Exam skills: the British depth study

Anglo-Saxon and Norman England is Paper 2, Booklet B. It's worth 32 marks. You answer four questions:

AO1 is knowledge and understanding. AO2 is explaining and analysing, using second-order concepts such as cause, consequence and change.

Method: give one feature (1 mark), then add a detail about it (1 mark). Don't explain why or write a paragraph.

Question: Describe one feature of motte-and-bailey castles.

Model answer: One feature was the motte, a tall mound of earth (1). A wooden keep was built on top of it, which gave the defenders a lookout and a last place to hold out (1).

Method:

1. Write two or three paragraphs, each about one reason.
2. Start each with the reason, support it with specific facts, then explain how it led to the result.
3. Use at least one reason that is not a stimulus point.

Question: Explain why the rebellions of 1068–71 failed. (Stimulus: castles; the Danes.)

Model paragraph: One reason was that the rebels were not united. The revolts happened in different places at different times: Edwin and Morcar in 1068, the north in 1069, and Ely in 1070–71. This meant William could march to each one in turn and defeat it before another began. If the rebels had risen together, his small Norman army would have been far more stretched.

Method: explain the factor in the statement, then at least one other, and end with a judgement that says which mattered most and why.

Question: 'The main reason for William's victory at Hastings was his leadership.' How far do you agree? Explain your answer.

Model conclusion: William's leadership mattered: he rallied his men when they thought he was dead, and used feigned retreats to break the shield wall. But I disagree that it was the main reason. Harold had to fight at Stamford Bridge first, and his tired army fought before it had fully gathered. Harold's death was what finally ended English resistance. Without the double invasion, William's leadership alone might not have been enough.

Edexcel marks the 12- and 16-mark questions in four levels.

To reach the top levels:

• Analyse, don't describe: explain how each reason led to the outcome, and show how reasons are linked.
• Go beyond the stimulus points: using only the two prompts holds you back from the top level.
• Be precise: use specific dates, names and terms, such as 'Marcher earldoms' and 'forfeiture'.
• Keep a line of reasoning: every paragraph should help answer the question.
• For 16 marks, give a justified judgement: explain the criteria you used to decide.