The Exam FormatThis page will give you an idea of what the history exam will look similar to. We cannot tell you what topic they will choose but we can direct you on the style of questions they could ask you.
How can I organise my time?
The maximum amount of time you should spend on each question is - Question 1 - 6 minutes Question 2 - 12 minutes Question 3 or 4 - 20 minutes Question 5a or 6a - 12 minutes Question 5b or 6b - 25 minutes TOTAL - 75 minutes Top tips!
- Don't waffle. Keep to the point and be concise. You will waste time if you go into too much depth. - Take some time to think about what you will say. Don;t start to write straight away and have unclear sentences. - Use connectives. These will really help you to continue on your points and gain you extra marks. - Examiners love quotes so if you can use them do! - In the exam they may give you more paper than you need. Especially for question 1. Don;t feel like you need to fill it all up. Length of answers Question 1 - aim for about 1 paragraph/ half a page Question 2 - About a page Question 3 or 4 - 1-2 pages Question 5a or 6a - 1 page Question 5b or 6b - a few ... These lengths really change if you have different handwriting size etc. This is only an indication. If you feel like you've answered the question well in the time you have then you should be fine. |
Question 1Question 1 usually is a picture, poster or drawing that represents some sort of propaganda. In these types of questions you need to make at least 2 inferences and then back each one up by saying 'This suggests that' (or equivalent) This would prove to the examiner you know how the picture relates to the question. Question 1 is usually 4 marks so you should spend about 6 minutes (maximum) on this question.
The mark scheme says: "1-2 marks Simple statement. Student offers a piece of information from the source or states an unsupported inference. Award 1 mark for each relevant item. E.g. role as mothers; looking after children. 3-4marks Developed statement. An inference is drawn and supported from the source. E.g. racial purity; importance for the future of the nation. " Question 2Question 2 is worth 9 marks and you want to get as many of them as possible. They could give you two events which happened and you get to choose one which you talk about. Be careful when you are answering these questions because some people tend to go off topic. You need to make sure you stick to what the question is asking you and always remembering to relate it back to the event that you have chosen.
You need to consider WHO WHERE WHY AND THE EFFECT IT HAD. This means you need to highlight reason and how it challenged the environment. The mark scheme suggest that for the question on the left: "The focus is on the importance of the event in showing challenge to the government of the Weimar Republic. Student explains the challenge of the event to the Weimar government. Spartacists – left-wing attempted revolution; following Russian Revolution; lack of any real significant opposition Kapp Putsch - shows Army’s resentment; lack of Army’s support for government; government lacked power to deal with Army; not significant opposition to the Weimar government." Question 3 or 4On this question you choose which one you want to talk about. You are given bullet points that help you put the question into context. This question is worth 12 marks so you should spend about 20 minutes maximum. Make sure you state only relevant things and stay on task.
You don't NEED to use the bullet points but if you WANT to then you can. It is essential to use your own knowledge if you want to do well in this question. You need to state what happened and how it affected the environment. Use connectives like "this meant that",, "this led to",, "this enabled him to", "he could now" and "this resulted" are a few examples. The mark scheme states: "The answer shows understanding of the focus of the question and is able to offer sufficient accurate and relevant detail. Student explains reason(s) for Nazi control of education. E.g. shows how education policies were used to increase support for the regime; to spread Nazi propaganda messages; to reinforce Nazi views on the roles of boys and girls; to spread anti-Semitism. Reserve top of level for range of reasons explored" Question 5a and 5b or 6a and 6bIn this question you choose whether you want to do one couple of questions or another. Part (a) is worth 9 marks and part (b) is worth 16 marks.
For part (a) is worth 9 marks so you would approach it like question 2. Remember to state your point and the effect it had. Ensure you use your own knowledge too and make relevant observations. For part (b) you are given a statement or quote and you need to decide whether you agree or disagree with the statement. Don't fall into the trap of just blurting out what you know. You need organise what you write to ensure you score high. You need to state arguments for and against. Once you have stated your point, you need to back it up with evidence. Once you have written down your evidence you need to explain the impact too. Don't forget to write about the other side of the argument and make sure it is balanced. Make sure you remember to state what the obvious point is and then analyse what it meant and highlight things that lurk beneath the surface. Mark Scheme: (a) The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant detail. Student explains a range of effects of hyper-inflation. E.g. impact on middle-class; benefited those in debt; increased resentment of Weimar government; opportunity used by Hitler to attempt Munich Putsch. Reserve top of level for range of effects and context of 1923 crises facing Germany. (b)The answer has sustained focus on the question. It offers an analysis supported by precisely selected and accurate material. Student attempts to assess the increased support for the Nazis 1928-32 based on the effects of the Wall Street Crash and weighed against other factors to make a judgement. E.g. Nazis’ ability to use effects of Wall St Crash but weighed against other factors; constitutional weaknesses of Weimar Republic; Nazi organisation and policies. Writing communicates ideas effectively, using a range of precisely selected historical terms and organising information clearly and coherently. The student spells, punctuates and uses the rules of grammar with considerable accuracy, although some spelling errors may still be found. Reserve top of level for answers which can make and support a judgement on the proposition in the question. Feeling confident? Click here to try out some papers! |