This information is designed to support your child in their exam technique for

their GCSE History studies. It is produced by the exam board and

provides guidance on how to structure set questions.

ASPIRE

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HEANOR GATE SCIENCE COLLEGE “Develop all learners to achieve their full potential”

“Create a culture of aspiration”

4 mark questions Describe two features of… How could you follow up…

8 mark questions – Source based (assessing reliability and orign) How useful are…

12 mark questions

Explain why (3 paragraphs)…

16 mark questions (focused on change/continuity

How far do you agree…

Section A: historic environment Q1 - 4 Mark - Describe two features of …

9 L2 - 4/4 - Gives two features – both with extra information

8

7 L2 - 3/4 - Gives two features – one with extra information

6

5 L1 - 2/4 - Gives two features

4

3 L1 - 1/4 - Gives one feature

P1 - One (feature)… For example …

P2 – Another (feature)…

For example …

Add extra detailed information

This is how you answer a - 4 Mark - Describe two features of … question:

One feature of prisons in the 100s was the mixing of men and women in the same prison.

This was possible because of the lack of central funding to produce separate prisons and the lack of respect given to women who were found guilty of a crime. People thought they were beyond help/salvation as they had fallen below expectations so could be punished.

Another feature of the prisons was the use of male wardens.

This was done because…

Add extra detailed information

This is an example for a - 4 Mark - question on Crime and Punishment Describe two features of prisons in the 1700s

These are the criteria for 8 Mark – How useful are Sources A and B for an enquiry into … questions. Explain your answer, using Sources A and B and your own knowledge of the historical context.

9 L3 -8/8 – (Grade 7+8+) Judgement on how useful the sources are using clear criteria (e.g. accuracy, completeness, objectivity) is explained and supported

8 L3 -7/8 –(Grade 7+) Evaluates how useful the provenance (NOP) makes the source by explaining the impact it has on the content

7 L3 - 6/8 –Explains inferences about the content and uses own knowledge to evaluate how useful the content of the source is

6 L2 - 5/8 (Grade 4+5+) Clear Judgement on how useful the sources are using some criteria (e.g. accuracy/completeness/objectivity)

5 L2 - 4/8 (Grade 4+) using some own knowledge to test the source content /evaluate the provenance (NOP)

4 L2 - 3/8 – Says how useful the source is with some inference or explanation of the source content

3 L1 - 2/8 - Simple statement on how useful the sources with comments on the content/ or provenance (NOP)

This is how you answer an - 8 Mark – How useful are Sources A and B for an enquiry into … question. Explain your answer, using Sources A and B and your own knowledge of the historical context.

For both sources you need to: Explain what the source shows about the police. Explain why they is helpful. Does it fit with your own knowledge? Explain reasons not to trust it. Explain which source you think is best and why. “Source A is useful because it shows us that… This is helpful because… I can trust this source because… I also know that… (a connected fact). However, its trustworthiness is limited because… Overall, I think that this source is of high/limited usefulness because…” Repeat for source B.

CONTENT Give examples of what is accurate/useful about what the sources suggest. Test how ACCURATE this us with your own detailed knowledge

CONTENT What are the sources suggesting which is

inaccurate? Test how COMPLETE the source is with

your own detailed knowledge of the topic. (what’s missing/exaggerated etc.)

Evaluate how useful/ OBJECTIVE the sources are based who wrote them, why, when and under what circumstances? why does the NOP makes the sources say what they do?

What is not useful. OBJECTIVE about who wrote the sources, why, when and under what circumstances? why does the NOP

makes the sources say what they do?

Brief Conclusion – answer the question – How useful is the source (Very/Not Very/Quite/Partially – measure!)

This is how you answer an- 8 Mark – How useful are Sources A and B for an enquiry into … question. Explain your answer, using Sources A and B and your own knowledge of the historical context.

This information will help you to analyse the different source types that might be used in your examination

This information will help you to answer a- 4 Mark - How could you follow up Source A to find out more about …question. In your answer, you must give the question you would ask and the type of source you could use.

9 4/4 - (Grade 6/7+) Explains how the follow up source would help answer the question in the follow up enquiry 8

7 3/4 - (Grade 4/5+) Identifies a type of source which could be used to find more information to answer the Q in the follow up enquiry 6

5 2/4 - (Grade 3+) Asks a question which could be used in an enquiry to follow up the detail in the source 4

3 1/4 - Picks out a detail from the source which could be followed up in an enquiry

This information will help you to answer a- 4 Mark - How could you follow up Source A to find out more about …question. In your answer, you must give the question you would ask and the type of source you could use.

This is an example for a- 4 Mark – answer: Study Source B. How could you follow up Source D to find out more about the extent of censorship of the news about the German bombing raids on Black Saturday? In your answer, you must give the question you would ask and the type of source you could use. Complete the table below.

“the censor refused to pass any pictures…nothing will confirm the enemy’s claims”

Were there really no pictures showing damage published of Black Saturday?

National and local newspapers and Pathe newsreels which were published at the time and shown in the days after Back Saturday showing the area that was attacked.

To see if they concentrated on important buildings that were not destroyed like St Pauls or if any actually showed any of the aftermath and damage which would prove it was true that censors would have refused to pass them.

This is how a - 4 Mark - Explain one way in which … was different in … and …. Question is assessed

9 L2 - 4/4 - Detailed knowledge is used to explain the difference by comparing different periods 8

7 L2 - 3/4 - One difference explained by explaining the features of the period 6

5 L1 - 2/4 - Some limited own knowledge of the period/s to explain the one difference given 4

3 L1 - 1/4 - Simple comment giving one difference

One key difference is … For example … in … whereas in… because...

This information will help you to answer a - 4 Mark - Explain one way in which … was different in … and …. question

One key difference is that technology has changed and been utilised by criminals in new and innovative ways.

For example in the 1800 all smuggling was done by boat as criminals imported luxury goods like tobacco and liquor where as in the20th century along with the smuggling of luxury items on boats, you also have illegal immigrants and enemy combatants trying to enter the country. In addition we also have digital smuggling including the release of leaked data as in the Snowdon case and in the criminal use of bit coin.

This is an example for - 4 Mark - answer Explain one way in which crime was different in the 1800s compared to the 20th century

This is how a - 12 Mark - question is assessed Explain why … has changed so much since …. You may use the following in your answer: • … • … You must also use information of your own

9 L4 - 12/12 – (Grade 7/8+) all paragraphs are clearly linked to the question

8 L4 - 11/12 – (Grade 7+) All paragraphs explain a range of detailed own knowledge

7 L4 - 10/12 - Answer fully explains 3 reasons (one NOT from the Q) in paragraphs

6 L3 - 9/12 – (Grade L4/5+) Adds a paragraph on a 3rd reason NOT given in the question

5 L3 - 8/12 – (Grade 4+) using relevant own knowledge to explain each paragraph

4 L3 - 7/12 – Explains 2 reasons in paragraphs with are mostly linked to the question

3 L2 - 6/12 - Some reasons explained with some relevant own knowledge in paragraphs but not or always linked to the question throughout the answer

This information will help you to structure a 12 Mark - Explain why … has changed so much since …. Question. You may use the following in your answer: • … • … You must also use information of your own

There were three main reasons why the excommunication of Queen Elizabeth by Pope Pius V in April 1570 was a threat to the queen. Firstly the Thorkmorton Plotters used the excommunication to raise support. This partially worked because… This meant that the…

The second reason why the excommunication was a threat was that it was used by the Jesuits as a reason to enter the country, undermine Elizabeth and try to overthrow her. By the late 1570s and 1580s hundreds of Jesuits were arriving to… Some organised rebellions against her including John Ballard who helped to plan and organise the Babington plot. This meant that…

The final reason why the excommunication was a threat was that it was another factor that undermined the English people’s love of her. Because it divided English Catholics loyalty to the crown and the pope as some wanted to remain loyal to both the popular queen and the pope who they believed to be the representative of Jesus on earth and as such believed that he could stop them going to heaven by excommunicating them if they supported their protestant queen This meant that …

This is an example for the structure of a - 12 Mark - question Explain why the excommunication (1570) was a threat to Queen Elizabeth. You may wish to make reference to the following in your answer • Throckmorton Plot (1583) • Jesuits You must also use information of your own

This is information on how a - 16 Mark (+SPaG) question is assessed. The statement.’ (Will be about Cause, change, continuity, similarity or difference) How far do you agree? Explain your answer. You may use the following in your answer: • … • … You must also use information of your own

9 L4 - 15/16 – (Grade 8+) Overall judgement is made and explained using criteria (most important cause , biggest change, short term/long term impact, who

affected/how much,, greatest similarity or difference) proved with links or comparison

8 L4- 14/16 - Answer is well explained in paragraphs agreeing and disagreeing with the statement which are all linked to the question and use a range of detailed own knowledge

7 L3 - 12/16 – (Grade 5+6+) Overall judgement is made in a conclusion and explained but without using a criteria

6 L3 - 11/16 – (Grade 5+) paragraphs are well supported with relevant own knowledge

5 L3 - 10/16 - Answer is explained in paragraphs agreeing and disagreeing with the statement with are mostly linked to the question

4 L2 - 8/16 – (Grade 3+) Overall judgement is made in a conclusion but not supported or explained

3 L2 - 7/16 - Some explanation which agrees/disagrees with the view in the question with relevant own knowledge in paragraphs but not fully supported or always linked to the question throughout the answer