[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208155-en":3,"doc-seo-208155-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208155,1374391975076,"Riley","https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051",4,"Exam","GCSE English Language 8700/1 - Paper 1 Explorations in creative reading and writing - Mark scheme - Version 1.0","GCSE English Language 8700/1 Paper 1 Explorations in creative reading and writing mark scheme version 1.0 sets out how exam responses are assessed using level of response criteria. It explains the standardisation process, including how associates consider alternative and unusual answers, and how the mark scheme guides consistent application. It provides level 1 to level 4 descriptors, indicative standards, and step-by-step marking workflow: annotate the response, determine a level, then allocate marks based on comment quality.","| GCSE\u003Cbr>ENGLISH LANGUAGE 8700/1\u003Cbr>Paper 1 Explorations in creative reading and writing |\n| --- |\n| Mark scheme\u003Cbr>Sample assessment materials\u003Cbr>First exam in June 2026 |\n\nVersion: 1.0  \nMark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner.  \nIt must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper.  \nNo student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses.  \nA consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria.  \nFurther copies of this mark [scheme are available from aqa.org.uk](scheme are available from aqa.org.uk)  \nCopyright information  \nAQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.  \nCopyright © 2025 AQA and its licensors. All rights reserved.  \nIntroduction  \nThe information provided for each question is intended to be a guide to the kind of answers anticipated and is neither exhaustive nor prescriptive. All appropriate responses should be given credit.  \nLevel of response marking instructions  \nLevel of response mark schemes for GCSE English Language are broken down into four levels (where appropriate) . In the first column each level is identified with one or two key words that represent the differences in the skills then described. These key words show the progression from Level 1 to 4 and are:  \nLevel 4 Perceptive, detailed  \nLevel 3 Clear, relevant  \nLevel 2 Some, attempts  \nLevel 1 Simple, limited.  \n\n| Level | Keywords | Typical qualities of comments at each level |\n| --- | --- | --- |\n| 4 | Perceptive, detailed | Developed, insightful, exploratory, subtle, confident, analytical, conceptual, sophisticated |\n| 3 | Clear, relevant | Accurate, complete in itself, well explained, directly focused on the task |\n| 2 | Some attempts | Incomplete ideas, partially correct, questionable, emerging, speculative |\n| 1 | Simple,\u003Cbr>limited | Generalised, repetitive, synonymous, paraphrased, obvious, basic |\n\nThis is followed in the second column by a description of the different qualities required in the student’s answer for that level. These are called the skills descriptors. In order to reach a given level, a student must fulfil one or more of the skills descriptors for that level.  \nThe third column of the mark scheme is the Indicative Standard. This is an important feature of the mark scheme for GCSE English Language. It provides exemplification of the skills descriptors at each level and offers a sma","cbCaikzaQqo6dM2J","https://ap.wps.com/l/cbCaikzaQqo6dM2J","pdf",350288,1,21,"English","en",105,"# Introduction\n## Level of response marking instructions\n## Level descriptors and indicative standard\n## Marking process: Step 1 and Step 2\n## Copyright and use","[{\"question\":\"What is the purpose of the mark scheme in this GCSE English Language exam?\",\"answer\":\"The mark scheme guides the types of answers expected and credits all appropriate responses without being exhaustive or prescriptive. It also supports consistent assessment during the standardisation process.\"},{\"question\":\"How are responses marked using the level of response approach?\",\"answer\":\"Markers first annotate the response using statement bank comments, then determine the correct level by comparing the response to the level descriptors and indicative standard. The quality of comments, not the number of references, determines the final level.\"},{\"question\":\"How does standardisation affect how unusual answers are handled?\",\"answer\":\"After standardisation, associates must refer unusual answers not previously raised to the Lead Examiner. The process also includes discussing and legislating for alternative answers not covered by the mark scheme.\"}]","GCSE English Language 8700/1 - Paper 1 Explorations in creative reading and writing - Mark scheme - Version 1.0 | PDF",1788602813,53,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"gcse-english-language-87001-paper-1-explorations-in-creative-reading-and-writing-mark-scheme-version-10","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/gcse-english-language-87001-paper-1-explorations-in-creative-reading-and-writing-mark-scheme-version-10/208155/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What is the purpose of the mark scheme in this GCSE English Language exam?","Question",{"text":75,"@type":76},"The mark scheme guides the types of answers expected and credits all appropriate responses without being exhaustive or prescriptive. It also supports consistent assessment during the standardisation process.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How are responses marked using the level of response approach?",{"text":80,"@type":76},"Markers first annotate the response using statement bank comments, then determine the correct level by comparing the response to the level descriptors and indicative standard. The quality of comments, not the number of references, determines the final level.",{"name":82,"@type":73,"acceptedAnswer":83},"How does standardisation affect how unusual answers are handled?",{"text":84,"@type":76},"After standardisation, associates must refer unusual answers not previously raised to the Lead Examiner. 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