Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCE
In History (9HI0/33)
Advanced
Paper 3: Themes in breadth
with aspects in depth
Option 33: The
... [Show More] witch craze in Britain,
Europe and North America, c1580–c1750Edexcel and BTEC Qualifications
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Summer 2023
Question Paper Log Number P72264A
Publications Code 9HI0_33_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: Section A
Target: AO2: Analyse and evaluate appropriate source material, primary and/or
contemporary to the period, within its historical context.
Level Mark Descriptor
0 No rewardable material.
1 1–3 • Demonstrates surface level comprehension of the source material
without analysis, selecting some material relevant to the question, but in
the form of direct quotations or paraphrases.
• Some relevant contextual knowledge is included, with limited linkage to
the source material.
• Evaluation of the source material is assertive with little or no supporting
evidence. Concepts of reliability or utility may be addressed, but by
making stereotypical judgements.
2 4–7 • Demonstrates some understanding and attempts analysis of the source
material by selecting and summarising information and making
undeveloped inferences relevant to the question.
• Contextual know [Show Less]