Mark Scheme (Results)
Summer 2025
Pearson Edexcel Level 1/Level 2 GCSE (9‒1)
in English Literature (1ET0)
Paper 2: 19th-century Novel and Poetry since1789
PEARSON EDEXCEL LEVEL1/LEVEL 2 GCSE IN ENGLISH
LITERATURE (1ETO) PAPER 2: 19TH CENTURY NOVEL AND
POETRY SINCE 1789 MARK SCHEME SUMMER 2025
1
for more: tyrionpapers.com
,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, occupational and specific
programmes for employers. For further information visit our qualifications websites at
www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details
on our contact us page at www.edexcel.com/contactus
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all kinds of
people, wherever they are in the world. We’ve been involved in education for over 150 years, and
by working across 70 countries, in 100 languages, we have built an international reputation for
our commitment to high standards and raising achievement through innovation in education.
Find out more about how we can help you and your students at: www.pearson.com/uk
June 2025 P79576
Publications Code 1ET0_02_2506_MS
All the material in this publication is copyright
© Pearson Education Ltd 2025
2
for more: tyrionpapers.com
,General 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.
Plans (whether in the planning box provided for writing questions, or in the lined
response area of the question paper/answer booklet) should not be marked unless no
other response to the question has been provided. This applies whether the plan is
crossed out or not.
Marking Guidance – Specific
The marking grids have been designed to assess student work holistically. The grids
identify the Assessment Objective being targeted by the level descriptors.
When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levels-based
mark scheme, the ‘best fit’ approach should be used.
Examiners should first decide which descriptor most closely matches the answer and
place it in that level.
The mark awarded within the level will be decided based on the quality of the answer
and will be modified according to how securely all bullet points are displayed at that
level.
In cases of uneven performance, the points above will still apply. Candidates will be
placed in the level that best describes their answer according to the Assessment
Objective described in the level. Marks will be awarded towards the top or bottom of
that level depending on how they have evidenced each of the descriptor bullet points.
Indicative content is exactly that – it consists of factual points that candidates are
likely to use to construct their answer. It is possible for an answer to be constructed
without mentioning some or all of these points, as long as they provide alternative
responses to the indicative content that fulfil the requirements of the question. It is
the examiner’s responsibility to apply their professional judgment to the candidate’s
response in determining if the answer fulfils the requirements of the question.
3
for more: tyrionpapers.com
, Placing a mark within a level
Examiners should first decide which descriptor most closely matches the answer and
place it in that level. The mark awarded within the level will be decided based on the
quality of the answer and will be modified according to how securely all bullet points are
displayed at that level.
In cases of uneven performance, the points above will still apply. Candidates will be
placed in the level that best describes their answer according to the descriptors in that
level. Marks will be awarded towards the top or bottom of that level depending on how
they have evidenced each of the descriptor bullet points.
If the candidate’s answer meets the requirements fully, markers should be prepared to
award full marks within the level. The top mark in the level is used for work that is as
good as can realistically be expected within that level.
The table below shows the number of raw marks allocated for each question in this
mark scheme.
Assessment Objectives Total
Component AO1 AO2 AO3 AO4 mark
Component 2:
19th-century Novel
and Poetry
Questions 1a to 7a 20 20
Questions 1b to 7b 20 20
Questions 8 to 11 15 5 20
Question 12 8 12 20
AO1 Read, understand and respond to texts. Candidates should be able to:
● maintain a critical style and develop an informed personal response
● use textual references, including quotations, to support and
illustrate interpretations.
AO2 Analyse the language, form and structure used by a writer to create meanings and
effects, using relevant subject terminology where appropriate.
AO3 Show understanding of the relationships between texts and the contexts in
which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation.
4
for more: tyrionpapers.com
Summer 2025
Pearson Edexcel Level 1/Level 2 GCSE (9‒1)
in English Literature (1ET0)
Paper 2: 19th-century Novel and Poetry since1789
PEARSON EDEXCEL LEVEL1/LEVEL 2 GCSE IN ENGLISH
LITERATURE (1ETO) PAPER 2: 19TH CENTURY NOVEL AND
POETRY SINCE 1789 MARK SCHEME SUMMER 2025
1
for more: tyrionpapers.com
,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, occupational and specific
programmes for employers. For further information visit our qualifications websites at
www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details
on our contact us page at www.edexcel.com/contactus
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all kinds of
people, wherever they are in the world. We’ve been involved in education for over 150 years, and
by working across 70 countries, in 100 languages, we have built an international reputation for
our commitment to high standards and raising achievement through innovation in education.
Find out more about how we can help you and your students at: www.pearson.com/uk
June 2025 P79576
Publications Code 1ET0_02_2506_MS
All the material in this publication is copyright
© Pearson Education Ltd 2025
2
for more: tyrionpapers.com
,General 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.
Plans (whether in the planning box provided for writing questions, or in the lined
response area of the question paper/answer booklet) should not be marked unless no
other response to the question has been provided. This applies whether the plan is
crossed out or not.
Marking Guidance – Specific
The marking grids have been designed to assess student work holistically. The grids
identify the Assessment Objective being targeted by the level descriptors.
When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levels-based
mark scheme, the ‘best fit’ approach should be used.
Examiners should first decide which descriptor most closely matches the answer and
place it in that level.
The mark awarded within the level will be decided based on the quality of the answer
and will be modified according to how securely all bullet points are displayed at that
level.
In cases of uneven performance, the points above will still apply. Candidates will be
placed in the level that best describes their answer according to the Assessment
Objective described in the level. Marks will be awarded towards the top or bottom of
that level depending on how they have evidenced each of the descriptor bullet points.
Indicative content is exactly that – it consists of factual points that candidates are
likely to use to construct their answer. It is possible for an answer to be constructed
without mentioning some or all of these points, as long as they provide alternative
responses to the indicative content that fulfil the requirements of the question. It is
the examiner’s responsibility to apply their professional judgment to the candidate’s
response in determining if the answer fulfils the requirements of the question.
3
for more: tyrionpapers.com
, Placing a mark within a level
Examiners should first decide which descriptor most closely matches the answer and
place it in that level. The mark awarded within the level will be decided based on the
quality of the answer and will be modified according to how securely all bullet points are
displayed at that level.
In cases of uneven performance, the points above will still apply. Candidates will be
placed in the level that best describes their answer according to the descriptors in that
level. Marks will be awarded towards the top or bottom of that level depending on how
they have evidenced each of the descriptor bullet points.
If the candidate’s answer meets the requirements fully, markers should be prepared to
award full marks within the level. The top mark in the level is used for work that is as
good as can realistically be expected within that level.
The table below shows the number of raw marks allocated for each question in this
mark scheme.
Assessment Objectives Total
Component AO1 AO2 AO3 AO4 mark
Component 2:
19th-century Novel
and Poetry
Questions 1a to 7a 20 20
Questions 1b to 7b 20 20
Questions 8 to 11 15 5 20
Question 12 8 12 20
AO1 Read, understand and respond to texts. Candidates should be able to:
● maintain a critical style and develop an informed personal response
● use textual references, including quotations, to support and
illustrate interpretations.
AO2 Analyse the language, form and structure used by a writer to create meanings and
effects, using relevant subject terminology where appropriate.
AO3 Show understanding of the relationships between texts and the contexts in
which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation.
4
for more: tyrionpapers.com
