SPECIMEN MATERIAL
A-level
LAW
COMPONENT CODE
PAPER 1
Mark scheme
Series
V1.0
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 Assessment Writer.
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
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
paper.
Further copies of this mark scheme are available from aqa.org.uk
,Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
Examiners are required to assign each of the students' responses to the most appropriate level
according to its overall quality, then allocate a single mark within the level. When deciding upon a mark
in a level examiners should bear in mind the relative weightings of the assessment objectives (see page
17) and be careful not to over/under credit a particular skill. For example, in question 8 more weight
should be given to AO2 than to AO1. This will be exemplified and reinforced as part of examiner training.
Examiners are reminded that AO1, AO2 and AO3 are regarded as interdependent. When deciding on a
mark all should be considered together using the best fit approach. For example, a level 3 mark could be
awarded for level 3 evidence against each objective, or a mixture of level 4, 3 and 2 evidence across
different objectives.
2
, Which one of the following statements about strict liability offences is false?
01
[1 mark]
Marks for this question: AO1 = 1
A D cannot be guilty of a strict liability offence if she was not negligent
Which one of the following statements about the defence of insanity is true?
02
[1 mark]
Marks for this question: AO1 = 1
C The ‘disease of the mind’ can result from physical disease.
03 Which one of the following kinds of statements made in a judgment in a case would best be
described as ‘obiter dicta’?
[1 mark]
Marks for this question: AO1 = 1
D Statements about the application of the law to facts which are a little different from those in the case.
04 Which one of the following approaches to statutory interpretation gives judges the least discretion
(power)?
[1 mark]
Marks for this question: AO1 = 1
B The literal rule.
Which one of the following statements about jurors in criminal trials is correct?
05
[1 mark]
Marks for this question: AO1 = 1
B Jurors can discuss the case with other jurors in the trial.
3
A-level
LAW
COMPONENT CODE
PAPER 1
Mark scheme
Series
V1.0
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 Assessment Writer.
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
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
paper.
Further copies of this mark scheme are available from aqa.org.uk
,Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
Examiners are required to assign each of the students' responses to the most appropriate level
according to its overall quality, then allocate a single mark within the level. When deciding upon a mark
in a level examiners should bear in mind the relative weightings of the assessment objectives (see page
17) and be careful not to over/under credit a particular skill. For example, in question 8 more weight
should be given to AO2 than to AO1. This will be exemplified and reinforced as part of examiner training.
Examiners are reminded that AO1, AO2 and AO3 are regarded as interdependent. When deciding on a
mark all should be considered together using the best fit approach. For example, a level 3 mark could be
awarded for level 3 evidence against each objective, or a mixture of level 4, 3 and 2 evidence across
different objectives.
2
, Which one of the following statements about strict liability offences is false?
01
[1 mark]
Marks for this question: AO1 = 1
A D cannot be guilty of a strict liability offence if she was not negligent
Which one of the following statements about the defence of insanity is true?
02
[1 mark]
Marks for this question: AO1 = 1
C The ‘disease of the mind’ can result from physical disease.
03 Which one of the following kinds of statements made in a judgment in a case would best be
described as ‘obiter dicta’?
[1 mark]
Marks for this question: AO1 = 1
D Statements about the application of the law to facts which are a little different from those in the case.
04 Which one of the following approaches to statutory interpretation gives judges the least discretion
(power)?
[1 mark]
Marks for this question: AO1 = 1
B The literal rule.
Which one of the following statements about jurors in criminal trials is correct?
05
[1 mark]
Marks for this question: AO1 = 1
B Jurors can discuss the case with other jurors in the trial.
3
