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To what extent9 marks2025Q38Changing Britain, 1760โ1914
How important were medical advances in improving health by 1914?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with valid judgement, reason in support of the judgement).
Medical advances
development of the smallpox vaccination, reducing the spread of disease, for example, Edward Jenner
development of anaesthetics, improving surgical procedures, for example, James Young Simpson
development of antiseptic procedures, cutting the risk of infection, for example, Joseph Lister
improvements made in cleanliness and safety in hospitals, reducing infection
doctors and nurses had a greater understanding of the causes of disease, so treatment improved
Piped water supply
understanding of the connection between water contamination and cholera, so there was better understanding of the disease, for example, John Snow
piped water supply to towns and cities improved health, for example, Loch Katrine
Public health
Public Health Acts forced councils to carry out improvements to living conditions, for example, 1875 Public Health Act
sewage systems were put in place which reduced disease
appointment of a Medical Officer of Health in every area ensured issues were highlighted
How fully6 marks2025Q39Changing Britain, 1760โ1914
How fully does Source A describe improvements to working conditions in coal mines by 1914?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes improvements to working conditions in coal mines by 1914.
By 1914, there was an estimated 1 million people working in the coal mines of Britain, and improvements had steadily been made to their working conditions. To reduce suffocation and explosions, electric fans were introduced from 1860. The likelihood of explosions was also reduced when the Davy Safety Lamp was invented in 1815. Electricity later replaced the need for lamps, providing power across the mines. Metal pit props gradually replaced wood, which reduced cave-ins as they did not rot or collapse.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
To reduce suffocation and explosions, electric fans were introduced from 1860. โ Electric fans decreased suffocation and explosions.
The likelihood of explosions was also reduced when the Davy Safety Lamp was invented in 1815. โ The risk of explosions was reduced by the introduction of the safety lamp.
Electricity later replaced the need for lamps, providing power across the mines. โ Electricity was introduced to mines, reducing the need for lamps.
Metal pit props gradually replaced wood, which reduced cave-ins as they did not rot or collapse. โ The risk of cave-ins was reduced by metal props.
Points of significant omission
steam engines were used to pump out water
the electric coal cutting machine was introduced (in 1891)
pulleys powered by steam, electricity, or compressed air were introduced to move coal
electricity was used to raise heavier amounts of coal out of the mine
railways were used to move coal underground and on the surface
the Mines Acts improved safety and working conditions for all workers in the mines, for example, women, children
Evaluate the usefulness5 marks2025Q40Changing Britain, 1760โ1914
Evaluate the usefulness of Source B as evidence of the impact of the railways on society and the economy.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a speech made by railway builder Robert Stephenson in 1856.
We hear many complaints about the railways, but to me the benefits are clear. The railways employ over 90,000 officers and workers across the network, in many different roles. The train engines consume 2,000,000 tons of coal annually, benefiting our coal mines. Weekly newspapers and Government papers can now be delivered across the country in much shorter time. How can people speak so negatively about the expansion of the network when it can only bring more improvements to our daily life?
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: railway builder Robert Stephenson โ Useful as he was an eyewitness to the impact of railways on society and economy.
Type of Source: speech โ Useful as this reflects the views of a railway builder.
Purpose: to promote the building of railways โ Useful as it will outline positive impacts of the railway on society and economy.
Timing: 1856 โ Useful as it was written at the time of railway boom.
Content
The railways employ over 90,000 officers and workers across the network. โ Useful as it is accurate (railways employed many people).
The train engines consume 2,000,000 tonnes of coal annually, benefiting our coal mines. โ Useful as it is accurate (railways were beneficial to the coal industry).
Weekly newspapers and Government papers can now be delivered across the country in much shorter time. โ Useful as it is accurate (railways allowed newspapers and news to travel the country).
Points of significant omission
railways made cheap day trips possible
fresh food could now be transported more quickly
canal companies could not compete with the speed and cost of the railway
GMT was created through the standardisation of railway timetables
Explain the reasons why the Reform Acts were passed up to 1884.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
there was demand for reform from the middle classes, who felt that they should be included in deciding the government
rural and industrial areas were not equally represented, so there was a demand for reform, for example, Manchester and Birmingham
rotten boroughs existed which were seen as unequal representation
the Chartists campaigned for wider reform following the 1832 Reform Act
politicians were worried about unrest unless there was democratic reform, for example, 1867
working class voters were seen as worthy of the vote after their support for the Union cause in the American Civil War
political parties realised they could gain support by passing reforms, for example, Benjamin Disraeli and the Tory party
peaceful protests led to pressure on government for reform, for example, Reform Union
it was recognised that voters in counties deserved the same political rights as those in the boroughs, for example, the 1884 Reform Act
To what extent9 marks2025Q26The Creation of the Medieval Kingdoms, 1066โ1406
To what extent were the mistakes made by Harold II the main reason why the Normans won the Battle of Hastings in 1066?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with valid judgement, reason in support of the judgement).
Mistakes made by Harold II
Harold rushed to fight William when he wasn't prepared
Harold's remaining army was battle weary from Stamford Bridge
Harold had to rebuild his army with peasants and farmers
Harold marched his tired army a long distance to meet William, for example, around 190 miles south
William's leadership
William had fought in many battles in France and was an experienced leader
his army was better equipped with archers and cavalry
William raided towns in England so his army were well fed and rested
William boosted morale by lifting his helmet in battle to show he was still alive
the false retreat by the Normans weakened the English wall
Favourable circumstances
wind direction in the Channel meant William didn't arrive in summer where he would have faced a larger English army
Harald Hardrada's invasion happened just before William's, which meant Harold had to face two enemies at the same time
Harold was killed in battle which reduced English morale
How fully6 marks2025Q27The Creation of the Medieval Kingdoms, 1066โ1406
How fully does Source A describe the events of the murder of Archbishop Thomas Becket?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the events of the murder of Archbishop Thomas Becket.
For years, King Henry II and Archbishop Thomas Becket had been in dispute over control and the running of the Church. In 1170, four knights sailed from France, with the task of killing the Archbishop. After their arrival, the knights chased Becket, who ran into Canterbury Cathedral. One knight struck Becket while he lay on the altar. The remaining knights then attacked and slaughtered him on the cathedral floor. Pilgrims soon transformed the cathedral into a shrine to honour the Archbishop.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
In 1170, four knights sailed from France, with the task of killing the archbishop. โ Four knights travelled from France to kill Becket.
After their arrival, the knights chased Becket, who ran into Canterbury Cathedral. โ Becket was chased into the cathedral by the knights.
One knight struck Becket while he lay on the altar. โ Becket was attacked at the front of the cathedral.
The remaining knights then attacked and slaughtered him on the cathedral floor. โ Becket was killed by the knights.
Points of significant omission
King Henry reportedly gave the instruction for Becket to be killed
the knights arrived on 29 December
the knights tried to drag Becket outside to avoid killing him in the cathedral
Evaluate the usefulness5 marks2025Q28The Creation of the Medieval Kingdoms, 1066โ1406
Evaluate the usefulness of Source B as evidence of the importance of the Church in medieval society.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a chronicle written by a monk in 1137.
Through a harsh winter, the Church provided food for the people in the community who would have otherwise starved. This was because charity was rarely provided by the Crown. Many people in the village also rented farmland from the Church, which owned significant estates. People often struggled to afford the rents they were charged. Others in the village were employed by the Church as labourers and they received a regular wage for working on the land.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: a monk โ Useful as an eyewitness to the important role of the Church.
Type of Source: chronicle โ Useful as it is a written account which provides detail of the importance of the Church.
Purpose: to record โ Useful as key events would be included to document the importance of the Church.
Timing: 1137 โ Useful as it is from the time when the Church was important.
Content
Through a harsh winter, the Church provided food for the people in the community who would have otherwise starved. โ Useful as it is accurate (the Church provided charity for people in the form of food).
Many people in the village also rented farmland from the Church, which owned significant estates. โ Useful as it is accurate (the Church rented land to the people).
Others in the village were employed by the Church as labourers and they received a regular wage for working on the land. โ Useful as it is accurate (the Church employed people).
Points of significant omission
the Church performed key ceremonies to celebrate people's lives
the Church provided education for young boys
the Church taught people how to be good Christians
key figures in the Church would act as advisors to the King
Explain6 marks2025Q29The Creation of the Medieval Kingdoms, 1066โ1406
Explain the reasons why the Black Death had an impact on medieval society.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
large numbers of the population died, for example, one third died
some families struggled to make a living
peasants demanded higher wages because there were fewer of them to do the work
farms were left abandoned as peasants moved to seek higher wages
the feudal system collapsed as peasants left their lord's land
some peasants were able to buy their freedom from their lord due to the increase in wages
tension increased between landowners and peasants as the Statute of Labourers prevented wages from increasing
anti-Semitism increased as Jews were falsely blamed for the spread of the Black Death
lords improved working conditions and services to prevent their labourers from leaving
slump in trade between counties had an impact on the national and local economies
wars were put on hold due to the lack of soldiers to fight
To what extent9 marks2025Q42The Making of Modern Britain, 1880โ1951
How important were the reports of Booth and Rowntree in changing attitudes to poverty before 1906?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with valid judgement, reason in support of the judgement).
Reports of Booth and Rowntree
Booth's report showed that about a third of the population of London were living in poverty which caused shock
Booth's report showed that poverty was not always the fault of the individual which helped change laissez-faire attitudes
Rowntree's report showed that just below 30% of the population of York were living in poverty which provided further evidence on the problem of poverty
Rowntree's report proved that poverty was a problem throughout Britain and more had to be done to tackle this
Popular concern over poverty
popular writing was drawing attention to the problem of poverty
high levels of unfit army recruits led to concern that more had to be done for the poor
government reports highlighted the problem of high levels of poverty amongst children and encouraged more action
Increasing democracy
more members of the working class now had the vote which made political parties more open to discussing the problems of the poor
increased support for Labour drew more attention to the problems of the poor
Foreign Influence
Germany had already passed reforms to help improve the lives of their people and Britain did not want to fall behind their competitors
New Liberalism
new Liberals such as David Lloyd George and Winston Churchill were influential in encouraging more sympathetic attitudes to the problem of poverty
How fully6 marks2025Q43The Making of Modern Britain, 1880โ1951
How fully does Source A describe the Liberal Reforms passed to help the young?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the Liberal Reforms passed to help the young.
The young were seen as a vulnerable group who required government help. In 1906, the Free School Meals Act was introduced and by 1910 over 9 million meals were being provided. However, the Act did not make it compulsory for all school boards which meant that some children were still going hungry. Also, children only received meals during term time, often becoming malnourished during the school holidays. By 1914, all local authorities were forced to offer free school meals which ensured that most children were being provided for.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
In 1906, the Free School Meals Act was introduced and by 1910, over 9 million meals were being provided. โ Millions of children were given free school meals.
However, the Act did not make it compulsory for all school boards which meant that some children were still going hungry. โ Local authorities did not have to provide meals at school.
Also, children only received meals during term time, often becoming malnourished during the school holidays. โ Children only got meals during term-time so were often hungry during school holidays.
By 1914, all local authorities were forced to offer free school meals which ensured that most children were being provided for. โ All local authorities became obligated to provide meals by 1914 so most children received them.
Points of significant omission
prior to 1914, some parents were still expected to pay for school meals, but many could not afford this
medical inspections helped to identify ill health amongst children and possible treatment, for example, 1907 Medical Inspections Act
many parents could not afford necessary medical treatment for their children so illnesses would often go untreated
the Children's Charter introduced reforms to protect the welfare of children, for example, borstals
the terms of the Children's Charter were difficult to enforce, for example, the restrictions on alcohol and tobacco
Evaluate the usefulness5 marks2025Q44The Making of Modern Britain, 1880โ1951
Evaluate the usefulness of Source B as evidence of the recommendations of the Beveridge Report.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a speech given by a British politician in 1942.
The proposals of the Beveridge Report have now been made clear. The response of the public has generally been positive. Notably, the Beveridge Report suggests that improvements must be made to the lives of all British citizens. One of the more popular recommendations appears to be the removal of the meansโtest, which many have found to be a terrible humiliation. Soldiers are particularly enthusiastic about the proposition of more housing in a fairer society for all.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: British politician โ Useful as they will have been an eyewitness to the recommendations of the Beveridge Report.
Type of Source: speech โ Useful as it will contain relevant details about the recommendations of the Beveridge Report.
Purpose: to inform โ Useful as it has been said to give further details about the recommendations of the Beveridge Report.
Timing: 1942 โ Useful as it is from when the Beveridge Report was published.
Content
Notably, the Beveridge Report suggests that improvements must be made to the lives of all British citizens. โ Useful as it is accurate (the Report did suggest universal benefits to the lives of the British public).
One of the more popular recommendations appears to be the removal of the means-test, which many have found to be a terrible humiliation. โ Useful as it is accurate (the Report did suggest the removal of unpopular means-testing).
Soldiers are particularly enthusiastic about the proposition of more housing in a fairer society for all. โ Useful as it is accurate (the Report did propose making improvements to housing).
Points of significant omission
the Report recommended a more comprehensive welfare system which would cover all poverty-related problems, from birth until death
the Report suggested the establishment of a National Health Service
proposal to provide benefit payments for the unemployed for as long as necessary
Beveridge suggested a more simplified system of national insurance
the Report made provisions for the introduction of Family Allowances
Explain6 marks2025Q45The Making of Modern Britain, 1880โ1951
Explain the reasons why some Labour Reforms, 1945โ1951, did not fully meet the needs of the British public.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
charges had to be introduced for certain treatment, which some people could not afford
long waiting lists for hospital treatment, which meant that treatment for ill health could be delayed
due to rising costs, hospital buildings and equipment were not updated, which affected the quality of treatment
benefits received were still below subsistence levels which meant that many had to seek further support, for example, National Assistance Boards
reforms were not fully comprehensive, for example, those who had not paid enough in contributions to National Insurance
some of the reforms continued to be means-tested, for example, National Assistance Act, which meant that some people did not receive help
many working class children continued to leave school with little educational qualifications, affecting their life chances
11+ exam was socially divisive and working class children had limited opportunities to progress with their education
building for secondary schools was neglected in comparison to primary provision, which meant fewer resources for secondary children
housing shortages continued until after the Second World War, which meant that homelessness was still a serious issue
new towns were isolated and had limited basic amenities, which meant that the quality of life could still be difficult
nationalised industries were supported by taxation and had little incentive to be profitable, which meant workers' wages often remained low
To what extent9 marks2025Q34The Trade in Enslaved African People, 1770โ1807
To what extent was population loss in African societies the main impact of the trade in enslaved people?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with valid judgement, reason in support of the judgement).
Population loss
millions of Africans were taken from Africa
loss of young men and women led to fewer children
fewer people left to work the land
Culture
there was a loss of cultural traditions which were not being passed down generations
loss of skilled craftspeople meant skills died out, for example, carved ivory statues
Economy
cheap European goods stopped African goods being made
large areas of land were left uncultivated
War and conflict
trade in enslaved Africans encouraged conflict due to wealth made from enslavement
introduction of guns made tribal wars more violent
Plantations in the Caribbean
diseases and enslavement killed native peoples, for example, the Arawaks
large areas of the natural environment were ruined to make way for the sugar cane
the trade in enslaved people caused an overreliance on sugar production, damaging the economy.
How fully6 marks2025Q35The Trade in Enslaved African People, 1770โ1807
How fully does Source A describe the impact of the Caribbean trade on the British economy?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the impact of the Caribbean trade on the British economy.
The trade in enslaved Africans had far reaching effects on British society, including the economy. Caribbean rum consumption rose, leading to the development of the alcohol trade in Britain. Profits gained in Glasgow from sugar and tobacco helped fund the development of the chemical industry in Scotland. The Caribbean trade encouraged the growth of the cotton industry in Lancashire. The fishing industry benefitted from the Caribbean trade as it grew due to the need for salt fish for use in the voyages.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
Caribbean rum consumption rose, leading to the development of the alcohol trade in Britain. โ Alcohol from the Caribbean led to the growth in this industry.
Profits gained in Glasgow from sugar and tobacco helped fund the development of the chemical industry in Scotland. โ The chemical industry in Scotland started because of the money gained from the trade in enslaved Africans.
The Caribbean trade encouraged the growth of the cotton industry in Lancashire. โ The cotton industry in Lancashire was able to grow because of cotton.
The fishing industry benefitted from the Caribbean trade as it grew due to the need for salt fish for use in the voyages. โ The fishing industry grew due to the need for more food on the voyages.
Points of significant omission
new industries related to the Caribbean trade led to a growth in the economy, for example, coffee houses, glass making in Bristol
many new jobs were created by the Caribbean trade, for example, rope makers
iron founding grew to make products for the Caribbean trade, for example, guns
insurance companies grew, for example, Lloyds of London
the finance industry grew rapidly as a result of the Caribbean trade, for example, Barings Bank, which was used by merchants, made London the financial capital of Britain
Liverpool became a centre for building ships for the Caribbean trade
Evaluate the usefulness5 marks2025Q36The Trade in Enslaved African People, 1770โ1807
Evaluate the usefulness of Source B as evidence of living and working conditions of enslaved people on the plantations.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a letter written by a visitor to the Caribbean in 1789.
On my travels around the Caribbean islands, I visited many plantations. One of these was on Montserrat. There, it was very common for the slaves to be branded with the initials of their owner's name. I saw many slaves being punished harshly with instruments of torture such as thumb screws. I watched slaves working from dawn to dusk on the sugar plantations. On many of the islands I visited, I saw the same treatment repeatedly.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: a visitor to the Caribbean โ Useful as he was an eyewitness of the living and working conditions on plantations.
Type of Source: letter โ Useful as it is more likely to be an honest account of the living and working conditions observed by the visitor.
Purpose: to inform โ Useful as it was written to show how enslaved people were treated and likely to be accurate.
Timing: 1789 โ Useful as it was written at the time of enslavement in the Caribbean.
Content
There, it was very common for the slaves to be branded with the initials of their owner's name. โ Useful as it is accurate (enslaved people were branded by their owners).
I saw many slaves being punished harshly with instruments of torture such as thumb screws. โ Useful as it is accurate (enslaved people were punished harshly).
I watched slaves working from dusk until dawn to dusk on the sugar โ Useful as it is accurate (enslaved people would work long days).
Explain6 marks2025Q37The Trade in Enslaved African People, 1770โ1807
Explain the reasons why the abolition campaigns were successful up to 1807.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Clarkson travelled the country showing people the equipment used which horrified people and made them turn against the trade in enslaved Africans
Wilberforce spent many years putting forward bills to abolish the trade in enslaved Africans, gradually changing politicians' minds
formerly enslaved people wrote autobiographies, which helped to change people's minds about the treatment they received
women started boycotting trade products which raised awareness for abolitionists
John Newton preached against the trade in enslaved Africans, and he was very influential
Wedgwood created an emblem for the campaign which gained support from those who could not read
petitions against the trade in enslaved Africans encouraged many people to take part in the abolition campaign
MPs were changing their minds about the trade in enslaved Africans due to diminishing profits
opportunities for cheaper goods from India meant there was no need to use plantation labour in the Caribbean, for example, sugar
fear over the threat of rebellion in the Caribbean meant MPs wanted to withdraw from the Caribbean trade
poetry created by abolitionists led to more people being aware of the abolitionist campaign, for example, Slavery by Hannah More
religious groups were very important in organising campaigns for the abolition of the trade in enslaved Africans, for example, the Quakers
To what extent9 marks2025Q30War of the Three Kingdoms, 1603โ1651
To what extent was religion the main reason why there were arguments between Parliament and King James VI and I?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which different factors contributed to an event or development, or its impact. They are required to provide a balanced account of the influence of different factors and come to a reasoned conclusion based on the evidence presented.
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point. If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with valid judgement, reason in support of the judgement).
Religion
Millenary Petition (1603) โ demands for change over Church of England practices were rejected by James
Bancroft's Canons โ licensed by James but annoyed the clergy
Direction of Preachers (1622) โ gave bishops more control which concerned Puritans
James was perceived to have Catholic sympathies which concerned Puritans, for example, marriage alliance with France
James' Book of Sports was objected to by Puritans as it gave activities for people to do after church on Sundays
Revenue
Parliament was concerned at the extravagant spending by James
Bates Case (1606) โ James' policy on collection of impositions was challenged in court
Great Contract (1610) โ Parliament was dismissed over financial arguments
King's personality
James was criticised for favouring leisure pursuits over the business of government
concerns over his obsessions and favouritism of certain people and giving them power in government
Political issues
1604 Parliament was dismissed over their disagreement with James' plans to unite Scotland and England as one country
James' decision to rule without Parliament from 1614 to 1621
How fully6 marks2025Q31War of the Three Kingdoms, 1603โ1651
How fully does Source A describe the foreign policy of Charles I in the early years of his reign, 1625โ1629?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source A
Source A describes the foreign policy of Charles I in the early years of his reign, 1625โ1629.
At the beginning of his reign Charles was keen to exert his dominance over Spain. Parliament granted Charles money to intercept Spanish treasure fleets returning from their American colonies. The next step was to attack towns on the Spanish coast to try to weaken their economy. 105 ships and 15,000 sailors and soldiers set sail for Cadiz in October 1625. The expedition was a disaster with over half the ships and men being lost in the failed attempt to attack Spain.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full description of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
Parliament granted Charles money to intercept Spanish treasure fleets returning from their American colonies. โ Charles sent ships to attack Spanish ships returning to Spain from their American colonies.
The next step was to attack towns on the Spanish coast to try to weaken their economy. โ Charles sent ships to attack Spanish towns in order to weaken their economy.
105 ships and 15,000 sailors and soldiers set sail for Cadiz in October 1625. โ Many ships and soldiers set sail for Spain in October 1625.
The expedition was a disaster with over half the ships and men being lost in the failed attempt to attack Spain. โ The expedition failed with half the fleet and men lost in the attack on Spain.
Points of significant omission
Charles made a diplomatic alliance with France through his marriage
Charles' favourite, Buckingham, made repeated errors in foreign policy leading to conflict with Parliament
Charles sent English troops to Denmark in 1626 to invade Northern Germany, but they were beaten
failed expedition to La Rochelle and Ile de Rhe in 1627 to support the Protestant Huguenots
Evaluate the usefulness5 marks2025Q32War of the Three Kingdoms, 1603โ1651
Evaluate the usefulness of Source B as evidence of religious tensions in Scotland under Charles I.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source B
Source B is from a petition written by members of the House of Lords in 1640.
Your Majesty's person is exposed to danger and your Scottish kingdom is full of fear and discontent. We object to the innovations in religion especially the canons imposed upon the Scottish clergy and other subjects. We are displeased with the appointment of Laud as Archbishop of Canterbury, who is too close to the Church of Rome. The promotion of Arminian Bishops and others outside the religion established by law is not acceptable. Politically, the long intermission of Parliament is a grief to your subjects.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: Members of the House of Lords โ Useful as they were personally involved in opposition to Charles' religious policies.
Type of Source: petition โ Useful as it is a formal and detailed account of Scottish opposition.
Purpose: to persuade โ Useful as it shows how Parliament tried to change Charles' religious policies in Scotland.
Timing: 1640 โ Useful as it is during the time of opposition to Charles' religious policies in Scotland.
Content
We object to the innovations in religion especially the canons imposed upon the Scottish clergy and other subjects. โ Useful because it is accurate (Laud's Canons were not supported by some Scots).
We are displeased with the appointment of Laud as Archbishop of Canterbury, who is too close to the Church of Rome. โ Useful because it is accurate (appointment of Laud was opposed by some Scots).
The promotion of Arminian Bishops and others outside the religion established by law is not acceptable. โ Useful because it is accurate (some Scots objected to the high church style of Arminian Bishops).
Points of significant omission
some Scots worried that the Act of Revocation would enrich the Kirk
Laud's Prayer Book was introduced in Scotland and heavily opposed, for example, St Giles Riot
Covenant was created in Scotland to preserve the purity of the Kirk
the Covenanters invaded England during the Bishops Wars (1639-1640) to pre-empt plans Charles had made to send troops to Scotland
Explain6 marks2025Q33War of the Three Kingdoms, 1603โ1651
Explain the reasons why people joined each side in the civil war.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
some were forced to join the Parliamentarians as the Parliamentary Militia Ordnance allowed heads of militias to raise conscripts in each county
some were forced to join the Royal Army as the King's Commissions of Array allowed the crown to raise conscripts
some decided which side to join based on which army recruited them first
those who resented the King's religious reforms were supportive of Parliament
those who disliked Puritan prohibitions on church services and ceremonies joined with the Royalists
some were supportive of Parliament for political reasons, for example, wanting to protect Parliament from the King's desire to be an absolute monarch
geographical reasons, for example, Londoners were adversely affected by the economic policies of Charles and supported Parliament
among the peerage and the gentry, the majority favoured the King because they saw him as the protector of the established social order
Describe4 marks2025Q51โTea and Freedomโ: the American Revolution, 1774โ1783
Describe what happened during the Boston Massacre, 1770.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
(On 5 March) an argument broke out at a Customs House
soldiers guarding the Customs House were attacked by a mob
the crowd were ordered to disperse but refused
the mob threw hardโpacked snowballs at the soldiers
the troops opened fire on the crowd
five Bostonians were killed
seven people were wounded
the British Officer in charge was arrested for manslaughter
Explain6 marks2025Q52โTea and Freedomโ: the American Revolution, 1774โ1783
Explain the reasons why conflict escalated between Britain and some American colonists, 1774โ1776.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
some colonists were frustrated that the British government were preventing them from expanding west
the presence of British soldiers in the colonies increased resentment
the colonists felt that the British government had no right to tax them without consent
formation of the Continental Congress in 1774 co-ordinated colonial opposition and increased anti-British feeling
the First Continental Congress re-organised the colonial militias which increased the likelihood of conflict
a trade boycott was organised which banned the importation of British goods and increased tension
fighting at Lexington and Concord led to increased military preparations across the colonies
the Second Continental Congress led to the formation of the Continental Army under George Washington
British deaths at Bunker Hill hardened British resolve to punish the colonists
George III refused to acknowledge attempts at reconciliation, for example, the Olive Branch Petition
Compare the views4 marks2025Q53โTea and Freedomโ: the American Revolution, 1774โ1783
Compare the views of Sources A and B about British sympathy with the American cause.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about British sympathy with the American cause.
Some say America has succeeded due to her connection with Britain. Yet Americaโs economy will flourish much more without British involvement. America would thrive without Britain as they could avoid being dragged into European wars. As Europe is their market for trade, America should focus on making money. It is a mystery to me as to why America should be told what to do by a far-away British government.
Source B
There is something absurd in America being governed by Britain which is so distant from it. Some in Britain would sympathise with the protests against unfair rule. The plain fact is that Americaโs wealth will grow more without Britainโs influence. If America can keep away from European disputes, they will be much better off in every way. America loves freedom and will never give in to the threats or force.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about British sympathisers with America.
Points of comparison
agree
Source A: Yet Americaโs economy will flourish much more without British involvement.
Source B: The plain fact is that Americaโs wealth will grow without Britainโs influence.
agree
Source A: America would thrive without Britain as they could avoid being dragged into European wars.
Source B: If America can keep away from European disputes, they will be much better off in every way.
agree
Source A: It is a mystery to me as to why America should be told what to do by a far-away British government.
Source B: There is something absurd in America being governed by Britain which is so distant from it.
To what extent9 marks2025Q54โTea and Freedomโ: the American Revolution, 1774โ1783
To what extent was a lack of supplies the main problem facing British soldiers during the War of Independence?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Lack of supplies
colonial troops destroyed crops as they retreated leaving little food for the British
soldiers tried to requisition supplies from occupied areas, but this made them unpopular
soldiers were fighting far from home which led to delays to reinforcements, food and munitions
Poor leadership
British generals made mistakes
officers had to wait for orders from Britain which prevented them from seizing the initiative
Colonist guerilla tactics
the British were not used to the colonistsโ irregular fighting style
local militias conducted surprise attacks on British regiments
colonists were reluctant to engage in open battle and made tactical retreats
Foreign terrain
the soldiers did not know the land which put them at a disadvantage
British troops were often outnumbered in battle
British soldiers suffered from the hot American climate
How fully6 marks2025Q55โTea and Freedomโ: the American Revolution, 1774โ1783
How fully does Source C describe the Declaration of Independence, 1776?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the Declaration of Independence, 1776.
By 1776, many Americans like Thomas Jefferson believed a document was necessary to outline their views. The Declaration of Independence openly criticised King George for not passing laws for the public good. It stated that the people had the right to abolish any form of government that did not protect their freedoms. The Declaration also asserted the states were to have full power to declare war and conclude peace. They also had the power to form alliances and establish trade agreements with other nations.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
The Declaration of Independence openly criticised King George for not passing laws for the public good. (The King did not create laws for the good of the people.)
It stated that the people had the right to abolish any form of government that did not protect their freedoms. (People had the right to get rid of any government which did not rule in their interests.)
The Declaration also asserted the states were to have full power to declare war and conclude peace. (The colonists had the power to start and end conflict with other nations.)
They also had the power to form alliances and establish trade agreements with other nations. (The United States claimed powers to negotiate agreements with other countries.)
Points of significant omission
declared the United States free and independent of Great Britain
stated all men were created equal
stated all men were born with inalienable rights, for example, life, liberty and the pursuit of happiness
criticised King George for dissolving their assemblies
accused Britain of taxing colonies without consent
Describe4 marks2025Q81Appeasement and the Road to War, 1918โ1939
Describe the impact of the Treaty of Versailles on Germany.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
loss of territory reduced Germany, for example, Alsace-Lorraine, the Saar Basin
Germany had to accept full responsibility for the war, for example, Article 231
Germany had to pay reparations putting a strain on the economy
military restrictions, for example, German Army was limited to 100,000 troops
Explain6 marks2025Q82Appeasement and the Road to War, 1918โ1939
Explain the reasons why Hitler wanted to rearm Germany in the 1930s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
rearmament went against the Treaty of Versailles, which he had promised to destroy
many in Germany would see rearming as Hitler fulfilling his promise to restore their pride
increasing the armed forces would make him popular with army leaders whose support he needed
rearmament would provide thousands of jobs and help reduce unemployment in Germany
Hitler wanted to prevent France from being able to invade the Ruhr
powerful armed forces would deter Britain and France interfering in future
Hitler had promised to unite all Germans so needed an army to do this
Hitler wanted to make Germany a great world power so needed a strong military force
Hitler wanted lebensraum in the east and powerful armed forces were needed to do this
Compare the views4 marks2025Q83Appeasement and the Road to War, 1918โ1939
Compare the views of Sources A and B about the Anschluss.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Anschluss.
The Treaty of Versailles was wrong in many ways about how Europe should be organised. In fact, the population of Austria had many German speakers who were enthusiastic about belonging to Germany again and welcomed the Anschluss. I donโt see why we should have opposed this action โ Austria was better off as part of Germany. It was a peaceful affair, more like a change of government than an invasion.
Source B
There was no real objection to the union of Germany and Austria with many claiming Austria would be more prosperous. Both were Germanic countries with a German-speaking population and so many welcomed the reunion with greater Germany. There was no violence over the matter, the Nazis simply walked in and took over the government. After Germany entered Austria, there was little reaction from Britain and France.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the Anschluss.
Points of comparison
agree
Source A: In fact, the population of Austria had many German speakers who were enthusiastic about belonging to Germany again and welcomed the Anschluss.
Source B: Both were Germanic countries with a German-speaking population and so many welcomed the reunion with greater Germany.
agree
Source A: I donโt see why we should have opposed this action โ Austria was better off as part of Germany.
Source B: There was no real objection to the union of Germany and Austria with many claiming Austria would be more prosperous.
agree
Source A: It was a peaceful affair, more like a change of government than an invasion.
Source B: There was no violence over the matter, the Nazis simply walked in and took over the government.
To what extent9 marks2025Q84Appeasement and the Road to War, 1918โ1939
How important was the lack of strong allies in influencing Chamberlainโs decision to follow a policy of appeasement?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark awarded for each point (but one mark should be deducted if the process is not clear in at least two factors).
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Lack of strong allies
France was willing to support conflict with Germany, for example, Rhineland, Sudetenland
USA was following an isolationist policy
Chamberlain did not trust Communist Russia
Empire was unwilling to fight
Military concerns
Britainโs military chiefs stressed Britainโs military weakness
Britain was concerned about Germanyโs powerful army and air force, for example, โThe Bomber will always get throughโ
Public opinion
majority of the public were still fearful of war after the huge losses suffered during World War One
public concerns over the cost of rearmament
there was a significant pacifist movement in the 1930s which was strongly against war, for example, the โPeace Ballotโ
the problems of Czechoslovakia seemed remote to the majority of the public
Relations with Hitler
Chamberlain believed that Hitler had a genuine grievance over the Sudetenland and Versailles was unjust
Chamberlain felt Hitler was a man he could do business with
How fully6 marks2025Q85Appeasement and the Road to War, 1918โ1939
How fully does Source C describe the German occupation of Czechoslovakia, 1939?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the German occupation of Czechoslovakia, 1939.
Hitler soon turned his attention to the rest of Czechoslovakia. On 15 March 1939, Germany invaded the Czech provinces of Bohemia and Moravia. They instead became known as the Protectorate of Bohemia and Moravia and were placed under Nazi rule. By the end of 1939, Czechoslovakia had completely disappeared from the map. The British public reacted angrily to the news of events in Czechoslovakia. Despite breaking the Munich Pact almost immediately, Hitler did not face a military response from the Allies.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
On 15 March 1939, Germany invaded the Czech provinces of Bohemia and Moravia. (The German army invaded Bohemia and Moravia.)
They instead became known as the Protectorate of Bohemia and Moravia and were placed under Nazi rule. (Bohemia and Moravia taken under German control.)
By the end of 1939, Czechoslovakia had completely disappeared from the map. (Czechoslovakia ceased to exist.)
Despite breaking the Munich Pact almost immediately, Hitler did not face a military response from the Allies. (Hitler faced no military reaction.)
Points of significant omission
the Czech president (Hacha) was intimidated into accepting the German occupation
Hitler negotiated with Hungary and the Slovaks to divide up Czechoslovakia prior to invasion
the Czech army gave the Germans little resistance
Czech airfields that were in range of many German cities were lost
the Czech armaments industry were taken over by Germany, for example, the Skoda works
the German army took over large numbers of Czech tanks
Slovakia split away to form a separate โpuppet stateโ
Describe4 marks2025Q76Free at Last? Civil Rights in the USA, 1918โ1968
Describe the experiences of immigrants in the USA up to 1928.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
new immigrants were first taken to Ellis Island to be processed
many faced discrimination, for example, Italians
many lived in slum housing with few amenities
diseases spread easily due to the poor living conditions
many were unskilled so worked in low paid jobs
some immigrants did not speak English so found it difficult to find employment
they were often blamed for being strike breakers
they were blamed for spreading new political ideas, for example, communism
Explain6 marks2025Q77Free at Last? Civil Rights in the USA, 1918โ1968
Explain the reasons why the โJim Crowโ laws had a negative impact on the lives of Black Americans in the South.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
segregated schools led to a lower quality education and resources
Black American teachersโ were not allowed to teach in white schools which limited their careers
segregated housing led to poorer housing facilities
segregated eating facilities meant Black Americans had to eat separately
restrictions on marriages led to Black and white Americans not being able to marry
restrictions on medical treatment meant access to healthcare was more limited
segregated transport led to Black Americans sitting at the back of the bus
restrictions on sports led to Black Americans being unable to play with white Americans
restrictions on toilets led to Black Americans having separate and poorer quality facilities
voting restrictions prevented Black Americans from exercising their right to vote.
Compare the views4 marks2025Q78Free at Last? Civil Rights in the USA, 1918โ1968
Compare the views of Sources A and B about the attitudes and activities of the Ku Klux Klan.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the attitudes and activities of the Ku Klux Klan.
The Klan were anti-Black, anti-Jewish and also anti-Catholic. The revival of the Klan was partly due to the film, The Birth of a Nation, which was set in the Southern States at the time of the Civil War. Violence from the Klan first flared in a rampage of whippings along with tar-and-feathers raids. Judges and law officers either ignored the violence or secretly participated as few Klansmen were arrested.
Source B
The Klan targeted groups who did not fit into the White Anglo-Saxon Protestant way of life. The Klan had a lot of power in the 1920s and even held marches in Washington, DC. The support the KKK had from important members of Southern law enforcement helped to keep them out of jail. The newspapers published accounts of Klan acts of violence, including floggings and lynchings.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the attitudes and activities of the Ku Klux Klan.
Points of comparison
agree
Source A: The Klan were anti-Black, anti-Jewish and also anti-Catholic.
Source B: The Klan targeted groups who did not fit into the White Anglo-Saxon Protestant way of life.
agree
Source A: Violence from the Klan first flared in a rampage of whippings along with tar-and-feathers raids.
Source B: The newspapers published accounts of Klan acts of violence, including floggings and lynchings.
agree
Source A: Judges and law officers either ignored the violence or secretly participated as few Klansmen were arrested.
Source B: The support the KKK had from important members of Southern law enforcement helped to keep them out of jail.
To what extent9 marks2025Q79Free at Last? Civil Rights in the USA, 1918โ1968
How successful were the non-violent civil rights campaigns up to 1968?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Montgomery Bus Boycott
the courts decided that segregation on buses was unconstitutional, and buses were desegregated in Montgomery
many public facilities in the South were still segregated, for example, swimming pools, cinemas
Little Rock
events attracted worldwide attention due to the TV publicity
most Black children still attended previously segregated schools
Sitโins
many white students joined in the sit-ins to show support for civil rights
many protestors were violently attacked and were at risk of death
Freedom Rides
all interstate bus stations and facilities were desegregated by the US government
transport in the South remained segregated
Protests in Birmingham
various segregated facilities throughout Birmingham were desegregated
violent attacks from the KKK increased after the protest
March on Washington
highlighted mass support for civil rights, for example, 250,000 people took part
there were no immediate legal changes to improve the lives of Black Americans
How fully6 marks2025Q80Free at Last? Civil Rights in the USA, 1918โ1968
How fully does Source C describe the actions of the Black Panther Party?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the actions of the Black Panther Party.
One of the most respected of the community programmes of the Black Panther Party was the Black Student Alliance which supported students with resources and tutor support. This gained attention of the FBI and became a primary target of the FBI Counterintelligence programme. Additionally, the Panthers introduced a programme which provided senior citizens with a safe transportation service. Panthers started actively carrying loaded weapons to counter police brutality. Members of the Black Panthers also carried cameras, law books and tape recorders to monitor the police in Black communities.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
One of the most respected of the community programmes of the Black Panther Party was the Black Student Alliance which supported students with resources and tutor support. (The Black Panther Party gave educational support to students.)
Additionally, the Panthers introduced a programme which provided senior citizens with a safe transportation service. (The Black Panther Party gave older Black Americans access to safe transport.)
Panthers started actively carrying loaded weapons to counter police brutality. (The Black Panther Party carried guns to protect people from the police.)
Members of the Black Panthers also carried cameras, law books and tape recorders to monitor the police in Black communities. (The Black Panther Party monitored police activity.)
Points of significant omission
the Black Panther Party opened up health clinics, which offered medical services
free breakfast for school children which was offered at several Black Panther sites
the Black Panther Party offered transportation services to visit relatives in prison
the Black Panther Party set up clothing and shoe banks to help those in poverty
the Black Panther Party provided legal assistance to those in need
the Black Panther Party carried out street patrols to stop violence and gangs
Describe4 marks2025Q61Hitler and Nazi Germany, 1919โ1939
Describe what happened during the Spartacist Revolt, 1919.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
the Spartacist revolt was sparked by the sacking of the police chief in Berlin
(around 100,000) workers attended a demonstration in Berlin organised by the Spartacists
armed Spartacists seized key buildings
some Spartacists went home after a lack of leadership
Ebert attempted to negotiate with the Spartacists
Defence Minister Noske deployed the army and Freikorps
the Spartacist revolt was brutally put down by the army and Freikorps
Explain6 marks2025Q62Hitler and Nazi Germany, 1919โ1939
Explain the reasons why there was discontent with the Weimar Republic, 1919โ1933.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
coalition governments did not provide stable government, which reduced support for the Weimar Republic
Weimar was associated with Germanyโs defeat in the First World War
Weimar government was blamed for accepting the Versailles treaty, which was unpopular
many felt parliamentary democracy had been forced upon Germany by the Allies
Weimar governments seemed unable to stop political violence
Weimar was unpopular for failing to stop the Ruhr invasion
there was anger that the Weimar government allowed hyperinflation
Weimar governments seemed unable to deal with effects of the Great Depression
Nazi propaganda successfully portrayed Weimar governments as weak
Hitlerโs speeches stirred up opposition to the Weimar Republic
many supported extremist groups who opposed parliamentary democracy, for example, Communists, Nazis
misuse of Article 48 meant Weimar governments undermined democratic rule
Compare the views4 marks2025Q63Hitler and Nazi Germany, 1919โ1939
Compare the views of Sources A and B about the coming to power of the National Socialists in 1933.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the coming to power of the National Socialists in 1933.
The new German democratic system did not survive the interโwar period. President Paul Von Hindenburg was persuaded that the appointment of Hitler could help stabilise the country. Franz Von Papen of the Centre Party supported the appointment as he felt he could control Hitler. Many industrial leaders helped Hitler with funding as they believed he was the man who could keep out the Communists. Hitler was especially popular amongst the lower middle classes.
Source B
Von Papen had the mistaken belief that he could keep power in his own hands so backed Hitler as Chancellor. President Hindenburg was convinced by others to make Hitler Chancellor of Germany in order to provide strong government. Leading figures in industry provided finance for Hitler as they trusted he would take tough action against the Communists. Hitler was to remain in power until his death in 1945.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the coming to power of the National Socialists in 1933.
Points of comparison
agree
Source A: President Paul Von Hindenburg was persuaded that the appointment of Hitler could help stabilise the country.
Source B: President Hindenburg was convinced by others to make Hitler Chancellor of Germany in order to provide strong government.
agree
Source A: Franz Von Papen of the Centre Party supported the appointment as he felt he could control Hitler.
Source B: Von Papen had the mistaken belief that he could keep power in his own hands so backed Hitler as Chancellor.
agree
Source A: Many industrial leaders helped Hitler with funding as they believed he was the man who could keep out the Communists.
Source B: Leading figures in industry provided finance for Hitler as they trusted he would take tough action against the Communists.
To what extent9 marks2025Q64Hitler and Nazi Germany, 1919โ1939
To what extent did the churches provide the most effective opposition to the Nazis, 1933โ1939?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Churches
opposition was reduced by the agreement of the Concordat in which the church agreed not to criticise the Nazis
Bishop Galen preached sermons criticising the Nazis but was not punished because of his popularity
the Reich Church was created, which was loyal to the Nazi regime
individual preachers spoke out against the Nazis, for example, Niemoller, Bonhoeffer
some religious groups refused any co-operation with the Nazis, for example, Jehovahโs Witnesses
Communists
all political parties apart from the Nazis were banned which limited opposition
many communists were arrested (in 1933) and so only provided limited opposition
many communist leaders fled abroad which limited the effectiveness of the party in opposing the Nazis
individuals continued to make and distribute pamphlets and underground newspapers
Socialists
socialists were harassed by the Gestapo, limiting their effectiveness as opposition
party leaders who were exiled abroad, continued their opposition in Germany, for example, SoPaDe
socialists continued to organise industrial unrest
How fully6 marks2025Q65Hitler and Nazi Germany, 1919โ1939
How fully does Source C describe youth movements and education in Nazi Germany?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes youth movements and education in Nazi Germany.
The Nazis aimed to make big changes in Germany. They saw young people as the future of the country. Any teacher who spoke out against the Nazis was sacked. In Biology, children were taught about the superiority of the Aryan race and the inferiority of Jewish people. Girls were discouraged from going to university and between 1933 and 1939 the number of women in attendance dropped from 18,000 to fewer than 6000. Outside of school, boys learned military skills in the Hitler Youth.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Any teacher who spoke out against the Nazis was sacked. (Teachers lost their jobs if they were critical of the regime.)
In Biology, children were taught about the superiority of the Aryan race and the inferiority of Jewish people. (Nazi racial theory was taught in schools.)
Girls were discouraged from going to university and between 1933 and 1939 the number of women in attendance dropped from 18,000 to fewer than 6000. (There was a fall in the number of girls going to university.)
Outside of school, boys learned military skills in the Hitler Youth. (In the Hitler Youth, boys were prepared for war.)
Points of significant omission
there was more PE in schools to encourage physical fitness
in History, children were taught that Jewish people were to blame for Germanyโs problems
boys joined the German Young People from 10โ13
girls aged 10โ14 joined the Young Maidens
girls were taught domestic skills
membership of Nazi youth organisations became compulsory
Describe4 marks2025Q71Mussolini and Fascist Italy,1919โ1939
Describe the weaknesses and mistakes of Mussoliniโs opponents.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
Facta failed to heed warnings that Mussolini was planning to march on Rome
the King did not use the military to stop a Fascist takeover
Factaโs government resigned allowing Mussolini to take over
the PSI was divided between revolutionaries and parliamentarians
the PSI failed to cooperate with Liberals against the Fascists
Communists and Socialists failed to unite against the Fascists
Explain6 marks2025Q72Mussolini and Fascist Italy,1919โ1939
Explain the reasons why Mussoliniโs economic policies benefited many Italians.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
exports doubled between 1922 and 1925 bringing prosperity to some sectors of the economy
industrialists had more control after the banning of trade unions
many sectors of industry profited from rearmament, for example, job creation
Italian agriculture and industry benefitted from tariffs on foreign imports
people were pleased by the introduction of paid national holidays in 1938
parents were pleased by the extension of family allowances in the 1930s
consumers were happy with the food prices being controlled
many supported the establishment of the corporate state which created a new sense of common purpose between worker and bosses
The Battle for Grain helped grain producers by providing subsidies
many settlers in the new towns were pleased with their accommodation
cartels were happy that they were allowed to fix prices
travellers were able to use the electrified railways
Compare the views4 marks2025Q73Mussolini and Fascist Italy,1919โ1939
Compare the views of Sources A and B about propaganda in Fascist Italy.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about propaganda in Fascist Italy.
There were many examples of dictatorships in Europe in the inter-war period. Fascist propaganda compared Mussolini to rulers in ancient Rome and it was claimed that both had established order out of chaos. In the 1930s, money was used to fund Italian films which were used to spread Fascist propaganda. Mussoliniโs Press Office issued official versions of events which newspapers were expected to publish without question.
Source B
As a former journalist it was no surprise that Mussolini ensured that newspapers were strictly controlled by the state. Mussolini was often compared to the great Roman Emperors of the past. While Hollywood movies remained popular, the Fascist government spent money on Italian-made ones which were used to promote the regime. Despite these measures large numbers of Italians remained unimpressed by the Fascist government.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about propaganda in Fascist Italy.
Points of comparison
agree
Source A: Fascist propaganda compared Mussolini to rulers in ancient Rome and it was claimed that both had established order out of chaos.
Source B: Mussolini was often compared to the great Roman Emperors of the past.
agree
Source A: In the 1930s, money was used to fund Italian films which were used to spread Fascist propaganda.
Source B: While Hollywood movies remained popular, the Fascist government spent money on Italian-made ones which were used to promote the regime.
agree
Source A: Mussoliniโs Press Office issued official versions of events which newspapers were expected to publish without question.
Source B: Mussolini ensured that newspapers were strictly controlled by the state.
To what extent9 marks2025Q74Mussolini and Fascist Italy,1919โ1939
To what extent were the weaknesses of Britain and France the most important reason for Italian intervention in the Spanish Civil War?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
The weaknesses of Britain and France
British appeasement of Hitler showed they were unlikely to stand against Fascism in Spain
Britain seemed more concerned with the Empire than with events in Europe
France was politically weak with unstable governments
Ideological reasons
help spread Fascism throughout Europe to fight against democracy and socialism
to stop French left-wing influence in Spain
Military reasons
Mussolini wanted to test his weapons
to consolidate an alliance with Spain which would be geographically important in a future conflict with France
it was hoped Franco would allow Italian military bases in Spain if a war with France was to break out
How fully6 marks2025Q75Mussolini and Fascist Italy,1919โ1939
How fully does Source C describe the crushing of opposition in Fascist Italy?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the crushing of opposition in Fascist Italy.
On 3 January 1925, Mussolini made a very important speech in the Chamber of Deputies. Mussolini now closed down all opposing political parties. Thousands of Fascist political opponents were sent into exile on Italian islands such as Lipari and Lampedusa. Other opposition leaders such as the Liberals, Piero Gobetti and Giovani Amendola, were murdered by the Fascists. In 1926 most of the leaders of the Italian Communist Party were arrested. Despite these measures many brave Italians resisted the Fascist government.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Mussolini now closed down all opposing political parties. (Mussolini banned other parties.)
Thousands of Fascist political opponents were sent into exile on Italian islands such as Lipari and Lampedusa. (Opponents were exiled to Italian islands.)
Other opposition leaders such as the Liberals, Piero Gobetti and Giovani Amendola, were murdered by the Fascists. (Opponents were often killed.)
In 1926 most of the leaders of the Italian Communist Party were arrested. (Communist leaders were jailed.)
Points of significant omission
Fascists force-fed opponents castor oil to induce diarrhoea
Mussolini used the Lateran Treaty to stop potential opposition from the Catholic Church
some opponents were sent to concentration camps
trade unions were banned
opposition was hard to organise due to fear of the secret police
Describe4 marks2025Q66Red Flag: Lenin and the Russian Revolution, 1894โ1921
Describe the social classes in Russia before 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
the Tsar and the Imperial family were at the top of the class system in Russia
nobility owned large areas of land
nobility supported the Tsar
relatively small middle class who wanted more of a role in the running of Russia
working classes lived mostly in the main cities, often in poor conditions
factory workers could be beaten or sacked by the factory owners
peasants were at the bottom of the class system in Russia
Explain6 marks2025Q67Red Flag: Lenin and the Russian Revolution, 1894โ1921
Explain the reasons why there was a revolution in Russia in 1905.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Bloody Sunday led to many Russians believing the Tsar was responsible for the massacre
Bloody Sunday led to strikes breaking out in major cities, which led to further unrest
Tsarist autocratic rule caused growing unhappiness among the middle classes who wanted a constitutionally elected government
political challenges from organised opposition groups such as the Social Revolutionaries and the Social Democrats caused unrest
redemption payments increased hardship amongst the peasantry, and this furthered discontent
peasants were burdened with very high taxes
national minorities hated the policy of Russification as it repressed their language, customs and religion, for example, Poland
defeats by Japan were humiliating for Russians and led to widespread discontent with the Tsarโs leadership
discontent within the armed forces increased during the Russo-Japanese war
factory workers in the industrial cities faced terrible hardships, for example, long hours, low wages, dangerous working conditions, and poor living conditions
people hated the repressive policies of the Tsar and his government, and most groups felt that their problems were being ignored by his government
Compare the views4 marks2025Q68Red Flag: Lenin and the Russian Revolution, 1894โ1921
Compare the views of Sources A and B about the Dumas.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the Dumas.
After the 1905 uprising, the Tsar brought in some reforms. Importantly, the Tsar allowed for a parliament to be set up called a Duma. Elections were now to be held in Russia for the first time. However, many Russians felt that the Dumas had little power. For example, when the Tsar disagreed with the actions of the Duma, he closed it down. A new constitution was also established.
Source B
The establishment of a Duma meant that elections had to be set up in Russia. It was the Tsar who permitted the Dumas in 1906. This was one way that the Tsar felt he could avoid another revolution like the one that had broken out in 1905. However, the Tsar decided to close the first two Dumas because they were demanding more change in Russia.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the Dumas.
Points of comparison
agree
Source A: Importantly, the Tsar allowed for a parliament to be set up called a Duma.
Source B: It was the Tsar who permitted the Dumas in 1906.
agree
Source A: Elections were now to be held in Russia for the first time.
Source B: The establishment of a Duma meant that elections had to be set up in Russia.
agree
Source A: For example, when the Tsar disagreed with the actions of the Duma, he closed it down.
Source B: However, the Tsar decided to close the first two Dumas because they were demanding more change in Russia.
To what extent9 marks2025Q69Red Flag: Lenin and the Russian Revolution, 1894โ1921
How important was military defeat in causing the growing unpopularity of the Tsarist regime during the First World War?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Military defeat
defeats caused unpopularity, for example, Tannenburg, Masurian Lakes
Tsar became Commander-in-Chief so could now be blamed for defeats
Tsar blamed for the shortages of weapons
high casualty rates made the Tsar even more unpopular
growing political opposition due to the continuation of the war
Tsarโs poor decision making
Tsar left the Tsarina in charge who was seen as a German spy who could not be trusted
Tsarina replaced ministers regularly who disagreed with her which caused confusion
Economic and social problems
shortages of food and fuel in Petrograd led to widespread discontent
rising prices due to inflation were rising faster than wages and this upset the Russian people
Rasputin
people resented his influence over the Tsarina
Rasputin brought his friends into important positions, which was not popular
Rasputin was seen as a drunkard and people disapproved of his corrupting influence
How fully6 marks2025Q70Red Flag: Lenin and the Russian Revolution, 1894โ1921
How fully does Source C describe the impact of the Civil War on Russia, 1917โ1921?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the impact of the Civil War on Russia, 1917โ1921.
The Russian Civil War lasted from 1917 until 1921. Thousands of Russians who were thought to oppose the Bolsheviks were murdered by the Cheka. The famine of 1921 made matters worse and led to mass starvation amongst the peasants. The economic policy of War Communism meant that grain was seized from peasants, making the famine worse. Workers in industrial factories went on strike due to pay and conditions during the War. However, by 1926 the economy had mostly recovered from the effects of the Civil War.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Thousands of Russians who were thought to oppose the Bolsheviks were murdered by the Cheka. (The Cheka were used by the Bolsheviks to kill any opposition.)
The famine of 1921 made matters worse and led to mass starvation amongst the peasants. (Many Russians perished as a result of the famine.)
The economic policy of War Communism meant that grain was seized from peasants, making the famine worse. (War Communism made food shortages much worse.)
Workers in industrial factories went on strike due to pay and conditions during the war. (Workers in Russia were paid so little during the Civil War they refused to work.)
Points of significant omission
many civilians died during the Russian Civil War
food and industrial production went into severe decline
many industrial workers left their jobs to go to the countryside in search of food
many civilians were pressured by both sides during the Civil War to support their cause
many civilians were conscripted into the Red and White armies
the Civil War led to significant rebellions, for example, Kronstadt, Tambov
Russians were forbidden to sell goods for their own profit, which worsened their standard of living
diseases such as typhoid broke out which killed over 3 million people
Describe the political beliefs of the USA, up to 1955.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
the USA was a capitalist society
the USA was a democracy, holding regular local and national elections
large numbers of Americans were opposed to communism, for example, Senator Joe McCarthy
many Americans believed their country had to stop the spread of global communism
most Americans did not believe in government control of businesses
the majority of Americans believed that people should be free to own property
free speech was a right supported by most Americans
the USA had freedom of religion as one of its civil liberties
Explain the reasons why a crisis developed in Cuba in 1962.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Fidel Castroโs overthrow of a US-backed dictator worsened relations between Cuba and the USA
Castroโs actions caused American resentment, for example, taking land owned by US companies
America stopped trading with Cuba which pushed Cuba towards the USSR
the Americans cut off diplomatic ties with Cuba, which made communication between the two countries more difficult
America was involved in several assassination attempts on Fidel Castro, which caused Castro to resent the USA
the USA tried to overthrow the Cuban government in the Bay of Pigs invasion, which led to Cuba seeking Soviet military protection
the USA was angered by the USSR and Cuba developing a new economic relationship, for example, buying Cuban sugar
the Soviet Union secretly placed nuclear missiles in Cuba, directly threatening the USA
America imposed a naval quarantine on Cuba, which angered the Cubans and also Soviets
the USSR shot down an American spy plane, increasing tensions in the area
Americaโs navy dropped depth charges on Soviet submarines, leading to the possibility of war
Compare the views4 marks2025Q93The Cold War, 1945โ1989
Compare the views of Sources A and B about the building of the Berlin Wall.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the building of the Berlin Wall.
In 1961, the East German government gave orders to build a division between East and West Berlin. The initial barrier in Berlin was constructed overnight by the army. Despite the construction of the barricade, people from East Berlin were still able to escape to the West. The fall of the wall began in 1989 and was televised worldwide. Before this, families in the city had been split and prevented from seeing their loved ones.
Source B
During the Cold War, events in Berlin were a constant source of tension between the USA and USSR. The Berlin Wall caused parents to be divided from their children and grandchildren. It was officially known in East Germany as the โAnti-Fascist Protection Rampartโ. Berliners woke one morning to find a barricade had been built during the night. Some people from East Berlin found ways around the barrier to move to West Berlin.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the building of the Berlin Wall.
Points of comparison
agree
Source A: The initial barrier in Berlin was constructed overnight by the army.
Source B: Berliners woke one morning to find a barricade had been built during the night.
agree
Source A: Despite the construction of the barricade, people from East Berlin were still able to escape to the West.
Source B: Some people from East Berlin found ways around the barrier to move to West Berlin.
agree
Source A: Before this, families in the city had been split and prevented from seeing their loved ones.
Source B: The Berlin Wall caused parents to be divided from their children and grandchildren.
To what extent9 marks2025Q94The Cold War, 1945โ1989
To what extent were military problems the main reason why American views changed on the Vietnam War?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Military problems
large numbers of US soldiers were killed, reducing support for fighting
many American soldiers argued that it was impossible to beat a guerrilla force
the Tet Offensive hurt US morale and made people doubt their prospects of victory
Impact on Vietnamese civilians
many Americans were angry that civilians were killed and injured by US bombing
the massacre of civilians at My Lai outraged American public opinion
environmental damage caused by chemical weapons led to some Americans opposing the war, for example, Agent Orange
American domestic issues
many Americans were annoyed at paying higher taxes to fund the war
the prospect of being โdraftedโ turned other Americans against the conflict
some Black Americans believed they should not fight for a country which treated them badly, for example, Martin Luther King
TV coverage of the war raised awareness of the true horrors of conflict
How fully does Source C describe the Strategic Arms Limitations Talks (SALT) and other agreements?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the Strategic Arms Limitations Talks (SALT) and other agreements.
Nuclear weapons were first used at the end of the Second World War. In the 1960s, the world came close to nuclear conflict. In 1969, the USA and USSR started Strategic Arms Limitation Talks (SALT) to end the arms race. This led to both sides limiting the number of missile defence sites they could have. The USA also agreed to restrict the number of nuclear weapons submarines that it operated. A second series of SALT talks took place but a deal was never finalised.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
In 1969, the USA and USSR started Strategic Arms Limitation Talks (SALT) to end the arms race. (The formal SALT process started in 1969.)
This led to both sides limiting the number of missile defence sites they could have. (Each side agreed to a fixed number of missile defence sites.)
The USA also agreed to restrict the number of nuclear weapons submarines that it operated. (The USA agreed to have a certain number of nuclear submarines.)
A second series of SALT talks took place but a deal was never finalised. (SALT 2โs conditions were not finalised.)
Points of significant omission
both sides formally agreed to try to avoid military confrontation
as part of SALT, the USA and USSR agreed to respect each otherโs national borders
both sides agreed to increase trade between them
limits were agreed on numbers of intercontinental ballistic missiles
Helsinki Accords (in 1975) agreed standards on human rights
the Anti-Ballistic Missile Treaty let each country have one defence system for their capital city and another for a missile site
Describe4 marks2025Q46The Cross and the Crescent: the Crusades, 1071โ1192
Describe the role of knights in medieval society.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
served as professional soldiers in return for land
could pay money to lords instead of providing military service
were highly experienced in military affairs
trained for their role from childhood
followed a code of chivalry saying that they had to be brave and courteous
collected taxes from peasants who worked the knightsโ lands
Explain6 marks2025Q47The Cross and the Crescent: the Crusades, 1071โ1192
Explain the reasons why people joined the First Crusade.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
some were motivated in response to a call from the Pope
many took the cross for religious reasons hoping to protect holy places
to protect other Christians from the threat of non-Christians
to make up for their sins to get guaranteed entry into heaven
to gain new lands and resources
to profit from plunder
to escape poverty and overcrowding in Europe
to escape poor harvests and disease
many were inspired by propaganda about the prospect of new lives in the holy land
to find purpose for younger sons who had few prospects
Compare the views4 marks2025Q48The Cross and the Crescent: the Crusades, 1071โ1192
Compare the views of Sources A and B about the reasons for the success of the First Crusade.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about the reasons for the success of the First Crusade.
The Crusader victory in the First Crusade had a huge impact on the Holy Land. The Crusaders got lots of important help from other Christians who were settled near the Holy Land such as Alexius of Byzantium. The Crusaders benefited from Muslim disunity in the early stages of the First Crusade. There is no doubt that religious zeal drove the Crusaders to success in the First Crusade.
Source B
The divisions between Muslim lords played a key part in Crusader success, especially with the failure of the Muslims to declare a single leader. The Crusaders managed to inflict heavy casualties on the Muslim forces. The Crusaders were driven and inspired by religion, which helped them overcome hardships and succeed in the First Crusade. Help from the Byzantine Emperor in the early stages of the Crusades was vital for the Crusaders.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about the reasons for the success of the First Crusade.
Points of comparison
agree
Source A: The Crusaders got lots of important help from other Christians who were settled near the Holy Land such as Alexius of Byzantium.
Source B: Help from the Byzantine Emperor in the early stages of the Crusades was vital for the Crusaders.
agree
Source A: The Crusaders benefitted from Muslim disunity in the early stages of the First Crusade.
Source B: The divisions between Muslim lords played a key part in Crusader success, especially with the failure of the Muslims to declare a single leader.
agree
Source A: There is no doubt that religious zeal drove the Crusaders to success in the First Crusade.
Source B: The Crusaders were driven and inspired by religion, which helped them overcome hardships and succeed in the First Crusade.
To what extent9 marks2025Q49The Cross and the Crescent: the Crusades, 1071โ1192
To what extent was the shortage of peasants and soldiers the main problem facing Crusaders after the First Crusade?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Shortage of peasants and soldiers
Crusading states were always short of peasants, meaning they did not have enough labour
the Crusader army was very small after the Crusade, leaving areas unprotected
Muslim resistance
Muslim opposition to the Crusaders grew, threatening the Christians
Crusaders relied on Muslim co-operation within Crusader states, which was sometimes hard to maintain
Muslim opposition united under one leader, making their resistance more organised
the re-emergence of the idea of Jihad unified Muslim opposition, overwhelming Crusaders
Geographical factors
there was no natural border to the east of the Crusader states leaving them exposed
Europe was far away so reinforcements took a long time to arrive
it was time consuming to get vital supplies delivered
Crusader states lacked materials to build vital war machines, like wood for siege engines
Christian disunity
Christian lords argued among themselves about who should have the most power, weakening them
some important Crusaders returned to Europe after the Crusade, seeing its purpose being over
How fully6 marks2025Q50The Cross and the Crescent: the Crusades, 1071โ1192
How fully does Source C describe Richard I and Saladin?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes Richard I and Saladin.
Most writing on the events of the Third Crusade has focused on the characters of Richard I and Saladin. Saladin was always very aware of his Kurdish background and he was seen by some other Muslim leaders as an โoutsiderโ. Saladin was very ambitious and worked hard to improve his social standing, such as by marrying a woman of a higher class than him. Richard I was a highly experienced and capable warrior. He was also skilled in matters of military strategy and planning.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Saladin was always very aware of his Kurdish background, and he was seen by some other Muslim leaders as an โoutsiderโ. (Saladin was seen as โdifferentโ due to his Kurdish background.)
Saladin was very ambitious and worked hard to improve his social standing, such as by marrying a woman of a higher class than him. (Saladin chose a wife to improve his social standing.)
Richard I was a highly experienced and capable warrior. (Richard was an able fighter.)
He was also skilled in matters of military strategy and planning. (Richard had a strategic military mind.)
Points of significant omission
Saladin always presented an image of piety
Saladin was committed to the idea of Jihad
Saladin was a clear strategic thinker, for example, getting the Crusaders out of the Holy Land
Richard frequently fell out with other Crusader leaders
Richard was a flexible commander who used new and effective tactics to gain an advantage, for example, in keeping his army supplied
Richard was personally courageous and often fought alongside his soldiers
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
homesteaders were very isolated often living long distances from their neighbours
homesteaders had little access to medical care
homesteaders often had problems getting water
homesteaders had to deal with pests, for example, locusts
homesteaders lived in houses made of earth (sod)
homesteaders had to deal with extremes of temperature in the west
homesteaders dealt with hostility from Indigenous Americans
Explain the reasons why life was difficult for enslaved people on Southern plantations.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
most living quarters were very basic meaning enslaved people had poor living conditions
some enslaved people were only given a small amount of food meaning they were often malnourished
many enslaved people were punished harshly, for example, whipping
enslaved people had a short life expectancy meaning they had a short, difficult life
enslaved people worked long hours which affected their health
families could be split up which made enslaved people worry about their future
enslaved people faced abuse at the hands of overseers and owners which no one protected them from
some enslaved people were often not given medical care many died
enslaved people were watched closely meaning they could not escape their lives as they were easily caught
it was difficult for enslaved people to defend themselves against the weapons of their overseers and owners
Compare the views of Sources A and B about relations between slave and non-slave states.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about relations between slave and nonโslave states.
When Congress met in Washington in December 1859, both houses divided along sectional lines. Rumours of slave rebellions were commonplace in Southern States. Northern and Southern politicians exchanged insults and accusations. Southerners opposed all Republican measures such as the Pacific Railroad. Northerners feared a growing conspiracy from the South to use enslavement to control America. Southerners feared the increasing strength of the Republicans, which could end enslavement.
Source B
The South disagreed with all of the policies which were supported by the Republican Party. The North in turn worried that the South would use enslavement to gain power over the USA. During Congressional debates, it was not unusual for politicians from the North and South to hurl abuse at one another. The Civil War started in 1861 with some Southern States seceding leading to the formation of the Confederacy.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about relations between slave and nonโslave states.
Points of comparison
agree
Source A: Northern and Southern politicians exchanged insults and accusations.
Source B: During Congressional debates, it was not unusual for politicians from the North and South to hurl abuse at one another.
agree
Source A: Southerners opposed all Republican measures such as a Pacific Railroad.
Source B: The South disagreed with all of the policies which were supported by the Republican Party.
agree
Source A: Northerners feared a growing conspiracy from the South to use enslavement to control America.
Source B: The North in turn worried that the South would use enslavement to gain power over the USA.
To what extent were the Black Codes the main problem facing African-Americans during Reconstruction, 1865โ1878?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Black Codes
African-Americans were not allowed to vote
African-Americans were not allowed to carry weapons to defend themselves
African-Americans could be arrested for being jobless
KKK
the KKK burned down schools
the KKK lynched African-Americans
the KKK intimidated African-Americans to stop them from voting
KKK beat, tortured and murdered African-Americans
โJim Crowโ Laws
โJim Crowโ Laws started segregation, for example, toilets
most businesses would only hire white people
Attitudes in the South
many white Southerners believed African-Americans were inferior
most Southerners tried to prevent Reconstruction in the South
How fully does Source C describe the Battle of the Little Bighorn, 1876?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes the Battle of the Little Bighorn, 1876.
Custer was in desperate need of success. He had been in trouble with the army authorities for disobedience. Custer thought if he was a national hero, he might become President of the USA. Once he saw the Sioux, Custer was extremely confident that he could easily defeat any number of Indigenous Americans. He divided his forces with the aim that none of the braves could escape him. With only 215 men, Custer advanced towards the waiting Sioux enemy. Custer was outnumbered something like six to one.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
Once he saw the Sioux, Custer was extremely confident that he could easily defeat any number of Indigenous Americans. (Custer didnโt believe he would lose against the Sioux.)
He divided his forces with the aim that none of the braves could escape him. (Custer split his troops.)
With only 215 men, Custer advanced towards the waiting Sioux enemy. (Custer only had a small number of soldiers.)
Custer was outnumbered something like six to one. (Custer was outnumbered by the Indigenous Americans.)
Points of significant omission
Custer was defeated in the battle
thousands of Indigenous Americans were present at Bighorn
Indigenous Americans had modern repeating rifles
Custer did not wait for back up from other divisions
Custerโs soldiersโ guns jammed
Custer thought the scouts had exaggerated the number of Indigenous Americans
Describe the German advance in Russia, 1941โ1943.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate relevant key point of knowledge.
A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Candidates may achieve full marks by providing four straightforward points, by making two developed points (or any combination of these).
Possible points of knowledge
the official name for Germanyโs invasion of the Soviet Union was โOperation Barbarossaโ
the German Luftwaffe bombed Soviet targets as part of the invasion
German tanks were used to enable a land advance
Autumn rains created mud which slowed Germanyโs progress
deep snow in winter limited the movement of German troops, machinery and supplies
the Soviet army fought fiercely against the Germans, for example, the โNot a step backโ order
Russian civilians were involved in the defence of their country, including attacking German soldiers
the Germans lost the months-long Battle of Stalingrad
Explain the reasons why Japan attacked Pearl Harbour, 1941.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each accurate, relevant reason.
A second mark should be awarded for reasons that are developed.
Candidates may achieve full marks by providing six straightforward reasons, three developed reasons (or any combination of these).
Possible reasons
Japan wanted to stop America interfering in their plans to build an Asian empire
Japan believed that they would be supported by Germany
Japan believed the attack would force the USA to negotiate with them
Japan was angry that the USA had imposed economic sanctions on them
Japan wanted to launch an attack before their oil supplies ran out
Japan believed their naval fleet was stronger than the USAโs, meaning they were confident of winning any military conflict
Pearl Harbour was where the USAโs entire Pacific fleet was based
Japan believed that destroying Pearl Harbour would hurt American morale and prevent retaliation
the attack aimed to ensure that Japan became the dominant power in the Pacific
Japan underestimated the likelihood that the Americans would respond
Compare the views4 marks2025Q88World War II, 1939โ1945
Compare the views of Sources A and B about events during the Doolittle Raid, 1942.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source A
Sources A and B are about events during the Doolittle Raid, 1942.
The Japanese attack on Pearl Harbour brought the USA into the War. In April 1942, American Bโ25 bombers attacked Japanese cities such as Tokyo. During the raid, the USA bombed military sites. However, they could not stop the attacks and around 50 Japanese people died. Most of the American planes used in the raids crashed or were ditched afterwards.
Source B
The 1942 Doolittle Raid was named after the man who led the attack, Lieutenant Colonel James Doolittle. It proved to be a devastating event and saw a number of Japanese being killed. On the night of the attack, various locations across Japan were targeted, including the capital city, Tokyo. Army bases and weapons factories were destroyed in the raids. This caused fear and worry across Japan that there could be more attacks in future.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark.
A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Candidates may achieve full marks by making four simple comparisons, two developed comparisons (or by any combination of these).
Overall: Overall โ the sources agree about events during the Doolittle Raid, 1942.
Points of comparison
agree
Source A: In April 1942, American Bโ25 bombers attacked Japanese cities such as Tokyo.
Source B: On the night of the attack, various locations across Japan were targeted, including the capital city, Tokyo.
agree
Source A: During the raid, the USA bombed military sites.
Source B: Army bases and weapons factories were destroyed in the raids.
agree
Source A: However, they could not stop the attacks and around 50 Japanese people died.
Source B: It proved to be a devastating event and saw a number of Japanese being killed.
To what extent9 marks2025Q89World War II, 1939โ1945
To what extent was fear of punishment the main reason why resistance was difficult in occupied Europe?
WFQ = words from the question โ reuse in every point.amber = the isolated factor to weigh up.
(Use recalled knowledge to introduce then present a balanced assessment of the influence of different factors and come to a reasoned conclusion.)
๐ RAT sheet โ how to structure your answerโพ
To what extent / How important / How successful ยท Appears in 2 sections
WFQ (words from the question)a factor
There are several reasons why words from the question. These include the isolated factor, FACTOR 2, and FACTOR 3.โ 1 mark (introduction)
Some historians think the isolated factor was words from the question because _____. Also _____.โ 1 KU mark per fact (up to 5)
However, other historians think FACTOR 2 was words from the question because _____. Also _____.โ 1 mark (balance) + 1 KU per fact
Other historians think FACTOR 3 was words from the question because _____. Also _____.โ 1 KU mark per fact
Overall, the isolated factor / FACTOR 2 / FACTOR 3 was the most important words from the question. This is because [reason why โ does not need to be new].โ 2 marks (conclusion)
How it's marked
5 marks for knowledge โ 1 KU mark for each accurate, developed fact you give to support your factors (not too brief). If only one factor is presented, max 3 for knowledge.
Structure marks: 1 for an introduction, 1 for balance (more than one factor), 2 for a conclusion (1 for a valid judgement, 1 for a reason supporting it).
๐กIt is asking: one factor is a reason โ but there are others, so decide which was MOST important.
๐กEach fact you add (including every "Alsoโฆ") earns a KU mark, as long as it is developed and not too brief โ up to 5.
โ Reveal marking schemeโพ
Max 9 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Up to 5 marks can be awarded for relevant, factual, key points of knowledge used to support factors, with 1 mark given for each point.
If only one factor is presented, a maximum of 3 marks should be awarded for relevant points of knowledge.
A further 4 marks can be awarded for providing the answer in a structured way and coming to a reasoned conclusion (introduction, structure, conclusion with a valid judgement, and a reason in support of the judgement).
Fear of punishment
some people involved in resistance were attacked or tortured, which scared others
many Europeans wanted to avoid being imprisoned and so did not resist
reprisals against entire civilian communities
the โNight and Fog Decreeโ meant that anti-Nazi activists in occupied territories were arrested or killed
Co-operation with the Nazis
some people sympathised with Nazi rule
some Eastern Europeans welcomed the Nazis as an alternative to Soviet control
civilian governments reinforced Nazi policies, for example, Vichy France
some Europeans worked as informers
German military strength
Germany had a very strong military which controlled occupied areas
the Nazis set up special military units whose job it was to stop resistance.
Daily lives of ordinary people
most Europeans did not want to risk their way of life
restrictions on food and rationing left people too tired to resist
How fully does Source C describe what happened during the Battle of Iwo Jima, 1945?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source C
Source C describes what happened during the Battle of Iwo Jima, 1945.
The American military wanted to use the airfields on Iwo Jima. Their efforts to do this remains one of the most famous events of the War. US warships started with a bombardment of the island. Following this, American marines then landed on Iwo Jima. Japanese forces surprised the invaders using heavy artillery. The fighting was devastating for the Japanese with almost 20,000 of their soldiers being killed. After Iwo Jima, America began to plan for the use of the nuclear bomb.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Candidates should be awarded up to 3 marks for their interpretation of points from the source which support their judgement.
Candidates should be awarded up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
A maximum of 2 marks may be awarded for answers in which no judgement has been made or which refer only to the source.
Points from the source
US warships started with a bombardment of the island. (The USA bombed Iwo Jima before invading.)
Following this, American marines then landed on Iwo Jima. (American marines took part in the invasion.)
Japanese forces surprised the invaders using heavy artillery. (Japan defended itself using artillery.)
The fighting was devastating for the Japanese with almost 20,000 of their soldiers being killed. (Large numbers of Japanese soldiers died in the battle.)
Points of significant omission
Japan defended the island using methods such as tunnels and mines
American marines used flame throwers to destroy Japanese gun sites
Japanโs military suffered from low supplies, including food and weapons
many Americans were killed or injured in the fighting
the Americans won the battle and took control of the island
Evaluate the usefulness5 marks2025Q6Mary Queen of Scots, and the Reformation, 1542โ1587
Evaluate the usefulness of Source A as evidence of Mary's move to France.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2015.
Mary's move to France began with the Earl of Arran persuading the Scottish Parliament to favour a French marriage for the Queen. As a result, the Scots and French signed the Treaty of Haddington, which arranged for Mary's travel to France to marry the Dauphin, Francis. The Earl of Arran was rewarded for this Treaty with French land and became the Duke of Chatelherault. The French fleet sailed to Scotland to collect Mary and her four attendants before departing for France.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian โ Useful as they are well informed on the topic of Mary's move to France.
Type of Source: textbook โ Useful as it is fact-checked and reliable about Mary's move to France.
Purpose: to inform โ Useful as it will have detailed information about Mary's move to France.
Timing: 2015 โ Useful as it is written with the benefit of hindsight.
Content
Mary's move to France began with the Earl of Arran persuading the Scottish Parliament to favour a French marriage for the Queen. โ Useful as it is accurate (The Scottish Parliament agreed to the marriage to the French heir).
As a result, the Scots and French signed the Treaty of Haddington, which arranged for Mary's travel to France to marry the Dauphin, Francis. โ Useful as it is accurate (The Treaty of Haddington was signed, which arranged for Mary to marry Francis).
The French fleet sailed to Scotland to collect Mary and her four attendants before departing for France. โ Useful as it is accurate (Mary left Scotland with four attendants).
Points of significant omission
Mary was five years old when she moved to France
Mary's attendants were known as 'The Four Marys'
Mary left for France from Dumbarton castle
Mary of Guise remained in Scotland and became regent
Describe4 marks2025Q7Mary Queen of Scots, and the Reformation, 1542โ1587
Describe Scottish society and the Church in the 1540s.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
religion was an important part of daily life in Scottish society
the Catholic Church owned land which it rented out to ordinary people
the church was very wealthy compared to the poverty of most ordinary people
the nobles were rich, land-owning families
burghs were areas of the country which could hold a market
Royal Burghs were able to trade with foreign countries
craftsmen and women sold their goods at the market
the Mercat cross was in the centre of the town, where the market took place
Compare the views4 marks2025Q8Mary Queen of Scots, and the Reformation, 1542โ1587
Compare the views of Sources B and C about rebellion against Mary of Guise.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about rebellion against Mary of Guise.
Overall, it was clear that Mary of Guise's mishandling of the situation in 1559 was the main cause of rebellion against her. In December 1557, the rebellious Lords of the Congregation sent Mary of Guise a set of ambitious requests, but a settlement seemed possible. However, Knox had returned to Scotland and more or less by accident, a religious rebellion had broken out. Religious buildings were attacked, and statues destroyed.
Source C
Mary of Guise, on the advice of the French, began to prosecute reformers. Any hopes that the requests of the Lords of the Congregation would be agreed were destroyed as a settlement became impossible. The resulting religious rebellion was no accident, as people who supported reform began to gather weapons. However, it was not the events of 1559 but later developments with France that were the main reason why people turned against Mary of Guise.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree about rebellion against Mary of Guise.
Points of comparison
disagree
Source B: Overall, it was clear that Mary of Guise's mishandling of the situation in 1559 was the main cause of rebellion against her.
Source C: However, it was not the events of 1559 but later developments with France that were the main reason why people turned against Mary of Guise.
disagree
Source B: In December 1557, the rebellious Lords of the Congregation sent Mary of Guise a set of ambitious requests, but a settlement seemed possible.
Source C: Any hopes that the requests of the Lords of the Congregation would be agreed were destroyed as a settlement became impossible.
disagree
Source B: However, Knox had returned to Scotland and more or less by accident, a religious rebellion had broken out.
Source C: The resulting religious rebellion was no accident, as people who supported reform began to gather weapons.
How fully6 marks2025Q9Mary Queen of Scots, and the Reformation, 1542โ1587
How fully does Source D explain the reasons why Mary's marriage to Darnley caused problems for her?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source D
Source D explains the reasons why Mary's marriage to Darnley caused problems for her.
Henry, Lord Darnley, was chosen to be Mary's husband and they were married at Holyrood Palace in July 1565. Her marriage caused a split with her half-brother Moray, who was important in keeping the nobles in check. Other nobles also disliked Darnley and his family with the marriage causing division amongst the Lords. Mary found her marriage to be an unhappy one as Darnley was regularly drunk and rude. Darnley's unsuccessful demands to become joint ruler with Mary made him resentful of his wife.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
Her marriage caused a split with her half-brother Moray, who was important in keeping the nobles in check. โ Moray fell out with Mary over her marriage to Darnley.
Other nobles also disliked Darnley and his family with the marriage causing division amongst the Lords. โ Many nobles did not approve of the marriage which divided nobles.
Mary found her marriage to be an unhappy one as Darnley was regularly drunk and rude. โ Darnley's drunken behaviour made Mary's marriage unhappy.
Darnley's unsuccessful demands to become joint ruler with Mary made him resentful of his wife. โ Darnley's unsuccessful demands for the crown created tension with Mary.
Points of significant omission
Elizabeth I protested strongly against the marriage, damaging Mary's claim to the English throne
Moray, with Argyll and Chatelherault, mobilised against Mary, causing the threat of a rebellion against her
Scottish nobles convinced Darnley that Mary's secretary, Riccio, was too close to her, which enraged Darnley
a plot was hatched by Darnley's aides to kill Riccio, causing Mary to fear for her life
Mary never forgave Darnley for his role in the Riccio plot, and their relationship deteriorated further
Explain6 marks2025Q10Mary Queen of Scots, and the Reformation, 1542โ1587
Explain the reasons why Mary was executed in 1587.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Mary was encouraging English Catholics to rebel against Elizabeth
Mary still claimed to be the true Queen of England, which was a threat to Elizabeth
Elizabeth no longer wanted to support Mary in her bid to regain the Scottish crown
Mary was implicated in plots to overthrow Elizabeth
the English Parliament had voted that Mary must face execution should there be any further plots against Elizabeth
the discovery of the Babington Plot provided clear evidence of Mary's intention to undermine Elizabeth
Walsingham gathered compelling evidence of Mary's guilt
Elizabeth knew that unless rebellions were crushed, she would face further resistance
Mary's trial was not fair, meaning that execution as a sentence was more likely
Evaluate the usefulness5 marks2025Q16Migration and Empire, 1830โ1939
Evaluate the usefulness of Source A as evidence of the reasons for immigration to Scotland, 1830โ1939.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2011.
Most of the Jewish people who emigrated to Scotland were fleeing economic hardship. The opportunity to leave their country had also improved because of the fast and reasonably cheap transport. The population of Russian Jews in Scotland was around 6000 in 1903. Many Jewish people had left Russia, Ukraine and Poland in the 19th and early 20th centuries. Many Jewish people fled to Scotland from Germany in the 1930s as the Nazis increasingly persecuted them.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian โ Useful as they are a well-informed expert on the reasons for immigration.
Type of Source: textbook โ Useful because the textbook would have been well-researched on the reasons for immigration.
Purpose: to inform โ Useful as it provides detailed information about the reasons why immigrants came to Scotland.
Timing: 2011 โ Useful as it has been written with the benefit of hindsight.
Content
Most of the Jewish people who emigrated to Scotland were fleeing economic hardship. โ Useful because it is accurate (many Jewish people did emigrate due to economic difficulties).
The opportunity to leave their country had also improved because of the fast and reasonably cheap transport. โ Useful because it is accurate (there was faster and cheaper transport which made emigrating easier).
Many Jewish people fled to Scotland from Germany in the 1930s as the Nazis increasingly persecuted them. โ Useful because it is accurate (the Nazis persecuted Jewish people and forced them out of Germany).
Points of significant omission
many wanted to escape rural poverty, for example, Italy, Lithuania
wages were believed to be better in Scotland
famine in Ireland forced many Irish to Scotland
some companies paid travel expenses and rent to attract workers, for example, jute mills in Dundee, iron makers in Coatbridge
Describe4 marks2025Q17Migration and Empire, 1830โ1939
Describe the impact of the Empire on Scotland's industry and economy.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
heavy industries were stimulated by demand from Empire, for example, engineering
skilled workers were lost to jobs in other countries in the Empire
Clyde shipyards produced much of the shipping needed to trade goods and carry passengers to the Empire
thousands of railway locomotives were produced in Scotland, for example, exported to India, Canada, New Zealand
profits from trade with the Empire were also used to develop chemical industries and textiles, creating more jobs in Scotland
cheap food imports from the Empire affected Scots farmers negatively, for example, wheat from Canada, lamb from Australia
competition for Scottish goods and products, for example, sheep farming in New Zealand and Australia, linen and jute industry in India
Compare the views4 marks2025Q18Migration and Empire, 1830โ1939
Compare the views of Sources B and C about the attitudes of Scots towards Italian immigrants.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the attitudes of Scots towards Italian immigrants.
Some Scots felt that the Italian community had a positive impact on Scottish traditions. Most Italians worked in family run businesses, keeping close ties with their homeland. Dominic and James Rizza settled in Scotland, working in the ice-cream business. Italian cafes opening on Sundays made some Scots happy because they provided somewhere to socialise other than the local pub. The lack of economic challenge from Italian immigrants meant many were welcomed into Scottish society in Scotland.
Source C
Italian cafes began opening on Sundays which angered Church leaders in Scotland and the religious community of Scots. Italians also opened hairdressing salons, establishing the College of Italian Hairdressers in Glasgow in 1928. Italians experienced some hostility from Scots who they saw as a bad influence on Scottish traditions. Not many Italians were welcomed into Scottish society as some Scots saw them as setting up in competition to Scottish businesses.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree about the attitude of Scots towards Italian immigrants.
Points of comparison
disagree
Source B: Some Scots felt that the Italian community had a positive impact on Scottish traditions.
Source C: Italians experienced some hostility from Scots who felt they were a bad influence on Scottish traditions.
disagree
Source B: Italian cafes opening on Sundays made Scots happy because they provided somewhere to socialise other than the local pub.
Source C: Italian cafes began opening on Sundays which angered Church leaders in Scotland and the religious community of Scots.
disagree
Source B: The lack of economic challenge from Italian immigrants meant many were welcomed into Scottish society in north-east Scotland.
Source C: Not many Italians were welcomed into Scottish society as some Scots saw them as setting up businesses that challenged Scottish businesses.
How fully6 marks2025Q19Migration and Empire, 1830โ1939
How fully does Source D explain the reasons why Scots emigrated, 1830โ1939?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source D
Source D explains the reasons why Scots emigrated, 1830โ1939.
Scots were attracted overseas for a variety of reasons. The promise of cheap land was a powerful motivation for many Scots. The growing middle classes were attracted by higher wages and better working conditions abroad. In every country where Scots settled, they made an impact on the communities. The fact that there was a support network of fellow Scots abroad made people less worried about moving. Countries such as Canada put a lot of effort into attracting Scots through agents, posters and other advertising.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
The promise of cheap land was a powerful motivation for many Scots. โ Many Scots were attracted by the prospect of cheap land.
The growing middle classes were attracted by higher wages and better working conditions abroad. โ Higher wages and better working conditions appealed to the middle classes.
The fact that there was a support network of fellow Scots abroad made people less worried about moving. โ The existence of a support network encouraged Scots to move.
Countries such as Canada put a lot of effort into attracting Scots through agents, posters and other advertising. โ Countries tried to encourage Scots to move by showing positive reasons to do so through posters, agents and adverts.
Points of significant omission
letters home from Scots who had emigrated encouraged others to join them
the Highland Clearances forced people from their homes and lands
charities often provided financial support to help people emigrate, for example, the British Women's Emigration Association helped middle class educated women emigrate
more affordable travel encouraged people to emigrate
landowners provided funds for those who wanted to emigrate
The Empire Settlement Act of 1922 gave assistance to support emigration
Explain6 marks2025Q20Migration and Empire, 1830โ1939
Explain the reasons why Scots migrants played an important role in the development of the British Empire, 1830โ1939.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Scots introduced new farming techniques and crops, which helped improve agricultural productivity, for example, sheep farming in New Zealand
Scots were generally well educated and so found roles in running the empire
Scots had an advantage as English speakers in developing their careers in the empire
Scots were involved in the construction of railways, helping the development of transport links, for example, George Stephen helped to establish the Canadian Pacific Railroad
Scots established schools and universities, contributing to the growth of education, for example, John Dunmore Lang opened the Australian College
Scots had significant roles in the banking industry, which helped grow the financial sector
Scots were actively involved in politics, contributing to the shaping of political institutions and policies, for example, Peter Fraser helped to found the New Zealand Labour Party in 1916
Scots introduced new cultural traditions, which enriched the cultural landscape, for example, Caledonian Societies were established to celebrate Scottish heritage
Scots played a role in oppressing local populations, for example, brutal assaults on Aboriginal Australians, causing harm
Scots played a role in suppressing native culture, for example, forcing the children of native peoples to attend residential schools
Scots deprived native peoples of their land, for example, Treaty of Waitangi, New Zealand
Scots played a large role in spreading religion and social aid as Christian missionaries
Evaluate the usefulness5 marks2025Q21The Era of the Great War, 1900โ1928
Evaluate the usefulness of Source A as evidence of Scottish recruitment during the Great War.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2022.
The Great War began in August 1914. In many ways, the start of this European war took very few people by surprise. Scottish people responded to calls for recruitment in large numbers and by 1915 13% of British recruits were Scots. Many Scots volunteered because they joined military units connected to their work, like the Glasgow HLI battalions. Scots from all backgrounds, professions, and classes chose to join the army. Responses to this call to arms was similar in other European empires.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian โ Useful as they are a well-informed expert on recruitment.
Type of Source: textbook โ Useful as the textbook will be well-researched about recruitment.
Purpose: to inform โ Useful as it is intended to give accurate information about recruitment.
Timing: 2022 โ Useful as it was written with the benefit of hindsight.
Content
Scottish people responded to calls for recruitment in large numbers and by 1915, 13% of British recruits were Scots. โ Useful because it is accurate (Scots did join up in large numbers).
Scots from all backgrounds, professions, and classes chose to join the army. โ Useful because it is accurate (people from all backgrounds joined the army).
Many Scots volunteered because they joined military units connected to their work, like the Glasgow HLI battalions. โ Useful because it is accurate (many Scots joined up in large groups with friends from work).
Points of significant omission
some Scots joined because of a sense of adventure
some joined up because of peer pressure
some Scots joined up in response to propaganda
many Scots who volunteered came from the west of Scotland
Describe4 marks2025Q22The Era of the Great War, 1900โ1928
Describe the experience of life in the trenches for Scottish soldiers.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
soldiers had to live in trenches which were often muddy
soldiers often experienced 'trench foot'
soldiers were bothered by rats in the trenches
soldiers experienced lice in their clothes, for example, kilts
soldiers often experienced diseases, for example, typhus
soldiers experienced boredom
some soldiers experienced 'shellshock'
soldiers experienced dangers like bombardments from artillery
Compare the views4 marks2025Q23The Era of the Great War, 1900โ1928
Compare the views of Sources B and C about the impact of the Defence of the Realm Act on people's lives.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the impact of the Defence of the Realm Act on people's lives.
At the outbreak of war, the government introduced the Defence of the Realm Act (DORA) to support the war effort. People at home had limited access to news and did not always know what was happening at the front. Many Scots found it more difficult to travel around Scotland because of transport restrictions. DORA also controlled people's leisure time and made several popular activities illegal.
Source C
Everyday travel in Scotland was unaffected by the restrictions of DORA. Additionally, many Scots received news from returning friends or family telling them what things were like at the front. However, DORA did not have much of an impact on people's free time, as many of the restrictions were focused on less common hobbies. DORA was to remain a controversial issue for the Liberal government throughout the war.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree on the impact of Defence of the Realm Act on people's lives.
Points of comparison
disagree
Source B: People at home had limited access to news and did not always know what was happening at the front.
Source C: Additionally, many Scots received news from returning friends or family telling them what things were like at the front.
disagree
Source B: Many Scots found it more difficult to travel around Scotland because of transport restrictions.
Source C: Everyday travel in Scotland was unaffected by the restrictions of DORA.
disagree
Source B: DORA also controlled people's leisure time and made several popular activities illegal.
Source C: However, DORA did not have much of an impact on people's free time, as many of the restrictions were focused on less common hobbies.
How fully6 marks2025Q24The Era of the Great War, 1900โ1928
How fully does Source D explain the reasons why employment changed during the Great War?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source D
Source D explains the reasons why employment changed during the Great War.
The War caused a sharp increase in demand for shipping, and skilled workers were needed in large numbers. The government took control of several large and important workplaces, controlling shift patterns and orders. Wartime rules also determined where workers could work, and they needed a leaving certificate to move jobs. For the first time, some women were able to get skilled jobs in industries like engineering. Many of these changes were fiercely opposed by political groups like the Independent Labour Party (ILP) and politicians like John Maclean.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
The war caused a sharp increase in demand for shipping, and skilled workers were needed in large numbers. โ There was an increased demand for workers with key skills needed to produce wartime goods.
The government took control of several large and important workplaces, controlling shift patterns and orders. โ The government controlled some working routines.
Wartime rules also determined where workers could work, and they needed a leaving certificate to move jobs. โ The government controlled where some people worked.
For the first time, some women were able to get skilled jobs in industries like engineering. โ Some women were able to get jobs requiring skills.
Points of significant omission
women were required to work in munition factories to meet war demand
many women worked in industry to replace male workers
many women took up new work in farming or food production
workers in essential industries were banned from going on strike
there was an increase in demand for industrial workers, for example, jute, shipbuilding
Explain6 marks2025Q25The Era of the Great War, 1900โ1928
Explain the reasons why the franchise was extended in 1918.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
violent campaigning of the Suffragettes pressured the government into extending the franchise
actions like force-feeding created sympathy for women getting the vote
Suffragette threats to restart their violent campaign post-war pressured the government into extending the franchise
peaceful campaigning of the Suffragists convinced many politicians women deserved the vote
some felt the vote was a fair reward for women's war work
women's war work convinced some politicians that women were 'responsible' enough to get the vote
women had become increasingly involved in local politics so giving some a national vote seemed 'fair'
the government felt it had to enfranchise most men over 19 as a reward for war service
many felt Britain needed to extend the franchise to follow the example of other countries
the post-war government hoped that if they extended the franchise, new voters might vote for them
Evaluate the usefulness5 marks2025Q11The Treaty of Union, 1689โ1715
Evaluate the usefulness of Source A as evidence of the problems faced by the Darien Scheme.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 2014.
Disease was a common feature of life in Darien and a wide variety of deadly ones affected newcomers, such as smallpox and malaria. However, the Scots were delighted with the site of their colony naming it New Caledonia. On their arrival the colonists were amazed by Darien's exotic natural beauty. It soon became apparent that tropical storms and flooding made it difficult to produce food. The limited trade between the Scots colonists and the local peoples made the issue of hunger worse.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian โ Useful because it is written by an expert on the problems faced by the Darien Scheme.
Type of Source: textbook โ Useful because it will have been well-researched on the problems faced by the Darien Scheme.
Purpose: to inform โ Useful because it gives evidence of the problems faced by the Darien Scheme.
Timing: 2014 โ Useful because it was written with the benefit of hindsight.
Content
Disease was a common feature of life in Darien and a wide variety of deadly ones affected newcomers, such as smallpox and malaria. โ Useful because it is accurate (disease was a problem for the Scottish colonists).
It soon became apparent that tropical storms and flooding made it difficult to produce food. โ Useful because it is accurate (tropical weather conditions made it difficult to survive).
The limited trade between the Scots colonists and the local peoples made the issue of hunger worse. โ Useful because it is accurate (Scots found it difficult to trade for food).
Points of significant omission
poor planning meant that Scots had limited goods to trade
it was difficult for Scots to clear the jungle in the tropical heat
some Scots colonists tried to run away from the settlement
Spanish attacks made it difficult for the Scots to establish their colony
Scots were unable to use the support of the English colonies for supplies as they had been banned from offering help
Describe4 marks2025Q12The Treaty of Union, 1689โ1715
Describe the economic problems in Scotland, 1689โ1707.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
there were several famines and crop failures
there was a shortage of money in the form of coins as Scotland had limited access to gold and silver
there were high taxes put on Scottish exports
woollen cloth trade with France was banned
King William's wars abroad led to a higher tax burden on Scotland
wealthy Scots took on unsustainable debt to fund expensive lifestyles
failure of Darien Scheme crippled the Scottish economy
Compare the views4 marks2025Q13The Treaty of Union, 1689โ1715
Compare the views of Sources B and C about the attitudes of Scots to the Union.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about the attitudes of Scots to the Union.
Some Scots believed that Scotland's economy would improve after the Union as their industries would benefit. When passed through Parliament the article granting free trade passed with 156 to 19 votes in its favour. It was assumed that Scottish MPs being elected to the new British Parliament would increase Scottish influence over new laws. Religious Scots believed that the Union would secure the power of the Presbyterian Church in Scotland.
Source C
After Union, the Scots were concerned the economy would be under threat as English merchants could dominate Scottish industries. Many extreme Presbyterians believed that the Union would eventually lead to the reintroduction of bishops weakening the Presbyterian Church. Scottish MPs were worried that they would have limited power in Parliament as English MPs would make up the majority. This led to many Scots supporting the idea that a Federal Union would be a better alternative.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree about the attitudes of Scots to the Union.
Points of comparison
disagree
Source B: Some Scots believed that Scotland's economy would improve after the Union as their industries would benefit.
Source C: After Union the Scots were concerned the economy would be under threat as English merchants could dominate Scottish industries.
disagree
Source B: It was assumed that Scottish MPs being elected to the new British Parliament would increase Scottish influence over new laws.
Source C: Scottish MPs were worried that they would have limited power in Parliament as English MPs would make up the majority.
disagree
Source B: Religious Scots believed that the Union would secure the power of the Presbyterian Church in Scotland.
Source C: Many extreme Presbyterians believed that the Union would eventually lead to the reintroduction of bishops weakening the Presbyterian Church.
How fully6 marks2025Q14The Treaty of Union, 1689โ1715
How fully does Source D explain the reasons why the Scots passed the Treaty of Union?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source D
Source D explains the reasons why the Scots passed the Treaty of Union.
The Scottish Parliament feared that England intended war if Union did not pass because they had positioned troops at the border. Voting on Union commenced on 4 November, with votes being printed with the minutes. The opposition parties were not led well as Hamilton was often inconsistent in his opposition against Union. The Squadrone Volante held the balance of power, so their votes in support passed the Union. The Court Party managed to build up support for Union by starting debates about the most popular articles of the proposed treaty.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
The Scottish Parliament feared that England intended war if Union did not pass because they had positioned troops at the border. โ There was a belief England would invade Scotland by military force if they did not accept Union.
The opposition parties were not led well as Hamilton was often inconsistent in his opposition against Union. โ Hamilton was not a good opposition leader to Union.
The Squadrone Volante held the balance of power, so their votes in support passed the Union. โ The Squadrone had the power to pass the articles of Union they supported.
The Court Party managed to build up support for Union by starting debates with the most popular articles in support of Union. โ The most accepted terms of Union were debated first.
Points of significant omission
some MPs were promised promoted positions in the new British Parliament, so voted for Union
the Equivalent appeared to be compensation for taking on significant English debt, so improved the economic benefits of Union
the Scottish Commissioners were selected by the Queen to support Union, so managed the political process
ยฃ20,000 was supposedly sent as a bribe from the English treasury to keep support for the Union
Hamilton did not walk out of Parliament at an important point in the Union debates leading to some articles being passed
Scots were worried that if Union was not passed the English Parliament would reintroduce the Alien Act
Explain6 marks2025Q15The Treaty of Union, 1689โ1715
Explain the reasons why the Jacobite rebellion took place in 1715.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
some Scots disliked George I as they did not think he was fit to rule as King, for example, his spending
Union had failed to deliver prompt economic prosperity to Scotland
there was a belief that the British Parliament was going to introduce more taxes on Scottish goods
Catholics wanted a return of the Stuarts and a Catholic King
Episcopalians thought the Stuarts would help to restore its position as the Church of Scotland
resentment at some landowners and Highland clans using forced recruitment to build an army
street disturbances in English towns led to the false belief that English and Welsh Jacobites would support a rebellion
Scottish Jacobites thought that the French would support a rebellion with troops and weapons
some Scottish Jacobites thought they could regain their political positions lost with Union
James (Old Pretender) promised to end the Union if he became king
Scottish Jacobites thought a rebellion would be successful because they knew Scottish military defences were weak
Evaluate the usefulness5 marks2025Q1The Wars of Independence, 1286โ1328
Evaluate the usefulness of Source A as evidence of the succession problem following the death of Alexander III, 1286โ1290.
WFQ = words from the question โ reuse in every point.
(You may want to comment on what type of source it is, who wrote it, when they wrote it, why they wrote it, what they say and what has been missed out.)
Tip: Highlight up to 2 content points you would quote (content is worth up to 2 marks) โ then consider author, purpose, timing and omission.
Highlight evidence โ tap the text:
Source A
Source A is from a textbook written by a modern historian in 1998.
The King of Scotland, Alexander III died in 1286 after falling off his horse on his way to join his new wife. He left no immediate heirs behind as his children had died before him. His death was a shock for the whole of Scotland. Due to his death, six Guardians were chosen to run the country in the absence of a king. His granddaughter Margaret was only three years old, which caused concern amongst the nobles.
๐ RAT sheet โ how to structure your answerโพ
Evaluate the usefulness ยท Appears in 2 sections
Remember COAT
๐Content โ what the source says
๐ซOmission โ what the source leaves out
โ๏ธAuthor โ who wrote it
๐Timing โ when it was written
WFQ (words from the question)quote from the source
Source X says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X also says โ_____โ. This is useful as it is accurate information about words from the question.โ 1 mark (content)
Source X omits _____. This makes the source less useful. Source X also omits _____. This makes the source less useful.โ 1 mark (omission)
Source X was written by _____. This makes the source useful because they have personal / professional experience of, or are an expert in, words from the question.โ 1 mark (author)
Source X was written in _____. This is useful as it was during the time of / has the benefit of hindsight about words from the question.โ 1 mark (timing)
How it's marked
Maximum 4 marks for comments on author, type of source, purpose and timing.
Maximum 2 marks for comments on the content of the source.
Maximum 2 marks for comments on points of significant omission.
๐กYou can also comment on the Purpose and Type of source.
โ Reveal marking schemeโพ
Max 5 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must evaluate the extent to which a source is useful by commenting on evidence such as the author, type of source, purpose, timing, content or omission. For a mark to be awarded, the candidate must identify an aspect of the source and make a comment which shows why this aspect makes the source more or less useful.
A maximum of 4 marks can be awarded for evaluative comments relating to the author, type of source, purpose and timing.
A maximum of 2 marks may be awarded for evaluative comments relating to the content of the source.
A maximum of 2 marks may be awarded for evaluative comments relating to points of significant omission.
Author/Type/Purpose/Timing
Author: modern historian โ Useful as they are a well-informed expert on the succession problem after the death of Alexander III.
Type of Source: textbook โ Useful because the textbook will have been well-researched on the succession problem after the death of Alexander III.
Purpose: to inform โ Useful as it provides detailed information about the problems Scotland faced after Alexander III's death.
Timing: 1998 โ Useful as it has been written with the benefit of hindsight.
Content
He left no immediate heirs behind as his children had died before him. โ Useful because it is accurate (his children had all died before him).
Due to his death, six Guardians were chosen to run the country in the absence of a king. โ Useful because it is accurate (six Guardians were chosen to look after the country).
His granddaughter Margaret was only three years old, which caused concern amongst the nobles. โ Useful because it is accurate (his granddaughter was a very young girl).
Points of significant omission
there was a fear of civil war due to rival claims to the throne
the future marriage of Margaret, Maid of Norway, could cause difficulties for Scotland
Margaret died in 1290, leaving no direct heirs
the Treaty of Birgham was meaningless after Margaret's death, leading to potential threat from England
Describe4 marks2025Q2The Wars of Independence, 1286โ1328
Describe what happened during the Great Cause.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Describe ยท Appears in 2 sections
WFQ (words from the question)
One words from the question was โฆโ 1 mark
A second words from the question was โฆโ 1 mark
A third words from the question was โฆโ 1 mark
A fourth words from the question was โฆโ 1 mark
Example: One use of new technology on the Western Front during the First World War was mustard gas, which was used to blind soldiers and make it more difficult for them to fight.
How it's marked
1 mark for each accurate, relevant key point of knowledge.
A second mark for each point that is developed.
Full marks by four straightforward points, two developed points, or a combination.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of relevant, factual points. These do not have to be in any particular order.
1 mark should be awarded for each accurate relevant key point of knowledge. A second mark should be awarded for each point that is developed, up to a maximum of 4 marks.
Possible points of knowledge
the Guardians of Scotland invited Edward I to select the next King of Scotland
Edward I forced the Guardians to meet him at Norham Castle
Edward I demanded the nobles of Scotland accept him as their overlord
Edward I gained temporary control of the most important royal castles of Scotland
Edward I judged thirteen competitors as the future King of Scotland
Edward I demanded that all the Competitors accept him as their overlord, which they agreed to
Edward I sought expert legal advice from England and abroad before making a decision
Edward I decided that John Balliol had the strongest claim to the throne and therefore would become King of Scotland
Compare the views4 marks2025Q3The Wars of Independence, 1286โ1328
Compare the views of Sources B and C about Edward I as overlord of Scotland.
WFQ = words from the question โ reuse in every point.
(Compare the sources overall and/or in detail.)
Tip: Highlight 2โ3 points of comparison โ either where the sources agree OR where they disagree. You do not need both; pick one set and compare them point by point.
Highlight evidence โ tap the text:
Source B
Sources B and C are about Edward I as overlord of Scotland.
Throughout his reign, King Edward I of England had an interest in Scotland's affairs. His claim of overlordship was accepted by some Scottish nobles because they wanted a stable kingship. Edward was a strong and just king who prevented chaos in Scotland which ensured security in the country. Edward left Scotland alone to make its own legal decisions unless directly appealed to by Scottish nobles.
Source C
Edward I interfered with legal practices in Scotland which many Scots felt was an attempt to undermine Scotland's independence. Scotland had always had its own legal system and was proud of its traditions. Edward's claim of overlordship in Scotland was opposed by Scots nobles who said it was not justified. Edward I was a tyrannical ruler who exploited Scotland, creating even more problems in the country.
Overall, do the sources agree or disagree? (worth a mark for an overall comparison)
๐ RAT sheet โ how to structure your answerโพ
Compare the views ยท Appears in 2 sections
WFQ (words from the question)quote from the source
Overall, Sources X and Y [agree/disagree] about words from the question.โ 1 mark (overall)
The sources agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
The sources also agree/disagree about statement summarising the point. Source X says โdirect quoteโ and Source Y [agrees/disagrees] when it says โdirect quoteโ.โ 1โ2 marks
How it's marked
1 mark for a simple comparison (what the sources agree/disagree about).
2 marks for a developed comparison, supported by specific references to each source.
Full marks by four simple comparisons, two developed comparisons, or a combination.
๐กOne set of points will agree, one will disagree.
โ Reveal marking schemeโพ
Max 4 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must interpret the evidence and make direct comparisons between sources. Candidates are expected to compare content directly on a point-by-point basis. They may compare the details in the sources and/or compare the viewpoints overall.
A simple comparison will indicate what points of detail or viewpoint the sources agree or disagree on and should be awarded 1 mark. A developed comparison of the points of detail or overall viewpoint should be awarded a second mark.
Overall: Overall โ the sources disagree about Edward I as overlord of Scotland.
Points of comparison
disagree
Source B: His claim of overlordship was accepted by some Scottish nobles because they wanted a stable kingship.
Source C: Edward's claim of overlordship in Scotland was opposed by Scots nobles who said it was not justified.
disagree
Source B: Edward was a strong and just king who prevented chaos in Scotland which ensured security in the country.
Source C: Edward I was a tyrannical ruler who exploited Scotland, creating even more problems in the country.
disagree
Source B: Edward left Scotland alone to make its own legal decisions unless directly appealed to by Scottish nobles.
Source C: Edward I interfered with legal practices in Scotland which many Scots felt was an attempt to undermine Scotland's independence.
How fully6 marks2025Q4The Wars of Independence, 1286โ1328
How fully does Source D explain the reasons why William Wallace rebelled in 1297?
WFQ = words from the question โ reuse in every point.
(Use the source and recall to reach a judgement.)
Tip: Highlight up to 3 pieces of evidence from the source (worth up to 3 marks) โ then recall 3 points the source leaves out.
Highlight evidence โ tap the text:
Source D
Source D explains the reasons why William Wallace rebelled in 1297.
Many of the details about William Wallace's early life are uncertain. It's possible Wallace came from Renfrewshire. He was a member of the lesser nobility who resented English control in Scotland. He wanted Scotland to maintain its own government as he believed in the independence of Scotland. Wallace was loyal to King John Balliol and wished to see him restored to the throne of Scotland. Bishop Wishart may also have encouraged Wallace to rebel to protect the Scottish Church from English influence.
๐ RAT sheet โ how to structure your answerโพ
How fully ยท Appears in all 3 sections
WFQ (words from the question)quote from the sourceomission โ your own recall
Overall, Source X partly words from the question.โ needed for full marks
Source X says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
Source X also says โdirect quoteโ which meant that โฆโ 1 mark (from source)
However, Source X doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
Source X also doesnโt mention fact which meant that โฆโ 1 mark (omission)
How it's marked
Up to 3 marks for points from the source that support your judgement.
Up to 4 marks for points of significant omission from recall.
Maximum 2 marks if no judgement is made, or if you refer only to the source.
๐กUse the source AND recall.
๐กQuote and then explain โ show you understand it, donโt just repeat it.
๐กYou must make a judgement (e.g. โthe source partly explainsโฆโ) or you are capped at 2 marks.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a judgement about the extent to which the source provides a full explanation of a given event or development.
1 mark should be awarded for each valid point selected from the source or each valid point of significant omission provided.
Up to 3 marks for their interpretation of points from the source which support their judgement.
Up to 4 marks for their identification of points of significant omission, based on their own knowledge, that support their judgement.
Points from the source
He was a member of the lesser nobility who resented English control in Scotland. โ Wallace did not like Scotland being controlled by England.
He wanted Scotland to maintain its own government as he believed in the independence of Scotland. โ Wallace wanted to keep Scotland's independence.
Wallace was loyal to King John Balliol and wished to see him restored to the throne of Scotland. โ Wallace wanted John Balliol back on the throne of Scotland.
Bishop Wishart may also have encouraged Wallace to rebel to protect the Scottish Church from English influence. โ Wallace may have been asked by Bishop Wishart to defend Scotland's church against English interference.
Points of significant omission
other small rebellions were taking place throughout Scotland and these may have inspired Wallace
the new treasurer of Scotland had raised taxes, which were unpopular with the Scots
Scots were angered that key roles were being taken by English administrators
the killing of the Sheriff of Lanark may have led Wallace to rebel as he was now an outlaw
it's possible Wallace was motivated by revenge for his partner
Explain6 marks2025Q5The Wars of Independence, 1286โ1328
Explain the reasons why Robert the Bruce was able to achieve victory over his Scottish opponents between 1306 and 1314.
WFQ = words from the question โ reuse in every point.
๐ RAT sheet โ how to structure your answerโพ
Explain ยท Appears in all 3 sections
WFQ (words from the question)your own recalled knowledge
One reason why words from the question was fact which meant that โฆโ 1 mark
A second reason why words from the question was fact which meant that โฆโ 1 mark
A third reason why words from the question was fact which meant that โฆโ 1 mark
A fourth reason why words from the question was fact which meant that โฆโ 1 mark
A fifth reason why words from the question was fact which meant that โฆโ 1 mark
A sixth reason why words from the question was fact which meant that โฆโ 1 mark
Example: One reason why women gained the vote in 1918 was that women burned down buildings like cricket pavilions, which meant that they gained publicity for the cause of votes for women.
How it's marked
1 mark for each accurate, relevant reason.
A second mark for each reason that is developed.
Each sentence/point must answer the question on its own.
โ Reveal marking schemeโพ
Max 6 marks
These are possible/exemplar answers from the marking instructions โ other valid points can also gain marks.
How marks are awarded
Candidates must make a number of points that make the issue plain or clear, for example by showing connections between factors or causal relationships between events or ideas.
1 mark should be awarded for each accurate, relevant reason, and a second mark should be awarded for reasons that are developed.
Possible reasons
Bruce murdered his main rival John Comyn, February 1306
Bruce gained the support of the Church in his bid for the Scottish Kingship, for example, Bishop Wishart
Bruce's use of guerrilla warfare allowed him to avoid full scale battles and build up support
Bruce captured Turnberry Castle in 1307 which allowed him to form an army
Bruce was able to focus on defeating Scottish opponents after defeating the English at Loudon Hill, 1307
Edward I's death led to his son, Edward II, temporarily abandoning the campaign against the Scots allowing Bruce to focus on his Scottish opponents
Bruce was fighting and capturing castles in the Great Glen which encouraged more Scots to join him
Bruce defeated the Comyn family and destroyed their lands in the north-east, removing them as a threat
many smaller families swore allegiance to Bruce in fear of being attacked by his forces
a propaganda campaign was launched in 1309 that justified Bruce's Kingship and won supporters
in 1314 the Pope recognised Bruce as King of Scots which legitimised his rule
Bruce's victory at the Battle of Bannockburn attracted additional support from Scots
