GCSE (9-1)

English Literature

EXEMPLARS
Paper 1 Shakespeare
 SECTiOn a – Shakespeare
answer the question on OnE text from this section.
You should spend about 55 minutes on this section.
You should divide your time equally between parts (a) and (b) of the question.

Macbeth – from act 2 Scene 2, lines 48 to 69

In this extract, Macbeth and Lady Macbeth have a conversation, after Macbeth has
murdered Duncan.
MACBETH
I’ll go no more:
I am afraid to think what I have done;
Look on’t again I dare not.
LADY MACBETH
Infirm of purpose!
Give me the daggers! The sleeping and the dead 50
Are but as pictures: ‘tis the eye of childhood
That fears a painted devil. If he do bleed,
I’ll gild the faces of the grooms withal,
For it must seem their guilt.
Exit.
A knocking is heard.
MACBETH
Whence is that knocking? –
How is’t with me, when every noise appals me? 55
What hands are here? Ha! They pluck out mine eyes!
Will all great Neptune’s ocean wash this blood
Clean from my hand? No – this my hand will rather
The multitudinous seas incarnadine,
Making the green one red. 60

Re-enter LADY MACBETH

LADY MACBETH
My hands are of your colour – but I shame
To wear a heart so white! (Knocking heard again)
I hear a knocking
At the south entry. Retire we to our chamber.
A little water clears us of this deed:
How easy is it then! Your constancy
Hath left you unattended. (Knocking again) Hark! – 65
more knocking.
Get on your nightgown, lest occasion call us,
And show us to be watchers. – Be not lost
So poorly in your thoughts!

4
8 S47441A
Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Literature
Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014
 1 (a) Explore how Shakespeare presents the character of Lady Macbeth as being in
control in this extract.
Refer closely to the extract in your answer.
(20)
(b) In this extract, there is conflict between the characters.
Explain the importance of conflict elsewhere in the play.
In your answer you must consider:
• how conflict is shown
• the reasons for the conflict.
You should refer to the context of the play in your answer.
(20)

(Total for Question 1 = 40 marks)

5
S47441A
Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Literature 9
Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014 Turn over
Script 1
Script Level / mark Commentary

1 a) A cohesive evaluation of the extract, showing a high level of

engagement with the character of Lady Macbeth and how
Level 5 she is ‘an antithesis of a Jacobean woman’. Discussion is
19 marks made of her relationship with Macbeth and how she has
‘power over him’ and is able to ‘convince him’ to go through
with the murder of Duncan. Mention is made of
Shakespeare’s use of bathos to contrast ‘Macbeth’s worry
with Lady Macbeth’s determination’ and the candidate
considers the impact of imperative verbs and supports
points with close reference to the text. The response uses
some relevant subject terminology, which is integrated.
Apart from the verbs ‘give’ and ‘get’, the response requires
focus on additional language or structural devices to place
this piece at the very top of Level 5.

b) The response is assured and maturely written, illustrating a

high level of engagement with the text and the presentation
Level 5 of conflict, through ‘the relationships between characters
17 marks and between good and evil’. The candidate discusses the
impact of the witches in Act 1 and the conflict of ‘illusion
and reality’, which is supported with well-chosen references
to fully support the points made. The candidate similarly
explores the mental conflict of Lady Macbeth and her
‘sleepwalking and obsessive cleaning of her hands.’ Some
mention is made of context and the impact of the witches
on the audience; however, there is a lack of exploration of
further areas of context and its relationship to the text in
the rest of the response.
Script 2
Script Level / mark Commentary

2 a) The candidate explores the role of Lady Macbeth within the

extract and how she ‘takes on a more authoritative role’,
Level 4 which is appropriately supported with close reference to the
16 marks text. The response is focused and detailed; mention is
made of the use of imperative verbs and questioning by the
character and relevant terminology is used accurately and
appropriately to develop ideas.

The candidate explores how Lady Macbeth remains calm

and more rational in comparison to her husband and how
she uses more ‘literal language’ to illustrate her character.
The response is not as strong as the previous candidate but
still meets the requirements for the top of Level 4.

b) A developed, personal response, illustrating a secure

knowledge of the play and the presentation of control. The
Level 4 candidate considers three areas: the control of the witches;
15 marks Macbeth and Lady Macbeth’s mental conflict in the killing of
Duncan and the conflict at the end of the play between
Macbeth and Macduff. The critical style is maintained and
close textual reference is made to support points. The
response, however, does not fully explore the relationship
between context and text and this has to be taken into
account when awarding a mark.
Script 3
Script Level / mark Commentary

3 a) Although the response opens with a contextual point which

is not awarded for this part of the paper, the comment
Level 4 made does help to establish the reason for the unusual
14 marks presentation of Lady Macbeth as a woman who ‘asserts her
power’ over her husband. The candidate establishes a
cohesive and detailed analysis of the extract and supports
every point with appropriate and relevant textual evidence.
Exploration is made of key words from the exemplifications
selected; however, although the response is a good
example of a Level 5 in its composition, the candidate does
not explore specific language, form or structural devices in
the same way as the previous two candidates or use
relevant terminology to develop points. This, therefore,
needs to be taken into account.

b) The candidate illustrates an assured and detailed

understanding of the play and has selected a number of
Level 4 points to illustrate how conflict occurs – between Macbeth
16 marks and Lady Macbeth; Macbeth’s concern over Banquo and the
final conflict between Macduff and Macbeth. Discerning
references are made to the text and integrated within the
response, to fully support and highlight the points made.
Despite this, Part b) is similar to Part a) in so far as the
composition, and the quality of writing by the candidate has
Level 5 qualities; however, there is a lack of exploration of
how the relationship between text and context is presented
throughout the play. Marks reflect this.
 Section A – Shakespeare

Question Indicative content

Number
1(a) The indicative content is not prescriptive. Reward responses that explore how
Macbeth Shakespeare presents the character of Lady Macbeth as being in control.

Responses may include:

• her attitude, e.g. dismissive, fearless, commanding, lack of remorse

• use of imperatives to reveal her authority, e.g. ‘Give me the daggers!’

• reference to ‘a painted devil’ reinforces her evil nature

• not really in control as naïve about the consequences, e.g. ‘little water clears
us of this deed: how easy is it then!’

• reference to how Shakespeare reveals character through the use of

images/colour, e.g. Lady Macbeth uses ‘white’ to describe Macbeth’s lack of
courage

• Lady Macbeth tries to shame Macbeth, so she uses this to control him.
 
Reward all valid points.

Level Mark Descriptor – AO2 (20 marks)

(20
marks)
0 No rewardable material.
Level 1 1–4 • The response is simple and the identification of language,
form and structure is minimal.

• Little evidence of relevant subject terminology.

Level 2 5–8
• The response is largely descriptive. There is some comment
on the language, form and structure.

• Limited use of relevant subject terminology to support

examples given.
Level 3 9–12 • The response shows an understanding of a range of
language, form and structure features and links these to
their effect on the reader.

• Relevant subject terminology is used to support examples

given.
Level 4 13–16
• The response is focused and detailed. Analysis of language,
form and structure features and their effect on the reader is
sustained.

• Relevant subject terminology is used accurately and

appropriately to develop ideas.
Level 5 17–20 • The response is a cohesive evaluation of the interrelationship
of language, form and structure and their effect on the
reader.
• Relevant subject terminology is integrated and precise.

42 Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Literature

Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014
 Question Indicative content
Number
1(b)
Macbeth The indicative content is not prescriptive. Reward responses
that consider the importance of conflict elsewhere in the play.

Responses may include:

Interpretation of text (AO1):

• internal conflict, e.g. Macbeth struggling with the idea of

killing Duncan, ‘He’s here in double trust.’ – guilt versus
ambition. Lady Macbeth’s conscience sends her mad

• external conflict, e.g. battles at the end of the play

• conflict between order/disorder – good versus evil,

fate/witches /supernatural forces

• conflict between Macbeth/Lady Macbeth, e.g. when he

refuses to go through with killing Duncan, ‘We will proceed
no further in this business.’

• fight between love and ambition.

Relationship between text and context (AO3):

• beliefs about supernatural/witches at the time of writing:

influence of these on conflicts, e.g. between Macbeth and
Lady Macbeth

• attitude to killing a king (regicide) would horrify

Shakespeare’s audience: ‘Divine Right of Kings’ doctrine
should preclude conflict

• questions about kingship also reflect the instability of the

line of succession with regard to the English royal family, a
possible source of conflict.

Reward all valid points.

Candidates will be rewarded if they make relevant textual references or

use short quotations from elsewhere in the play, outside of the extract
provided. This includes relevant paraphrasing.

Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Literature 43

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 In responses to the following question for AO1, examiners should be aware of the
different ways candidates may structure their responses. There should be sufficient
evidence of a personal response and a critical style to meet the criteria for each level.
Level Mark (20 Descriptor – Bullets 1, 2 and 3 – AO1 (15 marks), Bullet 4 –
marks) AO3 (5 marks)
0 No rewardable material.
Level 1 1–4
• The response is simple with little personal
response.

• There is little evidence of a critical style.

• Little reference is made to the content or themes

of the play.

• There is little awareness of context and little

comment on the relationship between text and
context.

Level 2 5–8
• The response may be largely narrative but has
some elements of personal response.

• There is some evidence of a critical style but it is

not always applied securely.

• Some valid points are made, but without

consistent or secure focus.

• There is some awareness of relevant context and

some comment on the relationship between text
and context.

Level 3 9–12
• The response shows a relevant personal
response, soundly related to the text.

• There is an appropriate critical style, with

comments showing a sound interpretation.

• The response is relevant and focused points are

made with support from the text.

• There is sound comment on relevant context and

sound relevant comment on the relationship
between text and context.

Level 4 13–16
• The response has a developed personal response
and thorough engagement, fully related to the
text.

• The critical style is sustained, and there is well-

developed interpretation.

• Well-chosen references to the text support a

range of effective points.

• There is sustained comment on relevant context

and detailed awareness of the relationship
between text and context.

44 Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Literature

Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014
 Level 5 17–20
• There is an assured personal response, showing a high
level of engagement with the text.

• A critical style is developed with maturity, perceptive

understanding and interpretation.

• Discerning references are an integral part of the

response, with points made with assurance and full
support from the text.

• There is excellent understanding of context, and

convincing understanding of the relationship between
text and context is integrated into the response.

Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Literature 45

Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014