GCSE Revision

History exam guide

Pearson Edexcel GCSE History (1HI0). Three papers. Short questions test what you know; longer ones ask you to explain, to analyse sources and interpretations, and to reach a judgement. Longer answers are marked in levels.

Paper 1: Thematic study and historic environment

1 hour 20 minutes · 52 marks · 30% of the GCSE

Section A is Whitechapel, with two sources in a separate booklet. Section B is Crime and Punishment: answer Questions 3 and 4, then either Question 5 or Question 6. Spend about 5 minutes reading the sources and questions first.

Section A: Whitechapel, c1870–c1900 (16 marks)

Section B: Crime and punishment in Britain, c1000–present (36 marks)

Paper 2: Period study and British depth study

1 hour 50 minutes · 64 marks · 40% of the GCSE

Two booklets: Booklet P is the Cold War, and Booklet B is Anglo-Saxon and Norman England. Split your time evenly between them. There are no SPaG marks on this paper.

Booklet P: Superpower relations and the Cold War, 1941–91 (32 marks)

Booklet B: Anglo-Saxon and Norman England, c1060–88 (32 marks)

Paper 3: Modern depth study: Weimar and Nazi Germany, 1918–39

1 hour 30 minutes · 52 marks · 30% of the GCSE

The sources and interpretations are in a separate booklet. In Section A, answer Question 1 and either 2(a) or 2(b). In Section B, answer every part of Question 3. Spend about 8 minutes reading the sources and questions first.

Section A (16 marks)

Q1

4 marks · about 6 minutes

Give two things you can infer from Source A about… Give a detail from the source to support each.

Assesses: AO3

Marked: one mark for each correct point

Exam skills: the modern depth study

Section B: sources and interpretations (36 marks)

Suggested minutes are a guide: roughly a minute and a half per mark, leaving time to read the sources. The 12- and 16-mark questions print two stimulus points you may use, but you must also use information of your own.

Assessment objectives

What examiners give marks for. Each question tests one or more of these.

Assessment objectives
AOWhat it meansAssessed in
AO1Show knowledge and understanding of the key features and characteristics of the periods you studied.Paper 1 Q1(a); Paper 1 Q1(b); Paper 1 Q3; Paper 1 Q4; Paper 1 Q5 or Q6; Paper 2 Q1(a); Paper 2 Q1(b); Paper 2 Q2; Paper 2 Q3; Paper 2 Q1(a); Paper 2 Q1(b); Paper 2 Q2; Paper 2 Q3 or Q4; Paper 3 Q2(a) or Q2(b)
AO2Explain and analyse events using second-order concepts: cause, consequence, change, continuity, similarity, difference and significance.Paper 1 Q3; Paper 1 Q4; Paper 1 Q5 or Q6; Paper 2 Q1(a); Paper 2 Q1(b); Paper 2 Q2; Paper 2 Q3; Paper 2 Q2; Paper 2 Q3 or Q4; Paper 3 Q2(a) or Q2(b)
AO3Analyse, evaluate and use sources from the time to make judgements about the past.Paper 1 Q2(a); Paper 1 Q2(b); Paper 3 Q1; Paper 3 Q3(a)
AO4Analyse and evaluate historians' interpretations, including how and why they differ, and make judgements about them.Paper 3 Q3(b); Paper 3 Q3(c); Paper 3 Q3(d)

Levels

Examiners place an answer in a level, then choose a mark within it. The key words show what each level rewards.

Explaining a similarity, difference or consequence (4 marks)

Explaining a similarity, difference or consequence (4 marks)
LevelMarksKey wordsWhat it looks like
23–4AnalysedFeatures of the period are analysed to explain the point, supported by specific, accurate knowledge.
11–2Simple or generalisedA simple or general comment, with some relevant knowledge.

Explaining why (12 marks)

Explaining why (12 marks)
LevelMarksKey wordsWhat it looks like
410–12Analytical, sustainedAn analytical explanation consistently focused on the question, with precisely selected, wide-ranging knowledge. Needs three or more aspects of content.
37–9Some analysisAn explanation mostly focused on the question, with good knowledge and a generally sustained line of reasoning. At most 8 marks without three or more aspects of content.
24–6Limited analysisAn explanation with some accurate knowledge, but weak links to the question and no sustained line of reasoning.
11–3Simple or generalisedA simple answer, with limited knowledge.

Making a judgement (16 marks)

Making a judgement (16 marks)
LevelMarksKey wordsWhat it looks like
413–16Analytical, justifiedAn analytical, sustained explanation with wide-ranging knowledge; the criteria for the judgement are justified and applied in reaching it. Needs three or more aspects of content.
39–12Some analysisAn explanation mostly focused on the question, with good knowledge; a judgement with some justification. At most 11 marks without three or more aspects of content.
25–8Limited analysisAn explanation with some knowledge but weak links to the question; a judgement is given, but its justification is asserted or insecure.
11–4Simple or generalisedA simple answer, with limited knowledge; the judgement is missing or asserted.

Judging how useful sources are (8 marks)

Judging how useful sources are (8 marks)
LevelMarksKey wordsWhat it looks like
36–8Developed reasoningJudgements that explain how each source's provenance affects the usefulness of its content, using knowledge of the context to interpret the sources.
23–5Valid criteriaJudgements using valid criteria, supported by developed comment on content and provenance, and some knowledge of the context.
11–2Simple judgementA simple judgement, with undeveloped comment on the sources' content or provenance.

Writing a narrative account (8 marks)

Writing a narrative account (8 marks)
LevelMarksKey wordsWhat it looks like
36–8Clear sequenceA narrative that organises events into a clear sequence and analyses how they link, coherently. Needs three or more aspects of content.
23–5Some organisationA narrative organised into a sequence of events, with some analysis of how they link.
11–2Simple or generalisedA simple narrative, with limited analysis and organisation.

Explaining importance (8 marks for each part)

Explaining importance (8 marks for each part)
LevelMarksKey wordsWhat it looks like
36–8Analysis of importanceAn analysis of the event's importance, with a coherent line of reasoning and good knowledge.
23–5Attempted analysisAn attempt to analyse importance, with some accurate knowledge.
11–2Simple or generalisedA simple answer, with limited knowledge.

How and why interpretations differ (4 marks each)

How and why interpretations differ (4 marks each)
LevelMarksKey wordsWhat it looks like
23–4Analysed and supportedA key difference of view, or a reason for it, explained and supported from the interpretations.
11–2Limited analysisDifferences of surface detail only, or a simple reason with little support.

Evaluating an interpretation (16 marks)

Evaluating an interpretation (16 marks)
LevelMarksKey wordsWhat it looks like
413–16Substantiated judgementAn evaluation that reviews the alternative views, with precise analysis and knowledge, reaching a justified judgement.
39–12Explained evaluationAn explained evaluation, using the difference of view and relevant knowledge; a judgement with some justification.
25–8Valid evaluative commentEvaluation using details from both interpretations and some knowledge; the judgement's justification is undeveloped.
11–4Simple valid commentSimple comment agreeing or disagreeing, using one interpretation and general knowledge.

Spelling, punctuation, grammar and specialist terms (SPaG, 4 marks)

Spelling, punctuation, grammar and specialist terms (SPaG, 4 marks)
LevelMarksKey wordsWhat it looks like
34HighConsistently accurate spelling and punctuation, effective control of grammar, and a wide range of specialist terms.
22–3IntermediateConsiderably accurate spelling and punctuation, general control of grammar, and a good range of specialist terms.
11ThresholdReasonably accurate spelling and punctuation, some control of grammar, and a limited range of specialist terms.