected to structure their answers. Source A The usefulness could be identified in terms of the following points which could be drawn from the source:  Source A is useful because it shows that Caribbean migrants to Notting Hill brought their cultures with them and developed their own forms of entertainment.  Source A is useful because it implies that shebeens developed as a result of the discrimination faced by black migrants to Notting Hill.  Source A is useful because it indicates that music was an important element of migrant leisure activities and that it was particularly influenced by Jamaican culture. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it:  The authors spent time in Notting Hill during the 1960s and their account includes their personal experiences of the area as Caribbean migrants.  The purpose of the source is to record a view of Notting Hill in the 1960s based on a range of experiences and therefore should offer a comprehensive account. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include:  Music played an important role in the development of Caribbean cultures in Notting Hill, as can be seen in the development of Trinidadian steel bands and the Caribbean Carnival.  Black migrants to Notting Hill often chose to socialise in private homes as a result of being discriminated against in public venues. Source B The usefulness could be identified in terms of the following points which could be drawn from the source:  Source B is useful because it identifies different activities that went on in a shebeen run by a Caribbean migrant, such as listening to music.  Source B is useful because it demonstrates how Caribbean migrants maintained aspects of Caribbean culture, for example soul food.  Source B is useful because it indicates that shebeens were popular, as John Edgecombe could earn up to £400 a week. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it:  John Edgecombe is speaking of his own experiences, as an organiser of social activities for Caribbean migrants, and is in a good position to provide an accurate commentary on the situation in Notting Hill at the time.  The book was published in 2002, therefore allowing the author to show his insight into the development of vibrant Caribbean cultures in Notting Hill in the 1960s. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include:  Shebeens were informal nightspots, where Caribbean migrants would gather socially in a private home to socialise, dance, drink and gamble.  Caribbean food was introduced into Notting Hill through shebeens, restaurants and markets, due to demand from the migrant community. Question 2 (b) How could you follow up Source A to find out more about Caribbean cultures in Notting Hill in the 1960s? In your answer, you must give the question you would ask and the type of source you could use. Target: Source analysis and use (the abili