Pearson Edexcel
In GCE History (9HI0/1B)
Advanced
Paper 1: Breadth study with
interpretations
1B: England, 1509-1603: authority, nation
and
... [Show More] religionEdexcel and BTEC Qualifications
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Summer 2023
Question Paper Log Number P72273A
Publications Code 9HI0_1B_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 2023General 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.Generic Level Descriptors: Sections A and B
Target: AO1: Demonstrate, organise and communicate knowledge and understanding to
analyse and evaluate the key features related to the periods studied, making substantiated
judgements and exploring concepts, as relevant, of cause, consequence, change, continuity,
similarity, difference and significance.
Level Mark Descriptor
0 No rewardable material.
1 1–3 • Simple or generalised statements are made about the topic.
• Some accurate and relevant knowledge is included, but it lacks range
and depth and does not directly address the question.
• The overall judgement is missing or asserted.
• There is little, if any, evidence of attempts to structure the answer, and
the answer overall lacks coherence and precision.
2 4–7 • There is limited analysis of some key features of the period relevant to
the question, but descriptive passages are included that are not clearly
shown to relate to the focus of the question.
• Mostly accurate and relevant knowledge is included, but lacks range or
depth and has only implicit links to the demands and conceptual focus of
the question.
• An overall judgement is given but with limited substantiation and the
criteria for judgement are left implicit.
• The answer shows some attempts at organisation, but most of the
answer is lacking in coherence, clarity and precision.
3 8–12 • There is some analysis of, and attempt to explain links between, the
relevant key features of the period and the question, although
descriptive passages may be included.
• Mostly accurate and relevant knowledge is included to demonstrate some
understanding of the demands and conceptual focus of the question, but
material lacks range or depth.
• Attempts are made to establish criteria for judgement and to relate the
overall judgement to them, although with weak substantiation.
• The answer shows some organisation. The general trend of the argument
is clear, but parts of it lack logic, coherence and precision.
4 13–16 • Key issues relevant to the question are explored by an analysis of the
relationships between key features of the period, although treatment of
issues may be uneven.
• Sufficient knowledge is deployed to demonstrate understanding of the
demands and conceptual focus of the question and to meet most of its
demands.
• Valid criteria by which the question can be judged are established and
applied in the process of coming to a judgement. Although some of the
evaluations may be only partly substantiated, the overall judgement is
supported.
• The answer is generally well organised. The argument is logical and is
communicated with clarity, although in a few places it may lack
coherence and precision. [Show Less]