Mark Scheme (Results) Summer 2016 Pearson Edexcel .
Mark Scheme (Results)Summer 2016Pearson Edexcel International GCSEin History (KHI0/4HI0) Paper 02
Edexcel and BTEC qualificationsEdexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awardingbody. We provide a wide range of qualifications including academic, vocational,occupational and specific programmes for employers. For further information visit ourqualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, youcan get in touch with us using the details on our contact us pageat www.edexcel.com/contactus.Pearson: helping people progress, everywherePearson aspires to be the world’s leading learning company. Our aim is to helpeveryone progress in their lives through education. We believe in every kind oflearning, for all kinds of people, wherever they are in the world. We’ve been involvedin education for over 150 years, and by working across 70 countries, in 100languages, we have built an international reputation for our commitment to highstandards and raising achievement through innovation in education. Find out moreabout how we can help you and your students at: www.pearson.com/ukSummer 2016Publications Code 4HI0 02 1606 MSAll the material in this publication is copyright Pearson Education Ltd 2016
General Marking Guidance All candidates must receive the same treatment. Examiners mustmark the first candidate in exactly the same way as they mark the last. Mark schemes should be applied positively. Candidates must berewarded for what they have shown they can do rather than penalisedfor omissions. Examiners should mark according to the mark scheme not accordingto their perception of where the grade boundaries may lie. There is no ceiling on achievement. All marks on the mark schemeshould 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 answermatches the mark scheme. Examiners should also be prepared toaward zero marks if the candidate’s response is not worthy of creditaccording to the mark scheme. Where some judgement is required, mark schemes will provide theprinciples by which marks will be awarded and exemplification may belimited. When examiners are in doubt regarding the application of the markscheme to a candidate’s response, the team leader must be consulted. Crossed out work should be marked UNLESS the candidate hasreplaced it with an alternative response.Pearson Education Limited. Registered company number 872828with its registered office at 80 Strand, London WC2R ORL
Section AA1 (a) Target: Source comprehension and interpretation (AO3)LevelDescriptor0Level 1No rewardable materialStudent offers a piece of information from thesourceLevel 2eg The source shows the royal family being takenback to Paris.One or more unsupported inferences(3)Mark0(1)(2)eg The source suggests that the ‘flight to Varennes’was a failure.Level 3One or more supported inferences(3)eg The source suggests that the ‘flight to Varennes’was a failure because it shows the royal family beingtransported back to France in a cart.(b) Target: Corroboration by cross-referencing of sources (AO3)(7)LevelDescriptorMark0Level 1No rewardable materialSimple statements which identify support /differences at face value0(1-2)1 mark – summarises or paraphrases the sources.2 marks for generalised comparisons.Level 2Level 3eg The two sources agree that Louis XVI tried toescape.Developed statements identifying support ORchallenge based on source contentseg Source C supports Source B because Source Bcriticises the attempt by Louis and his family to makea secret escape. Source C is also critical of his escapewith a false passport.Developed statements identifying support ANDchallenge and extent of support.eg As Level 2. Some differences. Source B makesreference to his over spending as king. Source Cfocuses on his apparent attempts to undermine thenew Constitution. Overall, could argue that Source C(3-4)(5-7)
strongly supports the views of Source B as both arehighly critical of Louis.5-6 marks for cross-referencing for support andchallenge.7 marks for overall evaluation of extent.(c) Target: recall selection and communication of knowledge of history (AO1:3),explanation of causation (AO2:4), evaluation of historical claims (AO3:8)LevelDescriptor0Level 1No rewardable materialSimple evaluation, based on sources and/or ownknowledgeMark01-4Answers which make generalised comments about theclaim with little focus on the question.1-2 marks for implicitly relevant statement(s) whichselect from or paraphrase sources.e.g. Source B mentions the over spending of theking.3-4 marks for answers which attempt to answer thequestion using sources or own knowledge.Level 2eg Source A shows it was due to the flight toVarennes as it suggests it made him even moreunpopular.Supported evaluation offering evidence about thehistorical claim5-85-6 marks for answers for or against the view ofcausation, supported from the sources and/or ownknowledge.7-8 marks for answers for and against the view ofcausation supported from the sources and/or ownknowledge.Level 3eg Source B suggests it was due to the to the flight toVarennes as he was going to return to France with anarmy. Source C suggests it was due to the flight toVarennes as it mentions that he made his escape witha false passport Developed evaluation of the evidence for andagainst the historical claim9-10 marks for examining the view of causation usingselected evidence from three or more of the sourcesor own knowledge.9-12(15)
selected evidence from three or more of the sourcesand own knowledge.Level 4eg As Level 2. However Source D also suggests thatthere were other reasons for his execution includinghis opposition to the war with Austria and Prussia aswell as the belief that he was working with theenemies of France to overthrow the Revolution. Thisseemed to be confirmed by the fact that MarieAntoinette was the sister of the emperor ofAustria.Sustained evaluation, explicitly focused on thequestion, reviewing alternative views before givinga balanced judgementThe answer is supported by precisely selectedevidence from three or more of the sources and ownknowledge.13-1513-14 marks for an explicit judgement on theimportance of one factor.15 marks for explicit judgement comparing therelative importance of two or more of the factors.eg As Level 3. Sources B and C also suggest otherreasons for the execution of Louis XVI. Source Bmentions his vast over spending which, in turn, led toheavy taxes. Source C accuses Louis of workingagainst the new Constitution. Although the flight toVarennes was important, because it provided an idealexcuse for the execution of Louis XVI, the executionwas the culmination of long term grievances aboutthe royal family as well as the immediate threat fromforeign invasion.Total for Question A1 25 marks
A2 (a) Target: Source comprehension and interpretation (AO3)LevelDescriptor0Level 1No rewardable materialStudent offers a piece of information from thesourceLevel 2eg The source shows the Kaiser in a bath grabbing asoap shaped like Europe.One or more unsupported inferences(3)Mark0(1)(2)eg The source suggests that the Kaiser wants to takeover Europe.Level 3One or more supported inferences(3)eg The source suggests that the Kaiser wants to takeover Europe because it shows him in a bath and he isgrabbing a piece of soap which is shaped like Europe.(b) Target: Corroboration by cross-referencing of sources (AO3)(7)LevelDescriptorMark0Level 1No rewardable materialSimple statements which identifysupport/differences at face value.0(1-2)1 mark – summarises or paraphrases the sources.2 marks for generalised comparisons.Level 2Level 3eg The two sources disagree about the German navy.Developed statements identifying support ORchallenge based on source contents.eg Source C does not support the evidence of Source Babout the German navy. Source B suggests that Britainwill eventually be pleased that Germany has a largenavy. Source C suggests that a large navy would makeGermany too strong and threaten the British navy Developed statements identifying support ANDchallenge and extent of support.eg Level 2. Some support. Both sources suggest thatGermany is aiming for a strong navy. In Source B theKaiser says Germany must have a powerful fleet and inSource C Grey says that Germany is building up itsfleet. Overall, Source C strongly disagrees with SourceSource B about the threat posed by the German fleet 5-6 marks for cross-referencing for support and(3-4)(5-7)
challenge.7 marks for overall evaluation of extent.(c) Target: recall selection and communication of knowledge of history (AO1:3),explanation of causation (AO2:4), evaluation of historical claims (AO3:8)(15)LevelDescriptorMark0Level 1No rewardable materialSimple evaluation, based on sources and/or ownknowledge0(1-4)Answers which make generalised comments about theclaim with little focus on the question.1-2 marks for implicitly relevant statement(s) whichselect from or paraphrase sources.eg Source A says that the German fleet is growing.3-4 marks for answers which attempt to answer thequestion using sources or own knowledge.Level 2eg Source C suggests that it due to the growth of theGerman navy.Supported evaluation offering evidence about thehistorical claim(5-8)5-6 marks for answers for or against the view ofcausation, supported from the sources and/or ownknowledge.7-8 marks for answers for and against the view ofcausation supported from the sources and/or ownknowledge.Level 3eg Source C suggests that it was due to the growth ofthe German navy which would greatly increase Germanprestige and influence. Source B, however, suggests thatthe growth of the German navy would not be a threat toBritain Developed evaluation of the evidence for and againstthe historical claim9-10 marks for examining the view of causation usingselected evidence from three or more of the sourcesor own knowledge.11-12 marks for examining the view of causation usingselected evidence from three or more of the sources andown knowledge.eg As Level 2. Sources A and D challenge the view.Source A suggests it was due to the Kaiser’s desire todominate and even take over Europe. Source D suggests(9-12)
Level 4place in the sun’ as well the growth of the Germaneconomy which threatened Britain’s industrialsupremacy. Relations were worsened by British supportfor France during the Moroccan Crises Sustained evaluation, explicitly focused on thequestion, reviewing alternative views before giving abalanced judgement.The answer is supported by precisely selected evidencefrom three or more of the sources and own knowledge.(13-15)13-14 marks for an explicit judgement on theimportance of one factor.15 marks for explicit judgement comparing the relativeimportance of two or more of the factors.eg Anglo-German rivalry was due to several more longterm reasons such as the growth of the Germaneconomy as well as the Kaiser’s desire for ‘a place inthe sun’. This, in turn, made him determined to build apowerful navy which threatened British control of theseas and the two-power standard. The subsequent navalrace, mentioned in Sources B and C, together withBritish support for France in Morocco, mentioned inSource D, increased the rivalry between the twocountries Total for Question A2 25 marks
A3 (a) Target: Source comprehension and interpretation (AO3)LevelDescriptor0Level 1No rewardable materialStudent offers a piece of information from thesource(3)Mark0(1)Level 2eg It shows Lenin talking to a lot of people.One or more unsupported inferences(2)Level 3eg The source suggests that there was greatenthusiasm for Lenin’s return.One or more supported inferences(3)eg The source suggests that there was greatenthusiasm for Lenin’s return because it shows alarge crowd waving their arms.(b) Target: Corroboration by cross-referencing of sources (AO3)(7)LevelDescriptorMark0Level 1No rewardable materialSimple statements which identifysupport/differences at face value0(1-2)1 mark – summarises or paraphrases the sources.2 marks for generalised comparisons.Level 2Level 3eg The two sources agree about the situation inRussia in September 1917.Developed statements identifying support ORchallenge based on source contentseg Some support. Source B suggests there were foodshortages with a fall in daily rations leading todiscontent in the armed forces. Source C alsomentions food shortages and problems with thearmy.Developed statements identifying support ANDchallenge and extent of support.eg As Level 2. Some differences. Source C suggeststhat discontent increased due to the influence andspread of the Bolsheviks ideas. No mention ofBolsheviks in B. However, strong agreement betweensources about causes and depth of discontent (3-4)(5-7)
5-6 marks for cross-referencing for support andchallenge.7 marks for overall evaluation of extent.(c) Target: recall selection and communication of knowledge of history (AO1:3),explanation of causation (AO2:4), evaluation of historical claims (AO3:8)LevelDescriptorMark0Level 1No rewardable materialSimple evaluation, based on sources and/or ownknowledge0(1-4)(15)Answers which make generalised comments about theclaim with little focus on the question.1-2 marks for implicitly relevant statement(s) whichselect from or paraphrase sources.eg Source B says that week by week food becamescarce.3-4 marks for answers which attempt to answer thequestion using sources or own knowledge.Level 2eg Source D suggests that the decision by theProvisional Government to continue the war led todiscontent.Supported evaluation offering evidence about thehistorical claim(5-8)5-6 marks for answers for or against the view ofcausation, supported from the sources and/or ownknowledge.7-8 marks for answers for and against the view ofcausation supported from the sources and/or ownknowledge.Level 3e.g. Source B suggests that the discontent was duemainly to food shortages and that this spread to thearmed forces. Source C also mentions food shortagesas well as growing opposition to the war.Developed evaluation of the evidence for andagainst the historical claim9-10 marks for examining the view of causation usingselected evidence from three or more of the sourcesor own knowledge.11-12 marks for examining the view of causation usingselected evidence from three or more of the sourcesand own knowledge.eg As Level 2. Sources A, C and D also suggests that(9-12)
Level 4the activities of the Bolsheviks. Source A shows thegreat enthusiasm for Lenin’s return to Russia. SourceC mentions the spread of Bolshevik ideas. Source Dalso stresses the role of Lenin whose speechesincreased support for the Bolsheviks and the planningand organisation of Trotsky Sustained evaluation, explicitly focused on thequestion, reviewing alternative views before givinga balanced judgementThe answer is supported by precisely selectedevidence from three or more of the sources and ownknowledge.(13-15)13-14 marks for an explicit judgement on theimportance of one factor.15 marks for explicit judgement comparing therelative importance of two or more of the factors.eg. As Level 3. Lenin and Trotsky both played animportant role in increasing opposition to theProvisional Government and gaining support for theBolsheviks. Trotsky very effectively planned andorganised the takeover, However, the fundamentalcause of the Bolshevik takeover was the mistakes ofthe Provisional Government. It continued the war andfailed to provide enough food leading to theproblems mentioned in Sources B and C.Total for Question A3 25 marks
A4 (a) Target: Source comprehension and interpretation (AO3)LevelDescriptor0Level 1No rewardable materialStudent offers a piece of information from thesource(3)Mark0(1)Level 2eg The source shows a black boy at a drinkingfountain.One or more unsupported inferences(2)Level 3eg The source suggests that there was segregation inthe USA in the 1920s.One or more supported inferences(3)eg. The source suggests that there was segregation inthe USA in the 1920s because it shows a black boydrinking at a fountain with the sign ‘colored’.(b) Target: Corroboration by cross-referencing of sources (AO3)(7)LevelDescriptorMark0Level 1No rewardable materialSimple statements which identifysupport/differences at face value1 mark – summarises or paraphrases the sources2 marks for generalised comparisons0(1-2)Level 2Level 3eg The two sources agree about the Ku Klux Klan.Developed statements identifying support ORchallenge based on source contentseg The two sources support each other. They bothsuggest that it had powerful members. Source Bmentions that the sheriff and some policemen weremembers of the Klan. Source C suggests that it packedthe police and fire department with its own people Developed statements identifying support ANDchallenge and extent of support.eg Level 2. Some differences. Source B focuses moreon the effects of lynching. Source C stresses how itcontrolled local politics. Overall strong similaritiesbetween both sources about the KKK 5-6 marks for cross-referencing for support andchallenge.7 marks for overall evaluation of extent.(3-4)(5-7)
(c) Target: recall selection and communication of knowledge of history (AO1:3),explanation of causation (AO2:4), evaluation of historical claims (AO3:8)(15)LevelDescriptorMark0Level 1No rewardable materialSimple evaluation, based on sources and/or ownknowledge0(1-4)Answers which make generalised comments about theclaim with little focus on the question.1-2 marks for implicitly relevant statement(s) whichselect from or paraphrase sources.eg Source B says shows a black boy at a drinkingfountain.3-4 marks for answers which attempt to answer thequestion using sources or own knowledge.Level 2eg Source B suggests it was due to the lynchingswhich were carried out by the KKK.Supported evaluation offering evidence about thehistorical claim(5-8)5-6 marks for answers for or against the view ofcausation, supported from the sources and/or ownknowledge.7-8 marks for answers for and against the view ofcausation supported from the sources and/or ownknowledge.eg Source B says that lynching by the KKK ensuredthat black people knew their place. Source C showsthe powerful influence that the KKK had on localpolitics Level 3Developed evaluation of the evidence for andagainst the historical claim9-10 marks for examining the view of causation usingselected evidence from three or more of the sourcesor own knowledge.11-12 marks for examining the view of causation usingselected evidence from three or more of the sourcesand own knowledge.eg As Level 2. Sources A and D suggest other causes ofunfair treatment. Source A shows segregation inpublic places as a result of the implementation of theJim Crow Laws in certain states. Source D alsomentions the discrimination against black people who(9-12)
Level 4Sustained evaluation, explicitly focused on thequestion, reviewing alternative views before givinga balanced judgement(13-15)The answer is supported by precisely selectedevidence from three or more of the sources and ownknowledge.13-14 marks for an explicit judgement on theimportance of one factor.15 marks for explicit judgement comparing therelative importance of two or more of the factors.eg As Level 3. Black people, especially in the southernstates of the USA, certainly suffered unfair treatmentat the hands of the KKK including lynchings asmentioned in Source C. However, the fundamentalcause of unfair treatment was the implantation of theJim Crow Laws as shown in Source A and the strongdiscrimination against black Americans in jobopportunities, politics and education.Total for Question A4 25 marks
A5 (a) Target: Source comprehension and interpretation (AO3)LevelDescriptor0Level 1No rewardable materialStudent offers a piece of information from thesourceLevel 2eg The photo shows Gandhi during the Salt March.One or more unsupported inferences(3)Mark0(1)(2)eg The source suggests
Pearson Edexcel International GCSE in History (KHI0/4HI0) Paper 02 . 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, . Relations were worsened by British support
CSEC English A Specimen Papers and Mark Schemes: Paper 01 92 Mark Scheme 107 Paper 02 108 Mark Scheme 131 Paper 032 146 Mark Scheme 154 CSEC English B Specimen Papers and Mark Schemes: Paper 01 159 Mark Scheme 178 Paper 02 180 Mark Scheme 197 Paper 032 232 Mark Scheme 240 CSEC English A Subject Reports: January 2004 June 2004
Matthew 27 Matthew 28 Mark 1 Mark 2 Mark 3 Mark 4 Mark 5 Mark 6 Mark 7 Mark 8 Mark 9 Mark 10 Mark 11 Mark 12 Mark 13 Mark 14 Mark 15 Mark 16 Catch-up Day CORAMDEOBIBLE.CHURCH/TOGETHER PAGE 1 OF 1 MAY 16 . Proverbs 2—3 Psalms 13—15 Psalms 16—17 Psalm 18 Psalms 19—21 Psalms
Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. All marks on the mark scheme should be used appropriately. All 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.
H567/03 Mark Scheme June 2018 6 USING THE MARK SCHEME Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the awarding of grades. Question papers and Mark Schemes are d
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.
Mark scheme for Paper 1 Tiers 3-5, 4-6, 5-7 and 6-8 National curriculum assessments ALL TIERS Ma KEY STAGE 3 2009. 2009 KS3 Mathematics test mark scheme: Paper 1 Introduction 2 Introduction This booklet contains the mark scheme for paper 1 at all tiers. The paper 2 mark scheme is printed in a separate booklet. Questions have been given names so that each one has a unique identifi er .
Aug 15, 2019 · Mark Scheme (Results) Summer 2019 Pearson International Advanced Subsidiary Level In Chemistry (WCH11) Paper 01 Structure, . 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 th
the mark scheme, the own figure rule can be used with the accuracy mark. Of Own Figure rule Accuracy marks can be awarded where the candidates’ answer does not match the mark scheme, though is accurate based on their valid method. cao Correct Answer Only rule Accuracy marks will only be awarded if the candidates’ answer is correct, and in line with the mark scheme. oe Or Equivalent rule .
