Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCE
In History (9HI0/36)
Advanced
Paper 3: Themes in breadth with aspects
in depth
Option 36.1:
... [Show More] Protest, agitation and
parliamentary reform in Britain, c1780–
1928
Option 36.2: Ireland and the Union,
c1774–1923Edexcel and BTEC Qualifications
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Summer 2023
Question Paper Log Number P72267A
Publications Code 9HI0_36_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 knowledge is added to information from the source material
to expand, confirm or challenge matters of detail.
• Evaluation of the source material is re [Show Less]