GCSE English Language 8700/1 - Paper 1 Mark scheme - June 2024 - Level of response marking instructions

Sep 5, 2026

This mark scheme for GCSE English Language 8700/1 Paper 1 sets out how responses are assessed through level-based marking. It describes how standardisation is used to ensure the scheme is applied consistently, how associates analyse scripts, and how unusual answers are escalated. The document explains the introduction and level of response structure, including the four levels and their skills descriptors, the role of the indicative standard, and a three-step process to annotate, determine a level, and award a mark. It also confirms credit for inclusive pronoun usage and outlines copyright permissions for schools.

LanguageEnglish

CategoryExam

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Level of response marking instructions

Step 1: Annotate the response

Step 2: Determine a level

Step 3: Determine a mark

| GCSE
ENGLISH LANGUAGE 8700/1
Paper 1 Explorations in creative reading and writing | | --- | | Mark scheme
June 2024 | Version: 1.0 Final *246g8700/1/MS* Mark 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. It 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. No 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. A 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. Further copies of [this mark scheme are available from aqa.org.uk](this mark scheme are available from aqa.org.uk) Copyright information AQA 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. Copyright © 2024 AQA and its licensors. All rights reserved. Introduction The 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. Level of response marking instructions Level 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: Level 4 Perceptive, detailed Level 3 Clear, relevant Level 2 Some, attempts Level 1 Simple, limited. This 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. The 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 small number of different comments at the required standard to give an indication of the quality of response that is typical for that level. It shows the progression from Level 1 to 4. The Indicative Standard is not intended to be a model answer nor a complete response, and it does not exemplify required content. Students may reach a given level by making one or more comments of the quality demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that level. The standardisin

FAQs

What is the purpose of the standardisation process in this mark scheme?

Standardisation ensures the mark scheme covers students’ responses and that all associates understand and apply it in the same correct way. Associates analyse scripts, and alternative answers are discussed and legislated for.

What are the four response levels and their key descriptors?

The levels progress from Level 1 Simple, limited; Level 2 Some, attempts; Level 3 Clear, relevant; to Level 4 Perceptive, detailed.

How should a marker award a level and a mark?

First annotate the response using statement bank comments (Step 1). Then use the ladder of level descriptors, supported by the indicative standard, to determine the level (Step 2). Finally, fine-tune within the level to decide the mark based on how well skills descriptors are met (Step 3).

Sep 5, 2026

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