Pearson Edexcel GCSE In History (1HI0) Paper B3: British depth study

Mark Scheme (Results) Summer 2024 Pearson Edexcel GCSE In History (1HI0) Paper B3: British depth study B3: Henry VIII and his ministers, 1509–40 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 or . Alternatively, you can get in touch with us using the details on our contact us page at 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: Summer 2023 Question Paper Log Number P75493A Publications Code 1HI0_B3_2406_MS All the material in this publication is copyright © Pearson Education Ltd 2023 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. How to award marks when level descriptions are used 1. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2. 2. Finding a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Levels containing two marks only Start with the presumption that the work will be at the top of the level. Move down to the lower mark if the work only just meets the requirements of the level. Levels containing three or more marks Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: • If it meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level • If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level • The middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Indicative content Examiners are reminded that indicative content is provided as an illustration to markers of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid. B3: Henry VIII and his ministers, 1509–40 Question 1 (a) Describe two features of Henry VIII’s aims as monarch. Target: Knowledge of key features and characteristics of the period. AO1: 4 marks. Marking instructions Award one mark for each valid feature identified up to a maximum of two features. The second mark should be awarded for supporting information. e.g. • Henry VIII was keen to make war with France (1). Success could extend his rule and territories in France (1). • Henry VIII wanted to maintain the Tudor dynasty (1) by producing a son (1). • Henry VIII wanted to be seen as a ‘Renaissance prince’ (1). He kept a lavish court to exemplify this (1). Accept other appropriate features and supporting information. Question 1 (b) Explain why Wolsey had become Henry VIII’s most important minister by 1519. You may use the following in your answer: • Wolsey’s personality • the Treaty of London (1518) You must also use information of your own. Target: Analysis of second order concepts: causation [AO2]; Knowledge and understanding of features and characteristics [AO1]. AO2: 6 marks. AO1: 6 marks. Level Mark Descriptor 0 No rewardable material. 1 1–3 • A simple or generalised answer is given, lacking development and organisation. [AO2] • Limited knowledge and understanding of the topic is shown. [AO1] 2 4–6 • An explanation is given showing limited analysis and with implicit or unsustained links to the conceptual focus of the question. It shows some development and organisation of material, but a line of reasoning is not sustained. [AO2] • Accurate and relevant information is included, showing some knowledge and understanding of the period. [AO1] 3 7–9 • An explanation is given, showing some analysis, which is mainly directed at the conceptual focus of the question. It shows a line of reasoning that is generally sustained, although some passages may lack coherence and organisation. [AO2] • Accurate and relevant information is included, showing good knowledge and understanding of the required features or characteristics of the period studied. [AO1] Maximum 8 marks for answers that do not address three or more aspects of content. 4 10–12 • An analytical explanation is given which is directed consistently at the conceptual focus of the question, showing a line of reasoning that is coherent, sustained and logically structured. [AO2] • Accurate and relevant information is precisely selected to address the question directly, showing wide-ranging knowledge and understanding of the required features or characteristics of the period studied. [AO1] No access to Level 4 for answers that do not address three or more aspects of content. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). Performance in AO1 and AO2 is interdependent. An answer displaying no qualities of AO2 cannot be awarded more than the top of Level 1, no matter how strong performance is in AO1; markers should note that the expectation for AO1 is that candidates demonstrate both knowledge and understanding. The middle mark in each level may be achieved by stronger performance in either AO1 or AO2. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. Relevant points may include: • Wolsey was well-educated in the law, efficient and a good organiser, which made him valuable to Henry in running the government. • Wolsey demonstrated strong organisational skills by arranging the French expedition of 1513. This made him indispensable to Henry VIII. • Wolsey increased his status in government by bolstering the King’s prestige; he successfully cast Henry VIII as a peacemaker in Europe by organising the Treaty of London. • Wolsey had increased power in religious matters in England after he was promoted in his Church roles, due to his skills as an administrator, and became papal legate in 1518. • Wolsey raised his profile by demonstrating an aptitude for governance. For example, he carried out successful reforms of the systems of justice, such as increasing the role of the Court of Requests. • Initially, Wolsey had powerful sponsors at Court, including Bishop Fox, which enabled Wolsey to serve Henry directly and thus impress him. Question 1 (c) (i) ‘The main reason for Henry VIII’s break with Rome was his desire for an annulment.’ How far do you agree? Explain your answer. You may use the following in your answer: • Pope Clement VII’s opposition to the annulment • Thomas Cromwell You must also use information of your own. Target: Analysis and evaluation of second order concepts: causation [AO2]; Knowledge and understanding of features and characteristics [AO1]. AO2: 10 marks. AO1: 6 marks. Level Mark Descriptor 0 No rewardable material. 1 1–4 • A simple or generalised answer is given, lacking development and organisation. [AO2] • Limited knowledge and understanding of the topic is shown. [AO1] • The overall judgement is missing or asserted. [AO2] 2 5–8 • An explanation is given showing limited analysis and with implicit or unsustained links to the conceptual focus of the question. It shows some development and organisation of material, but a line of reasoning is not sustained. [AO2] • Accurate and relevant information is included, showing some knowledge and understanding of the period. [AO1] • The overall judgement is given but its justification is asserted or insecure. [AO2] 3 9–12 • An explanation is given, showing some analysis, which is mainly directed at the conceptual focus of the question. It shows a line of reasoning that is generally sustained, although some passages may lack coherence and organisation. [AO2] • Accurate and relevant information is included, showing good knowledge and understanding of the required features or characteristics of the period studied. [AO1] • The overall judgement is given with some justification, but some criteria selected for the required judgement are left implicit or not validly applied. [AO2] Maximum 11 marks for answers that do not address three or more aspects of content. 4 13–16 • An analytical explanation is given which is directed consistently at the conceptual focus of the question, showing a line of reasoning that is coherent, sustained and logically structured. [AO2] • Accurate and relevant information is precisely selected to address the question directly, showing wide-ranging knowledge and understanding of the required features or characteristics of the period studied. [AO1] • Criteria for the required judgement are justified and applied in the process of reaching the overall judgement. [AO2] No access to Level 4 for answers that do not address three or more aspects of content. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). Performance in AO1 and AO2 is interdependent. An answer displaying no qualities of AO2 cannot be awarded more than the top of Level 1, no matter how strong performance is in AO1; markers should note that the expectation for AO1 is that candidates demonstrate both knowledge and understanding. The first two bullet points [AO1 and AO2] account for 3 of the 4 marks in the level and are equally weighted; the third bullet point [AO2] accounts for the remaining mark. Once the level has been found, there are two steps to follow to determine the mark within the level: • Markers should consider bullet points 1 and 2 together. Strong performance (for the level) in both would be awarded all 3 marks, while 2 marks may be achieved by stronger performance in either bullet point; weak performance would be awarded 1 mark. • The fourth mark in each level is allocated to the bullet point 3 and should be considered independently of the award of the other marks. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. The grouping of points below does not imply that this is how candidates are expected to structure their answers. Relevant points which support the statement may include: • Pope Clement VII would not overturn a previous dispensation in order to annul Henry’s marriage to Catherine of Aragon and so Henry sought changes to the Church to achieve this without him. • Pope Clement VII was the prisoner of Catherine of Aragon’s nephew and was unable to grant the annulment Henry wanted, causing Henry to pursue changes to the Church, to enable the annulment. • Catherine of Aragon had not been able to produce a son and was past child-bearing age, which created a sense of urgency for Henry to make changes to the Church and remove the impediment to an annulment. • Henry needed to break with Rome to achieve an annulment so that he could marry again and produce a male heir. Relevant points which counter the statement may include: • Religious reformers, including Thomas Cromwell and Thomas Cranmer, gained increasing influence at court and encouraged the King to declare sovereignty over the Catholic Church in England. • Henry resented the power that the Catholic Church held in England and desired sovereignty, for example, over the law courts. • There was growing unhappiness amongst some in England, mainly in larger towns and cities, about perceived corruption in the Church. Anti-clericalism in parliament enabled legislation to bring about changes to the Church to be passed. • Martin Luther’s ideas had spread across northern Europe, encouraging criticism of the Catholic Church and providing justification for alternatives.