Pearson Edexcel Level 3 GCE

Mark Scheme (Results) Summer 2025 Pearson Edexcel Level 3 GCE In English Literature (8ET0) Paper 1: Poetry and Drama 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 Candidates at: Summer 2025 Question Paper Log Number P77999A Publications Code 8ET0_01_2506_MS All the material in this publication is copyright © Pearson Education Ltd 2025 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. Specific Marking Guidance The marking grids have been designed to assess student work holistically. The grids identify which Assessment Objective is being targeted by each bullet point within the level descriptors. One bullet point is linked to one Assessment Objective, however please note that the number of bullet points in the level descriptor does not directly correlate to the number of marks in the level descriptor. 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 each of the Assessment Objectives 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 • examiners of Advanced GCE English should remember that all Assessment Objectives within a level are equally weighted. They must consider this when making their judgements • the mark grid identifies which Assessment Objective is being targeted by each bullet point within the level descriptors • indicative content is exactly that – they are 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 fulfils the requirements of the question. It is the examiner’s responsibility to apply their professional judgement to the candidate’s response in determining if the answer fulfils the requirements of the question. Paper 1 Mark scheme Question number Indicativecontent 1 Candidates may refer to the following in their answers: • comparisons of the voices of the two poems, e.g. use of direct address in named poem • the ways the past and present are connected structurally, e.g. use of direct juxtaposition between the present and memories of childhood; the use of association of the present with physical pain/old age in named poem • ways the narrator or speaker expresses feelings about the past, e.g. a sense of distance, regret, or wistfulness in named poem • ways in which the poets use language to present images of the past, e.g. use of vocabulary and references to give a sense of the innocence of childhood • ways in which an imagined past might have multiple views or qualities, e.g. use of detail ‘men in cars’ to present a sense of threat • use of form and structure to present the past, e.g. attempt to shape memories, and to what extent this may be reflected in the language and the content. These are suggestions only. Reward any appropriate poem selection and relevant comparisons. 2 Candidates may refer to the following in their answers: • comparisons of how control is exercised in both poems • the ways in which a character is controlled physically or psychologically, e.g. ‘I ate, did what I was told. Didn’t even taste it’ • the ways in which the effect of this control is depicted through imagery, e.g. objectification of the body; loss of individual autonomy • the ways in which the exercise of control is portrayed, e.g. use of voices; sense of possession in how they use language, ‘His breadfruit. His desert island after shipwreck’ • the ways in which the speaker responds to this control, e.g. contrasting emotions ‘too fat to leave, too fat to buy a pint of full-fat milk, too fat to use fat as an emotional shield’ • the ways in which the reader might respond to the speaker, e.g. analysis of beginning and the shocking ending. These are suggestions only. Reward any appropriate poem selection and relevant comparisons. Please refer to Specific Marking Guidance when applying this marking grid. AO1 = bullet point 1 AO2 = bullet point 2 AO4 = bullet point 3 Level Mark Descriptor (AO1, AO2, AO4) 0 No rewardable material. Level 1 1–4 Recalls information/descriptive • Recalls basic points with few accurate references to texts. Recalls limited concepts and terms. Ideas are unstructured with frequent errors and technical lapses. • Uses a highly narrative or descriptive approach. Shows overall lack of understanding of how meanings are shapedin texts andthe writer’s craft. • Has limited awareness of connections between texts. Describes the Level 2 5–9 General understanding/approach • Makes general points and references texts, though not always securely. Gives general explanation of concepts and terminology. Ideas are organised but writing has errors and technical lapses. • Gives surface readings of texts by commenting on straightforward elements. Shows general understanding of how meanings are shaped in texts and the writer’s craft. • Gives general connections between texts. Provides straightforward examples. Level 3 10–14 Clear understanding/exploration • Offers a clear response, providing examples. Accurate use of concepts and terminology. Ideas are expressed with few errors and lapses in expression. • Demonstrates clear approach to how meanings are shaped in texts. Has clear knowledge which shows understanding of the writer’s craft. • Makes clear connections between texts. Supports with clear Level 4 15–19 Consistent application/exploration • Constructs a consistent argument with examples, confident structure and precise transitions. Uses appropriate concepts and terminology. Expression is secure with carefully chosen language. • Displays a secure understanding of how meanings are shaped in texts. Provides evidence of effective and consistent understanding of the writer’s craft. • Makes connections between texts. Uses consistently appropriate examples.