GCSE (9-1) Statistics 1ST0 - Principal Examiner Feedback - Higher Paper 2H - November 2020

Sep 5, 2026

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Principal Examiner feedback for Pearson Edexcel GCSE (9–1) Statistics (1ST0) Higher Paper 2H, issued in November 2020. The report reviews candidate performance across multiple questions, highlighting strengths such as accurate construction of frequency polygons, effective regression vocabulary, and generally competent histogram interpretation with equal class widths. It also identifies common limitations, including vague comparisons, weak context-based interpretation of the y-intercept, and misconceptions around extrapolation and correlation versus causation.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

General Comments

Question 1

Question 2

Question 3

Examiners’ Report Principal Examiner Feedback November 2020 Pearson Edexcel GCSE (9-1) In Statistics (1ST0) Higher Paper 2H 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](at www.edexcel.com or www.btec.co.uk. Alternatively)[ ](at www.edexcel.com or www.btec.co.uk. Alternatively)[www.edexcel.com](at www.edexcel.com or www.btec.co.uk. Alternatively)[ or](at www.edexcel.com or www.btec.co.uk. Alternatively)[ ](at www.edexcel.com or www.btec.co.uk. Alternatively)[www.btec.co.uk](at www.edexcel.com or www.btec.co.uk. Alternatively)[. Alternatively](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](at www.edexcel.com/contactus)[ ](at www.edexcel.com/contactus)[www.edexcel.com/contactus](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 candidates at: [www.pearson.com/uk](www.pearson.com/uk) Grade Boundaries Grade boundaries for all papers can be found on the website at: [https://qualifications.pearson.com/en/support/support-topics/results-certification/grade](https://qualifications.pearson.com/en/support/support-topics/results-certification/grade)boundaries. html November 2020 Publications Code 1ST0_ 2H_ 2011_ERAll the material in this publication is copyright © Pearson Education Ltd 2020 GCSE (9 – 1) Statistics 1ST0 Principal Examiner feedback – Higher Paper 2 Introduction General Comments This was the second entry of the new specification in GCSE (9 – 1) Statistics. There were some notably improved responses in terms of the AO3 assessment objective where candidates made clear decisions about appropriateness of methodologies and conclusions and made good attempts at justifying their responses. Comparison of Spearman’s rank versus Pearson’s product moment correlation coefficient remains at challenging topic at this tier. Candidates are reminded to give their answers and interpretations in the context of the question rather than relying on stock responses. This report is based on a relatively small number of entries due to the exceptional circumstances of this series. Question 1 Candidates made a strong start to the paper with virtually all being able to use the data to complete the frequency polygon in part (a) . Typical mistakes, including joining the first point to the last point, were rarely seen. When comparing distributions in part (b), candidates should focus on a measure of central tendency and a measure of spread rather than giving a point by point description. Most were able to identify that the spread was greater in 1918 but they were less successful at articulating the fact that the mode/mean was higher in 1918. It was fairly common to see vague comments which did not score such as‘there were more children in 1918’. Question 2 There were some strong performances on this question from candidates at this tier. The vocabulary of regression is well known and many gave a correct reason in part (a) as to why‘annual profit’ is considered the response variable. Most candidates described the fact that this was dependent upon the distance from the car park. Part (b) was again well answered with most candidates refe

FAQs

What improvements are noted in candidate responses for AO3 in the introduction?

The report notes notably improved responses where candidates made clear decisions about the appropriateness of methodologies and conclusions, and attempted to justify their responses.

What is a key comparison focus for part (b) of Question 1?

Candidates are instructed to focus on central tendency and spread rather than point-by-point description, and to express that the mode/mean is higher in 1918 even when the spread is greater.

Why do candidates lose marks in Question 2 part (e) related to correlation?

Some candidates repeat the wording from the question or focus only on the positive correlation. The report stresses the need to address that correlation does not mean causation, with specific reference to the statement.

Sep 5, 2026

Upload by James