1. society
2. unrest and war

GCSE HISTORY Sample Assessment Materials 1
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For teaching from 2016
For awards from 2018
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GCSE (9-1) HISTORY
SAMPLE ASSESSMENT
MATERIALS
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 3
Contents
Question Papers and Mark Schemes
Page
COMPONENT 1: Studies in Depth
British Studies in Depth
Conflict and Upheaval: England, 1337-1381
The Elizabethan Age, 1558-1603
Empire, Reform and War: Britain, 1890-1918
Austerity, Affluence and Discontent: Britain, 1951-1979
Non-British Studies in Depth
1G.
1H.
The Crusades, c.1095-1149
The Voyages of Discovery and Conquest of the
Americas, 1492-1522
Germany in Transition, 1919-1939
The USA: A Nation of Contrasts, 1910-1929
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1E.
1F.
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1A.
1B.
1C.
1D.
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SUMMARY OF ASSESSMENT
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77
95
113
131
149
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COMPONENT 2: Studies in Breadth
Period Studies
2A. The Development of the USA, 1929-2000
2B. The Development of Germany, 1919-1991
2C. The Development of the USSR, 1924-1991
2D. The Development of the UK, 1919-1990
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163
175
187
Thematic Studies
2E. Changes in Crime and Punishment, c.500 to the present day
2F. Changes in Health and Medicine, c.500 to the present day
2G. The Development of Warfare, c.500 to the present day
2H. Changes in Entertainment and Leisure, c.500 to the present day
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215
231
247
SUMMARY OF ASSESSMENT
263
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 5
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
BRITISH STUDIES IN DEPTH
1A. Conflict and Upheaval: England, 1337-1381
SAMPLE ASSESSMENT MATERIALS
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1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
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INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 6
QUESTION 1
This question is about England in the 14th century.
Study the sources below and then answer the question which follows.
Source A
Women spin wool, cook food and clean. They wash clothes, bake bread, milk cows, feed
animals, brew beer and collect firewood. Some women who are not without money are even
able to run their own businesses.
[A description of the role of women, adapted from a 14th century chronicle]
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Source B
[A family preparing a meal, from a 14th century manuscript]
What can be learnt from Sources A and B about life in 14th century England?
[12 x answer lines]
© WJEC CBAC Ltd.
[4]
GCSE HISTORY Sample Assessment Materials 7
QUESTION 2
This question is about the start of the Hundred Years’ War.
Explain the connections between TWO of the following issues that are to do with the start of
the Hundred Years’ War.
[8]

Edward III’s claim to the French throne

The confiscation of Aquitaine

Isabella of France

Philip VI of France
Issues chosen: _________________________ and __________________________
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[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 8
QUESTION 3
This question is about the Peasants’ Revolt.
Study Interpretations 1, 2 and 3. They refer to the significance of the Peasants’ Revolt.
Interpretation 1
John Ball was brought to St Albans, tried and hanged. The King was later amazed to hear
that the bodies of those hanged had been taken down. He ordered them to be replaced in
chains to hang as long as they lasted. He was determined to severely punish the rebels and
prevent another revolt happening. The rebels gained little from the revolt.
[Thomas Walsingham, a monk writing in his chronicle Historia Anglicana (English History).
The chronicle was apparently written in the early 1420s]
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Interpretation 2
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The Revolt itself had no effect on the hardships faced by peasants or on the changes in
society that had been slowly transforming conditions of life and labour in town and
countryside. The Revolt was important because it showed how the government had lost the
confidence of the people.
[May McKisack, an historian writing in the academic textbook
The Fourteenth Century 1307-99, published in 1959]
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Interpretation 3
The Lords now treated the peasants with much more respect. They made more of them free
men. This benefited them in the end, as free men always work much harder. This marked
the breakdown of the feudal system, which had worked well during the early Middle Ages,
but was now becoming outdated as attitudes were beginning to change.
[An extract on the Peasants’ Revolt from a modern website called Marxists.org.
This website promotes the rights of the working class]
Interpretation 1 suggests that the peasants gained little from the Peasants’ Revolt.
How valid is this interpretation of the significance of the Peasants’ Revolt?
[In reaching your judgement use Interpretations 2 and 3 and your understanding of the wider
historical debate over this issue.]
[8]
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 9
QUESTION 4
This question is about the legacy of the Black Death.
Why was a shortage of labourers an important result of the Black Death?
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[30 x answer lines]
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 10
QUESTION 5
This question is about the Black Death.
Study the source below and then answer the question which follows.
Source C
You must make sure that all the human excrement and other filth lying in the street of the
city is removed. You are to cause the city to be cleaned from all bad smells so that no more
people will die from such smells.
[King Edward III writing in an instruction sent to the Mayor of London (1349)]
Source C says that the Black Death spread because of bad smells.
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To what extent does this source accurately explain the reasons for the spread of the Black
Death?
[8]
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[In your answer you should refer to the strengths and limitations of the source and use your
own knowledge and understanding of the historical context.]
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[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 11
QUESTION 6
This question is about peasant discontent.
Read the extract below and then answer the question which follows.
Despite the money spent on it, the war was going badly. At this point, in need of more
revenue, the government levied yet another poll tax. The lower classes were hurt the
most. Obviously, reluctance to pay the tax was widespread. The most common way for
peasants to avoid paying the tax was to lie about the numbers in their family. The
government now enforced stricter measures of collection, therefore sparking the rebellion.
[Professor Nigel Saul, an historian, writing in his specialist book
Richard II, published in 1997]
How far do you agree with this interpretation?
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In the extract, the author is saying that the imposition of the poll tax caused the Peasants’
Revolt.
[12]
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[In your answer you should refer to the content and authorship of the extract and use your
own knowledge and understanding of the wider historical debate over this issue.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
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[36 x answer lines]
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 13
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1A. Conflict and Upheaval: England, 1337-1381
Instructions for examiners of GCSE History when applying the mark scheme
1.
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
Mark allocation:
4
AO1
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This section indicates the
assessment objective(s) targeted in
the question
AO2
AO3 (a)
4
AO4
th
Indicative content
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Question: e.g. What can be learnt from Sources A and B about life in 14 century England?
[4]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
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The sources show the role of women was very important, spinning wool and undertaking the cooking and
cleaning; all facets of everyday domestic life were the task of women, such as washing, tending to animals,
collecting firewood and brewing beer; some middle class women ran their own businesses and had achieved a
degree of independence, which was unusual for the time; the pictorial evidence confirms this, depicting a family
scene that again highlights the domestic role of the woman; life was hard and families had to be completely selfreliant in order to survive; life was tied to the land and service to the lords.
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
BAND 1
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 14
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
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If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
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When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 15
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1A. Conflict and Upheaval: England, 1337-1381
Question 1
Mark allocation:
4
Question:
AO1
AO2
AO3 (a)
4
AO4
What can be learnt from Sources A and B about life in
14th century England?
[4]
Indicative content
Some of the issues to consider are:
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This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
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The sources show the role of women was very important, spinning wool and undertaking the
cooking and cleaning; all facets of everyday domestic life were the task of women, such as
washing, tending to animals, collecting firewood and brewing beer; some wealthier women
ran their own businesses and had achieved a degree of independence, which was unusual
for the time; the pictorial evidence confirms this, depicting a family scene that again
highlights the domestic role of the woman; life was hard and families had to be completely
self-reliant in order to survive; life was tied to the land and service to the lords.
BAND 2
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
BAND 1
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If answer is imbalanced in use of sources award 3 marks.
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 16
Question 2
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain the connections between TWO of the following
issues that are to do with the start of the Hundred Years’
War.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
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All the issues are inter-related causes of the Hundred Years’ War; Anglo-French relations
had deteriorated in the years before 1337 due to English and French intervention in Scotland;
Philip’s VI’s confiscation of Aquitaine was the immediate trigger for Edward to challenge Philip’s
right to the French throne; a previous claim for Edward had been made through the right of his
mother, Isabella, daughter of Philip IV and the previous French King, Charles IV’s sister;
Edward’s claim gave him a strong negotiating position when dealing with Philip, possibly to gain
territorial concessions.
Applies accurate understanding of the identified issues to fully analyse
and explain the relevant connections, set within the correct historical
context.
[6-8]
BAND 2
Displays basic understanding of the identified issues to provide a
generalised explanation of connections. Limited analysis takes place.
[3-5]
BAND 1
Generalised answer; displays basic understanding of identified issues;
provides basic connections.
[1-2]
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BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 17
Question 3
Mark allocation:
8
Question:
AO1
AO2
AO3
AO4 (a-d)
8
Interpretation 1 suggests that the peasants gained little
from the Peasants’ Revolt.
How valid is this interpretation of the significance of the
Peasants’ Revolt?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
BAND 3
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The interpretations differ in their perspectives of the significance of the Peasants’ Revolt and
show the wider historical debate over the issue. Interpretation 1 clearly shows that the short
term results of the Revolt were detrimental to the peasants. Leading figures were executed
and harsh measures were taken to prevent a repeat of the event. It shows how
interpretations relatively near to the event took the view that the peasants had gained little,
being written by a monk in a chronicle entitled English History. The audience for this work
would be limited however and it fails to take into account longer term effects. Interpretation 2
suggests that the Revolt made little difference in terms of social and economic
improvements for the peasantry. Its importance was more to do with the loss of faith people
had previously had in the government and suggests that a fundamental shift in attitude was
underway. The historian is writing in a textbook for an academic audience and has taken a
longer term view of the effects of the Revolt. Interpretation 3 has a more subjective view due
to its authorship and intended audience, suggesting the Revolt increased respect for the
peasantry. It also reflects the idea that attitudes were beginning to change. The
interpretations are clearly influenced by their authorship, intended audience and the
historical context which they are set in.
Applies understanding of the wider historical debate in terms of how
and why interpretations differ, to fully analyse the differences and
validity of the provided interpretations. A substantiated judgement is
reached, set within the appropriate historical context. Evaluation of the
authorship and intended audience of the interpretations is
demonstrated.
[6-8]
BAND 2
Demonstrates understanding of the differences between the provided
interpretations to make an unsubstantiated judgement upon their
validity. Consideration of the authorship of the interpretations takes
place.
[3-5]
BAND 1
Generalised answer; mainly provides description of provided
interpretations.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 18
Question 4
Mark allocation:
10
Question:
AO1 (b)
2
AO2
8
AO3
AO4
Why was a shortage of labourers an important result of
the Black Death?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
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The shortage of labourers was a key consequence of the Black Death; estimates are that up
to or over half the population died; the immediate impact was disruption to work undertaken;
fewer workers meant that land was unfarmed; there were severe economic consequences;
surviving labourers could demand higher wages; the bargaining power of the peasantry
increased; lords were forced to raise wages; rents were lowered to keep peasants on the
land; the price of goods fell due a lack of demand; the number of days worked on the land
decreased significantly; the government were forced to pass the Statute of Labourers to try
to return wages to pre-plague levels; the measure was largely ineffective; the attitude of the
peasantry towards authority began to change; the feudal system was further weakened and
more labourers became freemen; fundamental changes in society were an important result;
in the longer term it contributed to the outbreak of the Peasants’ Revolt.
BAND 3
Applies detailed understanding to fully analyse and
explain the importance of the identified issue. A fully reasoned and
well supported judgement is reached, set within the relevant historical
context.
[8-10]
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BAND 4
Applies understanding to explain the importance of the identified issue.
An analysis of the main issue is undertaken, with a supported
judgement, set within the historical context, being reached.
[6-7]
BAND 2
Uses basic understanding to begin to explain the importance of the
identified issue. A basic analysis of the main issue is provided,
culminating in a weakly supported judgement.
[3-5]
BAND 1
Generalised answer; mainly description displaying basic understanding.
A very basic, unsupported judgement is provided.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 19
Question 5
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3 (b)
6
AO4
Source C says that the Black Death spread because of
bad smells.
To what extent does this source accurately explain the
reasons for the spread of the Black Death?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
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The source contains some accuracy in its understanding of the effects of excrement and filth
in the streets; however, the identification of bad smells as being the cause of the deaths
displays the weakness of the source; the King is reflecting a commonly held view of the time;
the conditions in London and the towns were dreadful and created the conditions in which
plague could thrive; it is limited in its accuracy due to the historical context in which it was
produced; a range of other factors that helped the spread of the plague were not known to
the King and his contemporaries, for example, the lack of medical knowledge; the source
does however, show the severity of the problem; the King is instructing the Mayor of London
to take action; he clearly has some understanding of the issue.
Applies detailed understanding to analyse and evaluate the accuracy of
the source, set within the context of the historical events studied. The
strengths and limitations of the source material are fully addressed.
[6-8]
BAND 2
Applies understanding to begin to analyse and evaluate the source. A
basic judgement, with some support is reached, discussing the
accuracy of the source material set within a limited historical context.
[3-5]
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BAND 3
BAND 1
Generalised answer; very basic judgement reached with little or no
contextual support.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 20
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
In the extract, the author is saying that the imposition of
the poll tax caused the Peasants’ Revolt.
How far do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
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The interpretation clearly links the introduction of the poll tax to the outbreak of rebellion; the
war with France necessitated increased revenue demands; the imposition of the tax affected
the lower classes the most and the sending out of tax collectors with the methods employed,
sparked the rebellion; the interpretation accurately explains the short term cause of the
Revolt; however, the interpretation is rather narrow and fails to account for longer term
factors; the Black Death had given the surviving peasants a greater sense of worth; wages
had increased despite the Statute of Labourers; attitudes towards authority and service had
changed; people such as John Ball preached about equality; the wars against France had
caused hardship; the King’s advisers were unpopular; the historian, a professor, has clearly
undertaken research for his specialist study of King Richard; it is aimed at an academic
audience; it accurate reflects the short term historical context but not the wider context; it
should be viewed as part of the wider historical debate over the issue.
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the context of the historical
events studied. The relevance of the authorship of the extract is
discussed.
[10-12]
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BAND 4
BAND 3
Relevant understanding is applied to analyse the interpretation. A basic
judgement is reached, displaying understanding of how and why
interpretations of the issue may differ. Appropriate reference is made to
the authorship.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding.
Superficial reference to the authorship is made.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
copies or paraphrases the material.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 21
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Performance descriptions
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
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Level
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These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
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GCSE HISTORY Sample Assessment Materials 23
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
BRITISH STUDIES IN DEPTH
1B. The Elizabethan Age, 1558-1603
SAMPLE ASSESSMENT MATERIALS
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1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
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Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
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INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 24
QUESTION 1
This question is about popular entertainment.
Study the sources below and then answer the question which follows.
Source A
Ordinary Elizabethans, or commoners, are called groundlings and pay 1 penny to stand in
the ‘pit’ of the theatre. The gentry sit in the galleries and rich nobles watch the play from a
chair set on the side of the stage itself. Theatre performances are held in the afternoon
because there is limited lighting. The plays are extremely popular and attract many people to
the theatres.
[A description of Elizabethan theatres, from a late 16th century book]
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Source B
[A drawing showing a cross-section of an Elizabethan theatre]
What can be learnt from Sources A and B about the theatre in Elizabethan times?
[12 x answer lines]
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 25
QUESTION 2
This question is about Elizabethan government.
Explain the connections between TWO of the following issues that are to do with Elizabethan
government.
[8]

Privy Council

Parliament

Taxation

Freedom of speech
Issues chosen: _________________________ and __________________________
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T
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 26
QUESTION 3
This question is about the Spanish Armada.
Study Interpretations 1, 2 and 3. They refer to the defeat of the Spanish Armada.
Interpretation 1
Finally, geography was also against Spain. Philip’s advisors ignored the fact that the fleet
had to have deep hulls to navigate the Atlantic Ocean but that all the Dutch ports were in
shallow water. It was simply not possible for the troops to board the Armada unless they
swam out to it in full armour.
[Angela Anderson and Tony Imperato, historians writing in their school textbook
Tudor England, 1485-1603, published in 2001]
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Interpretation 2
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The English navy roughly matched the Spanish in ships. In size the English ships were as
big as the Spanish and easier to handle. The English were certainly stronger in short-range,
medium and long range guns than the Spanish. This was a decisive factor in the battle.
[Penry Williams, an historian, writing in his general textbook,
The Later Tudors, published in 1995]
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Interpretation 3
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The most widespread modern analysis of the Armada’s failure – that the winds played the
most important part, seems justified. The lack of a secure port in which the Armada could
dock, was a critical omission from the plan.
[Felipe Fernandez-Armesto, an historian, writing in his specialist book
The Spanish Armada, published in 1990]
Interpretation 3 suggests that the winds and the lack of a secure port were crucial to the
defeat of the Armada.
How valid is this interpretation of the defeat of the Armada?
[In reaching your judgement use Interpretations 1 and 2 and your understanding of the wider
historical debate over this issue.]
[8]
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 27
QUESTION 4
This question is about the Catholic threat.
Why was Mary, Queen of Scots important in the Catholic threat to Elizabeth?
D
R
AF
T
[30 x answer lines]
© WJEC CBAC Ltd.
[10]
GCSE HISTORY Sample Assessment Materials 28
QUESTION 5
This question is about the Puritan threat.
Study the source below and then answer the question which follows.
Source C
Let me warn you that there has risen, both in your Realm and mine, a dangerous Puritan
sect that would have no Kings or Queens but rule by committee. I pray you stop the mouths
or make shorter the tongues, of ministers who presume to speak out for the persecuted in
England for the Gospel.
[Elizabeth I, writing in a personal letter to James VI of Scotland (July 1590)]
Source C says that the Puritan threat had increased by 1590.
T
To what extent does this source accurately reflect the seriousness of the Puritan threat? [8]
AF
[In your answer you should refer to the strengths and limitations of the source and use your
own knowledge and understanding of the historical context.]
D
R
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 29
QUESTION 6
This question is about the lifestyles of the rich and poor in Elizabethan times.
Read the extract below and then answer the question which follows.
In spite of its harshness and uncertainty, life was good for the Elizabethans. There was pride
in the nation’s achievements and there were opportunities for entertainment for all classes.
[Alison Plowden, a modern historian, writing in a school textbook
Elizabethan England, published in 1983]
In the extract, the author is saying that life was good for the Elizabethans.
How far do you agree with this interpretation?
[12]
T
[In your answer you should refer to the content and authorship of the extract and use your
own knowledge and understanding of the wider historical debate over this issue.]
AF
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
R
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 31
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1B.The Elizabethan Age, 1558-1603
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
Mark allocation:
4
AO1
T
This section indicates the
assessment objective(s) targeted in
the question
AO2
AO3 (a)
4
AO4
Indicative content
R
AF
Question: e.g. What can be learnt from Sources A and B about the theatre in Elizabethan times?
[4]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
The theatre was a popular form of entertainment that attracted big audiences; it was cheap and appealed to
different classes; the performances were held in daylight; the layout of the theatres were generally standardised;
galleries surrounded the stage; a flag was flown to show a play was being performed; new types of plays were
performed including comedies and tragedies.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
BAND 1
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 32
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 33
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1B.The Elizabethan Age, 1558-1603
Question 1
Mark allocation:
4
Question:
AO1
AO2
AO3 (a)
4
AO4
What can be learnt from Sources A and B about the
theatre in Elizabethan times?
[4]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
The theatre was a popular form of entertainment that attracted big audiences; it was cheap
and appealed to different classes; the performances were held in daylight; the layout of the
theatres were generally standardised; galleries surrounded the stage; a flag was flown to
show a play was being performed; new types of plays were performed including comedies
and tragedies.
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
BAND 1
Generalised answer, paraphrasing or describing sources only.
D
BAND 2
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 34
Question 2
Markallocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain the connections between TWO of the following
issues that are to do with Elizabethan government.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
All were important features or issues to do with Elizabethan government; the Privy Council
was the senior advisory body to the Queen consisting of chosen nobles and civil servants
and the most powerful group in Elizabethan government; William Cecil/Lord Burghley was
her spokesman in Parliament and kept the Council in touch with Parliament’s demands;
Parliament was becoming more important and had the power to raise taxation and pass
laws; the issues of taxation and freedom of speech were grievances that Parliament sought
to raise when called; M.P.’s such as Peter Wentworth challenged the restrictions placed
upon Parliamentary discussions in so much as issues of marriage, religion and foreign policy
were not to be discussed.
Applies accurate understanding of the identified issues to fully analyse
and explain the relevant connections, set within the correct historical
context.
[6-8]
BAND 2
Displays basic understanding of the identified issues to provide a
generalised explanation of connections. Limited analysis takes place.
[3-5]
BAND 1
D
BAND 3
Generalised answer; displays basic understanding of identified issues;
provides basic connections.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 35
Question 3
Mark allocation:
8
Question:
AO1
AO2
AO3
AO4 (a-d)
8
Interpretation 3 suggests that the winds and the lack of a
secure port were crucial to the defeat of the Armada.
How valid is this interpretation of the defeat of the
Armada?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Interpretation 1 suggests that the geography of the Dutch coast was ignored and the ports
were too shallow for the Spanish ships; Interpretation 2 suggests that the decisive factors in
the battle were the size and manoeuvrability of the English ships; Interpretation 3 suggests
the lack of a secure port was one critical factor alongside the effects of the wind; there is an
element of agreement between Interpretations 1 and 3; the factors should be placed within
the context of a wide range of relevant influences such as the use of the fireships, the lack of
Spanish gunners, the different tactics employed, in addition to several others; the authors
are writing from slightly different perspectives in books that are aimed at targeted audiences
of a different nature; the interpretations show the lack of agreement that exists among
modern historians.
BAND 2
Applies understanding of the wider historical debate in terms of how
and why interpretations differ, to fully analyse the differences and
validity of the provided interpretations. A substantiated judgement is
reached, set within the appropriate historical context. Evaluation of the
authorship and intended audience of the interpretations is
demonstrated.
[6-8]
D
BAND 3
BAND 1
Demonstrates understanding of the differences between the provided
interpretations to make an unsubstantiated judgement upon their
validity. Consideration of the authorship of the interpretations takes
place.
[3-5]
Generalised answer; mainly provides description of provided
interpretations.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 36
Question 4
Mark allocation:
10
Question:
AO1 (b)
2
AO2
8
AO3
AO4
Why was Mary, Queen of Scots important in the Catholic
threat to Elizabeth?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
She had a legitimate claim to the throne; if Elizabeth died Mary could have become Queen;
Scotland’s ties to France – ‘the Auld Alliance’, were a threat to English security; some
English Catholics viewed Mary as the rightful Queen; she was a focal point for disaffected
Catholics and nobles and provided them with an alternative Queen; she was threat to the
Elizabethan Religious Settlement; her arrival in England partly contributed to the Rebellion of
the Northern Earls; she was the focal point of several Catholic plots such as the Ridolfi and
Throckmorton plots; the threat of Catholicism increased during the 1580s due to worsening
relations with Spain and Mary became more of a problem; her active involvement in the
Babington Plot was a serious threat; the Privy Council identified her as the core of the
problem and sought her death; her execution greatly angered many Catholics in England
and across Europe.
Applies detailed understanding to fully analyse and explain the
importance of the identified issue. A fully reasoned and well supported
judgement is reached, set within the relevant historical context.
[8-10]
BAND 3
Applies understanding to explain the importance of the identified issue.
An analysis of the main issue is undertaken, with a supported
judgement, set within the historical context, being reached.
[6-7]
BAND 2
D
BAND 4
BAND 1
Uses basic understanding to begin to explain the importance of the
identified issue. A basic analysis of the main issue is provided,
culminating in a weakly supported judgement.
[3-5]
Generalised answer; mainly description displaying basic
understanding. A very basic, unsupported judgement is provided. [1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 37
Question 5
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3 (b)
6
AO4
Source C says that the Puritan threat had increased by
1590.
To what extent does this source accurately reflect the
seriousness of the Puritan threat?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The source shows how the Puritan threat was considerable by 1590; they were a ‘dangerous
sect’ that would have no monarchy; ministers should be restricted in their speeches of
support for Puritan ideas; the Puritans viewed the Religious Settlement as being too
Catholic; many were wealthy and influential, such as M.P.’s or members of the Privy Council;
they used various methods to change the Church along Puritan lines; attempts were made in
Convocation and Parliament; they were associated with the issue of freedom of speech; they
published pamphlets critical of church policy; open air ‘prophesyings’ challenged the
established order; Elizabeth was forced to act against them and reinforce the Settlement;
Elizabeth is writing a personal letter in determined tones to James, the presumptive heir to
her throne; she is instructing him to take action against them but is clearly writing from a
limited, biased perspective; however, she is in a position to understand the seriousness of
the threat.
BAND 2
Applies detailed understanding to analyse and evaluate the accuracy of
the source, set within the context of the historical events studied. The
strengths and limitations of the source material are fully addressed.
[6-8]
D
BAND 3
BAND 1
Applies understanding to begin to analyse and evaluate the source. A
basic judgement, with some support is reached, discussing the
accuracy of the source material set within a limited historical context.
[3-5]
Generalised answer; very basic judgement reached with little or no
contextual support.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 38
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
In the extract, the author is saying that life was good for
the Elizabethans.
How far do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Life was good for the Elizabethans; there was a sense of national pride; opportunities for
entertainment increased and were more varied; attempts were made to help the deserving
poor; Bridewells and almshouses were set up in many towns; the Poor Rate was compulsory
and assisted the poor of the parish; times were more peaceful and there was social stability
in the country; some became wealthier during the reign; the sale of English wool funded the
expansion of the gentry; the rich built stately homes to reflect their wealth; the interpretation
of the historian has some historical validity.
BAND 4
D
However, interpretations of this issue differ; life was not good for many Elizabethans; the
causes of poverty were not addressed, such as the spread of enclosures and inflation; the
number of beggars increased during the reign; punishments were harsh despite the abolition
of the death penalty for vagrancy; Houses of Correction were set up in many towns to cope
with the number of beggars; poor Elizabethans still faced hardship and unemployment; work
was seasonal; there was little or no social mobility; varied entertainment was only available
in the towns; the author was a modern historian writing for a school audience; appropriate
research would have undertaken; the harshness and uncertainty of life is acknowledged but
not elaborated upon; it is a limited perspective and relatively generalised interpretation.
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the context of the historical
events studied. The relevance of the authorship of the extract is
discussed.
[10-12]
BAND 3
Relevant understanding is applied to analyse the interpretation. A basic
judgement is reached, displaying understanding of how and why
interpretations of the issue may differ. Appropriate reference is made to
the authorship.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding.
Superficial reference to the authorship is made.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
copies or paraphrases the material.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 39
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Performance descriptions
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
T
Level
D
R
AF
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
T
AF
R
D
GCSE HISTORY Sample Assessment Materials 41
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
BRITISH STUDIES IN DEPTH
1C. Empire, Reform and War: Britain, 18901918
SAMPLE ASSESSMENT MATERIALS
AF
T
1 Hour
INSTRUCTIONS TO CANDIDATES
R
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 42
QUESTION 1
This question is about culture and fashion.
Study the sources below and then answer the question which follows.
Source A
The novel is now the only popular literary form. This has been due to the growth of women
readers who are gradually becoming the larger portion of the reading public. Although the
most famous authors are men such as Hardy, Shaw and H.G. Wells, female authors such as
Beatrix Potter are becoming more important.
[From an early 20th century newspaper article]
D
R
AF
T
Source B
[A picture showing a music hall of the period]
What can be learnt from Sources A and B about the main features of culture during this
period?
[12 x answer lines]
© WJEC CBAC Ltd.
[4]
GCSE HISTORY Sample Assessment Materials 43
QUESTION 2
This question is about political developments.
Explain the connections between TWO of the following that are to do with political
developments during this period.

The growth of the Labour Party

The 1909 Budget

The Constitutional Crisis

The 1911 Parliament Act
Issues chosen: _________________________ and __________________________
D
R
AF
T
[24 x answer lines]
© WJEC CBAC Ltd.
[8]
GCSE HISTORY Sample Assessment Materials 44
QUESTION 3
This question is about women’s suffrage.
Study Interpretations 1, 2 and 3. They refer to the violent tactics used during the campaign
for women’s suffrage.
Interpretation 1
The violent wing of the suffrage movement, the Women’s Social and Political Union, was a
brilliant publicity machine, organising ‘outrages’ which ensured widespread press coverage
and thrust ‘votes for women’ to the forefront of public debate.
[Deidre Beddoe, an historian, writing in her specialist book,
A History of Women in Twentieth Century Wales (2008)]
T
Interpretation 2
AF
However, the increased violence worked against the suffragettes. Hostility towards LloydGeorge at the opening of a village institute in Wales in September 1912 led to considerable
violence being inflicted upon the protestors. By 1914, despite a high profile campaign,
women had failed to secure the vote.
Interpretation 3
R
[Colin Hughes, Catrin Stevens and R. Paul Evans, writing in a school textbook, The
Changing Role and Status of Women during the 20th century, published in 2012]
D
The reaction of the public to direct action was mixed. Some were sympathetic. Some were
worried. Others were scornful. However, as the campaign became more violent,
relationships between the suffragists and suffragettes became very strained.
[Ben Walsh, an author of school history textbooks, writing in his book GCSE Modern World
History, published in 1996]
Interpretation 1 suggests that the violence of the WSPU helped the cause of women’s
suffrage.
How valid is this interpretation of the issue of women’s suffrage?
[In reaching your judgement use Interpretations 2 and 3 and your own knowledge and
understanding of the wider historical debate over this issue.]
[24 x answer lines]
© WJEC CBAC Ltd.
[8]
GCSE HISTORY Sample Assessment Materials 45
QUESTION 4
This question is about the Western Front.
Why was new technology important during the fighting on the Western Front?
D
R
AF
T
[30 x answer lines]
© WJEC CBAC Ltd.
[10]
GCSE HISTORY Sample Assessment Materials 46
QUESTION 5
This question is about the Second Boer War.
Study the source below and then answer the question which follows.
Source C
The violation of international law is the very characteristic of Britain – a nation which always
plays the role of chosen judge over the customs and behaviour of all other nations. The war
is purely down to Britain’s greed for our gold and diamonds.
[Jan Smuts, leader of the Boer Commando in the Second Boer War, speaking in 1900]
T
Source C says that Britain ignored international law and fought the Second Boer War for
wealth only.
AF
To what extent does this source accurately explain the reasons for the Second Boer War?
[8]
[In your answer you should refer to the strengths and limitations of the source and use your
own knowledge and understanding of the historical context.]
D
R
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 47
QUESTION 6
This question is about the impact of the First World War.
Read the extract below and then answer the question which follows.
There were lasting changes in the family lives of most ordinary people. Five million of them
had fought in the Great War. Few families had not lost a loved one. The Great War cast a
shadow over the rest of their lives. The same was true of the soldiers who survived. Many
never settled down in civilian life.
[Jeffrey Aylett, an historian, writing in a secondary school textbook
Britain and the Great War, published in 1993]
How far do you agree with this interpretation?
T
In the extract, the author is saying that war had a negative impact upon the lives of ordinary
people.
[12]
AF
[In your answer you should refer to the content and authorship of the extract and use your
own knowledge and understanding of the wider historical debate over this issue.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
R
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 49
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1C. Empire, Reform and War: Britain, 1890-1918
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
This section indicates the
assessment objective(s) targeted in
the question
Mark allocation:
4
AO1
AO2
AO3 (a)
4
AO4
T
Question: e.g.What can be learnt from Sources A and B about the main features of culture in this period?
[4]
This is the question and its mark tariff.
R
AF
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
Works of fiction were the most popular literary form; women readers had now become the larger portion of the
reading public; increased leisure time allowed more opportunities to read; authors such as H.G. Wells, Thomas
Hardy and G.B. Shaw were famous and widely read, but women authors such as Beatrix Potter and her Tales of
Peter Rabbit were becoming more important; reading reflected the improvements in education that were slowly
improving literacy rates; people also greatly enjoyed the music hall, which was a very popular form of
entertainment; audiences from different classes could enjoy it, especially the working class; acts were varied and
some became popular icons of the time; music halls were in most towns and cities and were a distinctive cultural
feature of the period.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
BAND 1
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 50
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 51
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1C. Empire, Reform and War: Britain, 1890-1918
Question 1
Mark allocation:
4
Question:
AO1
AO2
AO3 (a)
4
AO4
What can be learnt from Sources A and B about the main
features of culture during this period?
[4]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Works of fiction were the most popular literary form; women readers had now become the
larger portion of the reading public; increased leisure time allowed more opportunities to
read; authors such as H.G. Wells, Thomas Hardy and G.B. Shaw were famous and widely
read, but women authors such as Beatrix Potter were becoming more important; reading
reflected the improvements in education that were slowly improving literacy rates; people
also greatly enjoyed the music hall, which was a very popular form of entertainment;
audiences from different classes could enjoy it, especially the working class; acts were
varied and some became popular icons of the time; music halls were in most towns and
cities and were a distinctive cultural feature of the period.
BAND 1
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
D
BAND 2
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 52
Question 2
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain the connections between TWO of the following
issues that are to do with political developments during
this period.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
All are closely connected political developments of the period; the Labour Party had witnessed a
considerable expansion in the early 1900’s, a period distinguished by poor labour relations;
workers were increasingly seeking political solutions to their grievances; the Liberals saw welfare
and political reforms as a way of combatting the rise of the Labour Party and embarked upon a
programme of constitutional reform; the 1909 Budget was aimed at redistributing wealth via tax
increases and its veto by the House of Lords created a constitutional crisis; two elections in 1910
resulted in hung parliaments in which the Liberals relied upon support from the Labour Party; the
result of the stand-off was the Parliament Act of 1911, passed with the support of George V who
threatened to create enough Liberal peers to overcome the Conservative majority; all issues are
key interlinked features of the political changes of the time.
Applies accurate understanding of the identified issues to fully analyse
and explain the relevant connections, set within the correct historical
context.
[6-8]
BAND 2
Displays basic understanding of the identified issues to provide a
generalised explanation of connections. Limited analysis takes place.
[3-5]
BAND 1
D
BAND 3
Generalised answer; displays basic understanding of identified issues;
provides basic connections.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 53
Question 3
Mark allocation:
8
Question:
AO1
AO2
AO3
AO4 (a-d)
8
Interpretation 1 suggests that the violence of the WSPU
helped the cause of women’s suffrage. How valid is this
interpretation of the issue of women’s suffrage?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Interpretations 1-3 provide different views on the efficacy of the violent tactics of the WSPU;
Interpretation 1 suggests that the violent wing of the WSPU gained a great deal of publicity
for the movement and therefore aided the cause of women’s suffrage; Interpretation 2
however suggests the violence did not advance the cause of women’s suffrage and aroused
considerable opposition; Interpretation 3 partially agrees with the identified interpretation but
also highlights the problems the actions caused; all three interpretations are by modern
historians but have different perspectives on the issue; Interpretations 2 and 3 are aimed at
school audiences, whilst the identified interpretation is a more specialist work written by an
historian with a specific interest in the topic; this book would be read by a more selective
audience; all three reflect the debate over the issue and show the need to place the issue in
its correct historical context.
BAND 2
Applies understanding of the wider historical debate in terms of how
and why interpretations differ, to fully analyse the differences and
validity of the provided interpretations. A substantiated judgement is
reached, set within the appropriate historical context. Evaluation of the
authorship and intended audience of the interpretations is
demonstrated.
[6-8]
D
BAND 3
BAND 1
Demonstrates understanding of the differences between the provided
interpretations to make an unsubstantiated judgement upon their
validity. Consideration of the authorship of the interpretations takes.
[3-5]
Generalised answer; mainly provides description of provided
interpretations.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 54
Question 4
Mark allocation:
10
Question:
AO1 (b)
2
AO2
8
AO3
AO4
Why was new technology important during the fighting
on the Western Front?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
New technology was extremely important during the fighting on the Western Front; the
Industrial Revolution had created the ability to mass produce weaponry and warfare had
become mechanised; this was not fully understood at the start of the conflict with for
example, the British underestimating the importance of the machine gun; the use of new
technology was widespread and had varying impact; the use of artillery and ‘creeping
barrages’, machine guns such as the Lewis and Hotchkiss guns wiped out frontal assaults;
barbed wire and deep dug-outs led to a static war; the introduction of new weapons such as
gas had an important physical and psychological impact; the invention of the tank would be
an important development in the later war years; although new technology defined the
fighting on the Western Front, many aspects such as the large scale frontal assaults relied
upon traditional methods; communication methods and medical advances were slow to keep
pace with the change in warfare.
BAND 3
Applies detailed understanding to fully analyse and explain the
importance of the identified issue. A fully reasoned and well supported
judgement is reached, set within the relevant historical
context.
[8-10]
D
BAND 4
Applies understanding to explain the importance of the identified issue.
An analysis of the main issue is undertaken, with a supported
judgement, set within the historical context, being reached.
[6-7]
BAND 2
Uses basic understanding to begin to explain the importance of the
identified issue. A basic analysis of the main issue is provided,
culminating in a weakly supported judgement.
[3-5]
BAND 1
Generalised answer; mainly description displaying basic
understanding. A very basic, unsupported judgement is provided. [1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 55
Question 5
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3 (b)
6
AO4
Source C says that Britain ignored international law and
fought the Second Boer War for wealth only.
To what extent does this source accurately explain the
reasons for the Second Boer War?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The source clearly shows a Boer perspective on the reasons for the Second Boer War;
Smuts is very biased, being the leader of the Boer Commando and clearly wishes to portray
the British in a negative light; he views the British as violators of international law, driven by
greed for the raw materials of the Transvaal; in this respect the source is limited; he is in a
unique position however, being central to the unfolding events; the source partly reflects one
of the driving forces behind imperial expansion; the source does not take account of the
wider historical context; tensions between the British and Boers had increased for several
reasons – the treatment of British ‘Uitlander’ miners; the legacy of the Jameson Raid; BoerGerman relations, increasing wealth of the Transvaal, imperialist beliefs of Milner.
BAND 2
Applies detailed understanding to analyse and evaluate the accuracy of
the source, set within the context of the historical events studied. The
strengths and limitations of the source material are fully addressed.
[6-8]
D
BAND 3
BAND 1
Applies understanding to begin to analyse and evaluate the source. A
basic judgement, with some support is reached, discussing the
accuracy of the source material set within a limited historical context.
[3-5]
Generalised answer; very basic judgement reached with little or no
contextual support.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 56
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
In the extract, the author is saying that the war had a
negative impact upon the lives of ordinary people.
How far do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The historian’s interpretation is that the war brought lasting, negative changes to ordinary
people; many families suffered bereavement; returning soldiers found it difficult to readjust to
civilian life; the Great War negatively influenced their lives; men had been conscripted; the
conditions faced physically and psychologically impacted upon them; thousands returned
with disabilities; disillusionment with authority became more prevalent; the government had
greater control over people’s lives through DORA and propaganda had shaped people’s
attitudes; there were considerable shortages at the end of the war.
However, in some respects the interpretation is limited in scope; the position of women was
significantly affected by their contribution to the war effort; freer attitudes became more
prevalent and women became more independent; the distinction between the classes
became blurred due to the common experience in the front lines; government changes
improved the lot of the farmers and agricultural labourers; the author is an historian writing in
a school textbook; this may influence the interpretation he has arrived at; it shows the wider
historical debate that exists over the impact of the First World War.
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the context of the historical
events studied. The relevance of the authorship of the extract is
discussed.
[10-12]
D
BAND 4
BAND 3
Relevant understanding is applied to analyse the interpretation. A basic
judgement is reached, displaying understanding of how and why
interpretations of the issue may differ. Appropriate reference is made to
the authorship.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding.
Superficial reference to the authorship is made.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
copies or paraphrases the material.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 57
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Performance descriptions
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
T
Level
D
R
AF
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
T
AF
R
D
GCSE HISTORY Sample Assessment Materials 59
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
BRITISH STUDIES IN DEPTH
1D. Austerity, Affluence and Discontent:
Britain, 1951-1979
SAMPLE ASSESSMENT MATERIALS
AF
T
1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
R
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 60
QUESTION 1
This question is about popular entertainment and fashion.
Study the sources below and then answer the question which follows.
Source A
Pop music has continued to have a great influence on entertainment since the 1960s. The
early 1970s were famous for glam rock artists like David Bowie, Marc Bolan and Elton John,
who wore make up and outrageous costumes. The pop music sounds of the early 1970s are
now being challenged by the emergence of punk rock, which clearly sets out to shock
people.
[From an article in a music magazine, published in 1978]
D
R
AF
T
Source B
[A photograph of mods and rockers clashing on Brighton seafront in 1964]
What can be learnt frm Sources A and B about changing trends in entertainment and fashion
during this period?
[4]
[12 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 61
QUESTION 2
This question is about immigration.
Explain the connections between TWO of the following that are to do with immigration.

Enoch Powell

The British Nationality Acts of this period

Notting Hill Riots 1958

The Caribbean ‘Windrush’
Issues chosen: _________________________ and __________________________
D
R
AF
T
[24 x answer lines]
© WJEC CBAC Ltd.
[8]
GCSE HISTORY Sample Assessment Materials 62
QUESTION 3
This question is about changing attitudes towards authority.
Study Interpretations 1, 2 and 3. They refer to changing attitudes towards authority.
Interpretation 1
In many ways, from the late 1960s various laws combined to change people’s attitudes
towards a whole range of issues such as authority, the death penalty, marriage, the family
and sex. Supporters of these changes argued that they allowed for more individual freedom
and increasing personal happiness.
[Nigel Bushnell and Cathy Warren, writing in their GCSE History book
Change in British Society 1955-75, published in 2010]
T
Interpretation 2
AF
‘Permissiveness’ was the supreme scapegoat for the nation’s troubles. Opinion polls had
always shown strong opposition to the abolition of capital punishment, as well as unease
about the liberalization of divorce, homosexuality and abortion laws. To older people brought
up in a more restrictive moral climate, the 1970s did seem shocking.
D
Interpretation 3
R
[Dominic Sandbrook, author and TV presenter, writing in his book Seasons in the Sun:
The Battle for Britain 1974-1979, published in 2012]
During the 1970s British culture was becoming more hospitable to right-wing conservatism.
Mary Whitehouse, campaigner since the sixties against ‘moral collapse’, revived her profile
and as the decade went on, the ‘permissive society’ became a more common term of abuse.
[Andy Beckett, a journalist, writing in his book When the Lights Went Out: What really
happened to Britain in the Seventies, published in 2009]
Interpretation 1 suggests that from the late 1960s people’s attitudes towards authority
changed.
How valid is this interpretation of people’s attitudes towards authority?
[In reaching your judgement use Interpretations 2 and 3 and your own knowledge and
understanding of the wider historical debate over this issue.]
[24 x answer lines]
© WJEC CBAC Ltd.
[8]
GCSE HISTORY Sample Assessment Materials 63
QUESTION 4
This question is about political and economic problems.
Why was Bloody Sunday important to the situation in Northern Ireland during this period?
[10]
D
R
AF
T
[30 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 64
QUESTION 5
This question is about the end of austerity.
Study the source below and then answer the question which follows.
Source C
Today bus services serve the same purpose as the railways. Buses and cars now carry the
greater part of the passengers moving about the countryside. There is no alternative – the
railways have to be cut.
[An extract from the report of Dr Beeching into the state of
Britain’s railways, published in 1963]
T
Source C says that the spread of buses and cars meant that cuts to the railways in Britain
were needed.
To what extent does this source accurately explain the reasons for the Beeching cuts?
[8]
AF
[In your answer you should refer to the strengths and limitations of the source and use your
own knowledge and understanding of the historical context.]
D
R
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 65
QUESTION 6
This question is about the changing lives of women.
Read the extract below and then answer the question which follows.
In the later 1960s and 1970s politicians increasingly found themselves under pressure from
organisations such as Women’s Lib to introduce laws to bring about more equality. As result,
several laws were passed during this time.
[Colin Hughes, Catrin Stevens and R. Paul Evans, writing in their school textbook The
Changing Role and Status of Women during the 20th century, published in 2012]
In the extract, the historians are saying that pressure from feminist organisations led to more
equality for women.
[12]
T
How far do you agree with this interpretation?
AF
[In your answer you should refer to the content and authorship of the extract and use your
own knowledge and understanding of the wider historical debate over this issue.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
R
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 67
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1D. Austerity, Affluence and Discontent: Britain, 1951-1979
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
This section indicates the
assessment objective(s) targeted in
the question
Question: e.g.
AO1
AO2
AO3 (a)
4
AO4
What can be learnt from Sources A and B about changing trends in entertainment and
fashion during this period?
[4]
T
Mark allocation:
4
R
AF
This is the question and its mark tariff.
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
Source A shows the extent to which changes in pop music influenced entertainment and fashion during this
period; the early 1970s was characterised by glam rock artists; it was a period of experimentation with make-up
and costumes; artists such as David Bowie, Marc Bolan and Elton John were extremely influential; a harder, punk
sound emerged by the late 1970s which reflected attitudes in society; Source B shows how youth culture was a
distinctive feature of the 1960s; mods and rockers were a key characteristic of youth culture; there was great
rivalry that resulted in well-publicised violent clashes; trends in entertainment and fashion in general changed
quickly and had an important impact upon society.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
BAND 1
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 68
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 69
MARK SCHEME
Component 1: BRITISH STUDY IN DEPTH
1D. Austerity, Affluence and Discontent: Britain, 1951-1979
Question 1
Mark allocation:
4
Question:
AO1
AO2
AO3 (a)
4
AO4
What can be learnt from Sources A and B about
changing trends in entertainment and fashion during
this period?
[4]
Indicative content
R
AF
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Source A shows the extent to which changes in pop music influenced entertainment and
fashion during this period; the early 1970s was characterised by glam rock artists; it was a
period of experimentation with make-up and costumes; artists such as David Bowie, Marc
Bolan and Elton John were extremely influential; a harder, punk sound emerged by the late
1970s which reflected attitudes in society; Source B shows how youth culture was a
distinctive feature of the 1960s; mods and rockers were a key characteristic of youth culture;
there was great rivalry that resulted in well-publicised violent clashes; trends in
entertainment and fashion in general changed quickly and had an important impact upon
society.
Uses and analyses the content of both sources in their historical
context. Relevant knowledge and understanding is used to support the
analysis of the sources.
[3-4]
If answer is imbalanced in use of sources award 3 marks.
D
BAND 2
BAND 1
Generalised answer, paraphrasing or describing sources only.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 70
Question 2
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain the connections between TWO of the following
that are to do with immigration.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
All are closely connected issues relevant to immigration during the period; all reflect the
considerable impact that increased immigration had upon Britain; Enoch Powell became a key
political figure of the time, reacting against increased immigration; his ‘Rivers of Blood’ speech of
1968 was extremely controversial but reflected the divisions in British society; The British
Nationality Act, originally of 1948 but revised during the 1950s and 60s provided for a new status
of Citizen of the United Kingdom and Colonies (CUKC); it encouraged colonial residents to come
to Britain to help with the post-war reconstruction; it led to increased immigration which
increased tensions in many areas; the Notting Hill Riots of 1958 were the culmination of these
tensions; white ‘Teddy Boys’ attacked the houses of West Indian residents over a period of
several days; the Windrush was named after the passenger liner that brought large groups of
post-war West Indian immigrants to Britain; the term became associated with a generation of
British Caribbean people.
Applies accurate understanding of the identified issues to fully analyse
and explain the relevant connections, set within the correct historical
context.
[6-8]
BAND 2
Displays basic understanding of the identified issues to provide a
generalised explanation of connections. Limited analysis takes place.
[3-5]
BAND 1
D
BAND 3
Generalised answer; displays basic understanding of identified issues;
provides basic connections.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 71
Question 3
Mark allocation:
8
Question:
AO1
AO2
AO3
AO4 (a-d)
8
Interpretation 1 suggests that from the late 1960s
people’s attitudes towards authority changed?
How valid is this interpretation of people’s attitudes
towards authority?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
BAND 3
D
R
AF
T
Interpretations 1-3 provide different views on the changing attitudes of people towards
authority; Interpretation 1 suggests that the 1960s was a key period in changing people’s
attitudes to authority and issues such as sex, the death penalty and marriage; greater
freedom and individuality were the driving factors; the decade was a period of liberalisation,
especially under the Home Secretary, Roy Jenkins; Interpretations 2 and 3 provide different
views and focus upon the 1970s; both suggest that there was considerable opposition to the
liberalization of society, especially among older people; one result was that society became
more hospitable to right-wing conservatism; all three are written by modern historians but are
aimed at different audiences; Interpretation 1 is published in a school textbook covering a
wider period; it only focuses upon the 1960s and does not take into account the reaction of
the 1970s; Interpretations 2 and 3 are from authors writing specialist books about the
problems of the 1970s and are aimed at an older audience who would probably have
experienced the changes that took place; the fact that the period in question was relatively
recent may have influenced the interpretations presented.
Applies understanding of the wider historical debate in terms of how
and why interpretations differ, to fully analyse the differences and
validity of the provided interpretations. A substantiated judgement is
reached, set within the appropriate historical context. Evaluation of the
authorship and intended audience of the interpretations is
demonstrated.
[6-8]
BAND 2
Demonstrates understanding of the differences between the provided
interpretations to make an unsubstantiated judgement upon their
validity. Consideration of the authorship of the interpretations takes
place.
[3-5]
BAND 1
Generalised answer; mainly provides description of provided
interpretations.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 72
Question 4
Mark allocation:
10
Question:
AO1 (b)
2
AO2
8
AO3
AO4
Why was Bloody Sunday important to the situation in
Northern Ireland during this period?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Bloody Sunday was an extremely important event that had a considerable impact upon the
situation in Northern Ireland; in January 1972 a Northern Ireland Civil Rights Association
march took place in the Bogside area of Derry; 26 protestors and bystanders were shot by
soldiers of the British Army, in particular, the 1st Parachute Regiment; thirteen people died at
the time and one a few months later; the march was a protest against discrimination towards
the Catholic minority; the incident was a turning point in relations between the Catholic
population and the British Army; after originally being welcomed as a force to protect them
from attack and harassment, the Army was now viewed as the enemy; the incident led to an
upsurge in support for republican movements who favoured violent tactics; the Provisional
IRA in particular benefited from the greatly increased disaffection of young people; the
incident instigated an armed campaign against the British, epitomised in several high profile
attacks during the 1970s; this in turn led to the increased aggression of Unionist paramilitary
organisations; the incident characterised the period known as the Troubles; the initial tribunal
investigating the incident supported the Army’s account of events and this worsened
relations.
BAND 3
Applies detailed understanding to fully analyse and explain the
importance of the identified issue. A fully reasoned and well supported
judgement is reached, set within the relevant historical context.
[8-10]
D
BAND 4
Applies understanding to explain the importance of the identified issue.
An analysis of the main issue is undertaken, with a supported
judgement, set within the historical context, being reached.
[6-7]
BAND 2
Uses basic understanding to begin to explain the importance of the
identified issue. A basic analysis of the main issue is provided,
culminating in a weakly supported judgement.
[3-5]
BAND 1
Generalised answer; mainly description displaying basic
understanding. A very basic, unsupported judgement is provided. [1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 73
Question 5
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3 (b)
6
AO4
Source C says that the spread of buses and cars meant
that cuts to the railways in Britain were needed.
To what extent does this source accurately explain the
reasons for the Beeching cuts?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The source is to an extent, an accurate explanation of the reasons why the Beeching cuts
were undertaken; it correctly identifies the fact that car ownership had increased greatly;
public transport in the form of buses were playing an increasingly important role in moving
the majority of people around the country; it accurately reflects the extent to which rail
transport had decreased in usage; however, the extract does not fully explain the reasons for
the Beeching cuts; a major factor were the losses being incurred by British Railways, which
were at £300,000 a day by 1961; there was also a great deal of duplication and a lack of
competitiveness; the source is clearly limited by its purpose and the agenda of the author;
the agenda was to report into the state of Britain’s railways and therefore identify ways in
which money could be saved; whilst the extract correctly reflects the changes in transport, it
is limited by its failure to focus upon the economic agenda.
BAND 2
Applies detailed understanding to analyse and evaluate the accuracy of
the source, set within the context of the historical events studied. The
strengths and limitations of the source material are fully addressed.
[6-8]
D
BAND 3
BAND 1
Applies understanding to begin to analyse and evaluate the source. A
basic judgement, with some support is reached, discussing the
accuracy of the source material set within a limited historical context.
[3-5]
Generalised answer; very basic judgement reached with little or no
contextual support.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 74
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
In the extract, the historians are saying that pressure
from feminist organisations led to more equality for
women.
How far do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The interpretation of the historians is that the pressure exerted by feminist organisations
during the late 1960s and 1970s led to the introduction of legislation ensuring equality for
women; in respects this interpretation accurately reflects the impact such organisations had;
women’s liberation groups campaigned vigorously against discrimination and were a key
feature of the period; they questioned traditional attitudes; they put forward the four demands
of equal pay, free contraception, equal education and twenty four hour nurseries; feminist
magazines became popular and demonstration achieved considerable publicity; these
served to influence the governments of the period; several pieces of important legislation
were passed during the period, such as The Abortion Act, The Divorce Reform Act, The
Equal Pay Act and The Sex Discrimination Act.
D
However, the whilst the interpretation suggests pressure led to more equality for women, it
fails to take account of the wider historical debate over the issue; in many ways attitudes and
opinions prevalent over many years did not change; despite the introduction of legislation,
society remained relatively male dominated and by the end of the period in question,
progress had been slow; the authors are historians specifically writing for a modern school
audience; the extract therefore reflects a somewhat narrow perspective on the issue; other
interpretations may suggest that the feminist movement did not make such a significant
contribution to achieving equality for women.
BAND 4
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the context of the historical
events studied. The relevance of the authorship of the extract is
discussed.
[10-12]
BAND 3
Relevant understanding is applied to analyse the interpretation. A basic
judgement is reached, displaying understanding of how and why
interpretations of the issue may differ. Appropriate reference is made to
the authorship.
[7-9]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 75
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding.
Superficial reference to the authorship is made.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
copies or paraphrases the material
[1-3]
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
T
0
Performance descriptions
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
R
AF
Level
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
D
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 77
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
NON-BRITISH STUDIES IN DEPTH
1E. The Crusades, c.1095-1149
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 78
QUESTION 1
This question is about the First Crusade.
Study the source below and then answer the question which follows.
R
AF
T
Source A
[A map showing the routes taken during the First Crusade]
D
Use Source A and your own knowledge to describe the First Crusade.
© WJEC CBAC Ltd.
[15 x answer lines]
[5]
GCSE HISTORY Sample Assessment Materials 79
QUESTION 2
This question is about the Crusader Kingdoms.
Study the source below and then answer the question which follows.
D
R
AF
T
Source B
[An illustration showing the building of a church in Outremer. It is taken from a chronicle
written by William, the Archbishop of Tyre, part of the Kingdom of Jerusalem]
What was the purpose of Source B?
[6]
[Use details from Source B and your own knowledge and understanding of the historical
context to answer the question.]
[18 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 80
QUESTION 3
This question is about the power of the papacy.
Study the sources below and then answer the question that follows.
Source C
The Papacy is distinguished with such great authority, it is greater than all the princes and
powers of this world; no one is permitted to judge its judgements and no one may rightly
have the power to disobey its orders. Anyone who has not remained in communion with the
Papacy is a sinner and an enemy of God.
[Manegold of Lautenbach, a religious writer and supporter of the papacy, writing in his work
on the limits to kingship and the power of the Papacy (c.1085)]
T
Source D
R
AF
Our Lord, Jesus Christ, has called us to kingship, but has not called you to the priesthood.
You have risen by these steps: by cunning, to money; by money to favour; by favour to the
sword. By the sword you have come to the throne of peace and from the throne of peace
you have destroyed the peace.
[Henry IV, the German Emperor, in a letter to Pope Gregory VII,
refusing to recognize him as Pope (c.1076)]
D
Which of the sources is more useful to an historian studying the power of the Papacy during
this period?
[10]
[You should refer to both sources in your answer and use your knowledge and
understanding of the historical context.]
[30 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 81
QUESTION 4
This question is about the importance of the Crusades.
Study the extracts below and then answer the question which follows.
Extract 1
I journeyed to the Holy Land in 1806 with the same noble ideas, feelings and aims of the
great Crusader pilgrims of hundreds of years ago. The morality and justice of the Crusades
should not be questioned. Whilst on my journey, I was made a knight of the Holy Sepulchre
Church at the site of Christ’s tomb and vowed to recover it from the rule of the infidel.
[Francois-Rene de Chateaubriand, a French writer and historian, in his book
Journey from Paris to Jerusalem, published in 1811]
T
Extract 2
R
AF
History shows that the Saracens, as they were called, were in fact more enlightened than the
Christian invaders. Nor is there any evidence for believing they delighted in works of
destruction. The treachery and shameful conduct of the Christians, during their wars in the
Holy Land, have never been surpassed.
[Edward Daniel Clarke, an English writer, in his Travels in Various Countries of Europe,
Asia and Africa, published in 1812]
D
Do the extracts support the view that Crusades were a positive event in history?
[8]
[Explain your answer by referring to the content, authorship and audience of the extracts, as
well as by using your own knowledge of the wider historical debate.]
© WJEC CBAC Ltd.
[24 x answer lines]
GCSE HISTORY Sample Assessment Materials 82
QUESTION 5
This question is about social and cultural effects of the Crusades.
Choose three of the following and explain why they were important effects of the Crusades.
Arrange your answer in order of importance and justify your choices.
[9]

Science

Religion

Language

Trade

Food
First Choice:
________________________________
T
[9 x answer lines]
R
AF
Second choice: ________________________________
[9 x answer lines]
Third choice:
________________________________
D
[9 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 83
QUESTION 6
This question is about the birth of the Crusades.
Read the interpretation provided below and answer the question which follows.
‘The Papacy was the most important factor in the birth of the Crusading movement’
To what extent do you agree with this interpretation?
[12]
[Use your own knowledge and understanding of the wider historical debate to support your
view.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
R
AF
T
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 85
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1E. The Crusades, c.1095-1149
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
AO1(b)
2
AO2
AO3 (a)
3
R
AF
Mark allocation:
5
T
This section indicates the
assessment objective(s) targeted in
the question
Question: e.g. Use Source A and your own knowledge to describe the First Crusade.
Indicative content
AO4
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are :
D
The source shows the routes taken by the Crusaders during the First Crusade; it shows the Crusaders started
from Bruges, Paris and Toulouse, reaching Constantinople in 1097; Nicaea was captured after a lengthy siege,
after which the Crusaders achieved further success at the Battle of Dorylaeum in 1097; reaching Antioch in 1098
where after a siege they captured the city; in 1099 they reached Jerusalem, besieged the city and eventually
captured it; following the capture the Kingdom of Jerusalem was established; the Crusader states were
established as a result.
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 86
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 87
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1E. The Crusades, c.1095-1149
Question 1
Mark allocation:
5
Question:
AO1 (b)
2
AO2
AO3 (a)
3
AO4
Use Source A and your own knowledge to describe the
First Crusade.
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
The source shows the routes taken by the Crusaders during the First Crusade; it shows the
Crusaders started from Bruges, Paris and Toulouse, reaching Constantinople in 1097;
Nicaea was captured after a lengthy siege, after which the Crusaders achieved further
success at the Battle of Dorylaeum in 1097; reaching Antioch in 1098 where after a siege
they captured the city; in 1099 they reached Jerusalem, besieged the city and eventually
captured it; following the capture the Kingdom of Jerusalem was established; the Crusader
states were established as a result.
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
D
BAND 2
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 88
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
AO3 (b)
4
What was the purpose of Source B?
AO4
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source B is a depiction from a contemporary chronicle; it shows the construction of a church
in Outremer; it clearly depicts the settlements that were being established in the Crusader
states; the source shows the efforts that were being undertaken to re-establish Christianity in
the area; the construction of such a magnificent building shows that the settlement was
intended to be permanent; the source is from an official history and is clearly designed to
chronicle the success the Crusaders had achieved; it is very typical of chronicles of the time
but would have had a very limited audience; it would have drawn upon other contemporary
pieces of evidence and can be considered a reliable depiction of the settlement of Outremer.
BAND 2
Applies relevant understanding of the historical period to fully analyse
and evaluate the purpose of the source. A substantiated judgement is
reached, set within the appropriate historical context.
[4-6]
BAND 1
Generalised answer; describes or paraphrases the source material
displaying limited understanding. Limited analysis and evaluation is
provided.
[1-3]
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 89
Question 3
Mark allocation:
10
Question:
AO1 (b)
2
AO2
AO3 (b)
8
AO4
Which of the sources is more useful to an historian
studying the power of the Papacy during this period?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Both sources are of varying usefulness to an historian studying the issue; Source C clearly
shows the power of the papacy; it states that the papacy has more authority than princes
and that no one may judge it or disobey its orders; the source is clearly biased towards the
papacy; it is written during a period of conflict between the papacy and the German
emperors and is aimed at justifying the actions of the papacy; the author wrote on religious
matters and supported the papacy; Source D provides a contrasting view of the power of
the papacy; it accuses the papacy of being corrupt and a disruptive influence; it implies the
power of the papacy is not derived from God; the source is clearly biased against the
papacy; its utility comes from the authorship and its historical context, since Henry IV was in
conflict with the Pope during the Investiture Contest.
BAND 3
Applies relevant, accurate understanding to fully analyse and explain
the relative usefulness of the source material. Analysis of the content
and authorship of the source material is undertaken to produce a clear
and well substantiated judgement, set within the appropriate historical
context.
[9-10]
D
BAND 4
Applies understanding to analyse and partially evaluate the usefulness
of the source material. Consideration of the content and authorship is
undertaken to reach a substantiated judgement, set within the
appropriate historical context.
[6-8]
BAND 2
Applies basic understanding to begin to analyse the usefulness of the
source material. Limited evaluation of the content and authorship is
undertaken, resulting in an unsubstantiated judgement.
[3-5]
BAND 1
Generalised answer; copies or paraphrases the source material with
little or no analysis undertaken.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 90
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3
AO4 (a-d)
6
Do the extracts support the view that the Crusades were
a positive event in history?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Extract 1 strongly supports the view that the Crusades were a positive event in History; it
clearly considers the Crusades in terms of noble ideas and aims; it stresses the morality and
justice of the movement; however, it is evident that the author is greatly taken by the
Crusading ideal, describing how he was made a knight of the Holy Sepulchre Church; the
extract clearly has a romantic view of the Crusades; the French author and historian is
detailing a journey he made and may be reliving the ideals of the Crusades to express his
sentiments to his audience, which, being French, had a close involvement with the
Crusading ideal; Extract 2 does not support the view, stating that the actions of the
Crusaders were treacherous and shameful; it expresses the view that the Saracens were
more enlightened than the Crusaders and that Crusader propaganda has influenced the
commonly held view of the Saracens; the extract appears to be a more objective view than
Extract 1 and despite being written around the same time, is not a romantic portrayal of the
Crusades; as such it is less inclined to reinforce the viewpoint of its intended audience.
BAND 2
Applies relevant, accurate understanding to fully analyse how and why
the interpretations differ, set within the wider historical debate.
Analysis of the content, authorship and audience is undertaken to
provide a well substantiated judgement about the extent of support
provided for the view, set within the appropriate historical context. [6-8]
D
BAND 3
BAND 1
Applies understanding to begin to analyse the different interpretations,
making appropriate reference to the content and authorship of the
extracts. A supported judgement is reached, set within the appropriate
historical context.
[3-5]
Generalised answer; copies or paraphrases the extracts. A weak,
unsubstantiated judgement is reached.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 91
Question 5
Mark allocation:
9
Question:
AO1 (b)
2
AO2
7
AO3
AO4
Choose three of the following and explain why they were
important effects of the Crusades.
[9]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
All factors were, in varying degrees, important effects of the Crusades; European science
was advanced as a result of interaction with the Muslim population; algebra, chemistry and
water wheels and clocks were some of the scientific areas that were brought to the attention
of Europeans; the religious effects were significant; the power of the papacy was
strengthened as a result; religious enthusiasm was widespread and became a characteristic
feature of the period; militant religious fervour spread; many Arabic words became part of
European languages as interaction increased; tales of heroism, philosophical and romantic
literature became popular; Europeans were introduced to new forms of art and literature; the
increase in trade was a marked feature of the Crusades; the market for eastern goods was
considerable with silks, precious stones, spices, perfumes, tapestries and so on, being in
great demand; many food products came to Europe as a result of the Crusades; products
such as rice, dates, apricots, sherbet, coffee, lemons, sugar, spices such as ginger, were all
brought to Europe.
BAND 2
Applies relevant, accurate understanding to fully analyse and explain
the importance of the identified issues. A clear, well-argued justification
of the relative importance of the issues is provided, set within the
appropriate historical context.
[7-9]
D
BAND 3
BAND 1
Applies understanding to begin to analyse and explain the importance
of the identified issues. A supported justification of the relative
importance of the issues is provided.
[4-6]
Generalised answer; few relevant points provided, displaying limited
understanding. Little or no explanation or analysis is undertaken and a
basic, unsupported justification is provided.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 92
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
‘The papacy was the most important factor in the birth of
the Crusading movement’
To what extent do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
To a certain extent this interpretation is accurate; the papacy was the main driving force
behind the Crusading movement; Urban II’s call to arms at the Council of Clermont in 1095
was an inspirational factor in the birth of the Crusading movement; one of Urban’s aims was
to establish the primacy of the papacy as part of the on-going Investiture Contest; he was
also responding to the Byzantine emperor’s call to help against the rise of the Seljuk Turks; it
was hoped the churches of the east and west would be united under the papacy’s authority; the
papacy tapped into the piety of the age and of the reform movement; the authority of the papacy
was reflected in the success of the proclamation; the offer of Papal Indulgences was also key
factor in encouraging some people to join the Crusade.
D
However, in some ways the interpretation is narrow in its focus; whilst the papacy was
undoubtedly important, there were several other factors that led to the birth of the Crusading
movement; the spread of the Muslim empire had resulted in an inevitable confrontation with
Christianity; the power of the Seljuk Turks was considered a threat and access to the Holy
Places had been restricted; there were undoubtedly individual motives at play; many went
for the adventure, to acquire riches or to escape from serfdom in Europe; the prospect of
acquiring land was also a motive for some; the rise of a militant form of Christianity was
another factor in the historical context that explains the timing the Crusading movement; the
interpretation shows the need for awareness of the wider historical debate over the issue; it
needs to be set within the appropriate historical context.
BAND 4
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the correct context of the
historical events studied.
[10-12]
BAND 3
Relevant understanding is applied to analyse the interpretation. A
supported judgement is reached, displaying understanding of how and
why interpretations of the issue may differ. Basic understanding of the
wider historical debate over the issue is displayed.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding
of the issue.
[4-6]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 93
BAND 1
Generalised answer; makes simple comments about the interpretation;
will copy or paraphrase the material with little or no evaluation
undertaken.
[1-3]
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
T
0
Performance descriptions
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
R
AF
Level
D
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 95
G197
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
NON-BRITISH STUDIES IN DEPTH
1F. The Voyages of Discovery and Conquest
of the Americas, 1492-1522
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
D
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 96
QUESTION 1
This question is about the explorers of the period.
Study the source below and then answer the question which follows.
R
AF
T
Source A
[A map showing the journey of Magellan, 1519-22]
D
Use Source A and your own knowledge to describe the journey of Magellan, 1519-22.
© WJEC CBAC Ltd.
[15 x answer lines]
[5]
GCSE HISTORY Sample Assessment Materials 97
QUESTION 2
This question is about the role of Hernan Cortes.
Study the source below and then answer the question which follows.
R
AF
T
Source B
D
[A codex showing the massacre at Cholula, 1519. It was produced by Diego Munoz
Camargo, a Spanish – Indian who was official interpreter for the Spanish. It appeared in his
History of Tlaxcala, produced between 1581 and 1584]
What was the purpose of Source B?
[6]
[Use details from Source B and your own knowledge and understanding of the historical
context to answer the question.]
[18 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 98
QUESTION 3
This question is about the Aztec civilization.
Study the sources below and then answer the question that follows.
Source C
I forbade them sacrificing human beings to their idols as they had been used to doing. God
had forbidden it; your Majesty had forbidden it in law and commanded to put to death
anyone who took the life of another. The Aztecs then stopped sacrifice and during my stay in
the city they were never seen to kill or sacrifice a human being.
[Hernan Cortes, leader of the Spanish expedition, writing in a letter to the
Spanish King Charles V in 1520]
D
R
AF
T
Source D
[A drawing showing human sacrifice from the Codex Magliabechiano, drawn by native
Aztecs in the mid 1500s]
Which of the sources is more useful to an historian studying the Aztec civilization?
[You should refer to both sources in your answer and use your knowledge and
understanding of the historical context.]
[30 x answer lines]
© WJEC CBAC Ltd.
[10]
GCSE HISTORY Sample Assessment Materials 99
QUESTION 4
This question is about the defeat of the Aztecs.
Study the extracts below and then answer the question which follows.
Extract 1
When the Spaniards were in Tenochtitlan, they questioned Montezuma and demanded gold.
When they arrived at the treasure house, the riches of gold were brought out to them. The
Spaniards immediately gathered all the gold into a great mound and set fire to everything
else, regardless of its value. Then they melted down the gold into blocks. As for the precious
green stones, they took only the best of them.
[Miguel Leon-Portilla, an historian, writing in his book called The Broken Spear, published
in 1959. This book is based on written accounts from Aztec native priests]
T
Extract 2
R
AF
From the beginning, Cortes and Montezuma hid their hostile intentions to each other behind
signs of friendship. Cortes’ strong religious convictions and his moral commitment to convert
the Indians to Christianity were also tied to his ambition to acquire riches and honour.
[Richard Townshend, an historian, writing in a university textbook called
The Aztecs, published in 1992]
D
Do the extracts support the interpretation that the Spanish conquest of the Aztecs was
driven by greed?
[8]
[Explain your answer by referring to the content, authorship and audience of the extracts, as
well as by using your own knowledge of the wider historical debate.]
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 100
QUESTION 5
This question is about the reasons for the Voyages of Discovery.
Choose three of the following and explain why they were important factors leading to the
Voyages of Discovery.
Arrange your answer in order of importance and justify your choices

Religion

Advances in technology

Trade

The power of Spain

Ambitions of individual explorers and monarchs
________________________________
T
First Choice:
R
AF
[9 x answer lines]
Second choice: ________________________________
[9 x answer lines]
________________________________
D
Third choice:
© WJEC CBAC Ltd.
[9 x answer lines]
[9]
GCSE HISTORY Sample Assessment Materials 101
QUESTION 6
This question is about the Voyages of Columbus.
Read the interpretation provided below and answer the question which follows.
’Columbus has been blamed for the destruction of the native peoples of the islands he
explored.’
To what extent do you agree with this interpretation?
[12]
[Use your own knowledge and understanding of the wider historical debate to support your
view.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question
D
R
AF
T
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 103
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1F.The Voyages of Discovery and Conquest of the Americas, 1492-1522
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
Mark allocation:
5
AO1(b)
2
T
This section indicates the
assessment objective(s) targeted in
the question
AO2
AO3 (a)
3
AO4
R
AF
Question: e.g. Use Source A and your own knowledge to describe the journey of Magellan, 1519-22.
[5]
This is the question and its mark tariff.
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
D
The source shows the route taken by Magellan’s ships; the journey started in September 1519 and ended in
September 1522; the journey crossed the Atlantic, Pacific and Indian Oceans; the expedition circumnavigated the
globe; five ships originally set out, but only three made it to the Pacific; the crew were mutinous and there were
many difficulties; supplies ran low; Magellan was killed in 1521 after becoming involved in a dispute between two
local chiefs; one ship made it back to Spain; the journey was an extraordinary maritime achievement.
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 104
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 105
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1F.The Voyages of Discovery and Conquest of the Americas, 1492-1522
Question 1
Mark allocation:
5
Question:
AO1 (b)
2
AO2
AO3 (a)
3
AO4
Use Source A and your own knowledge to describe the
journey of Magellan, 1519-22.
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
The source shows the route taken by Magellan’s ships; the journey started in September
1519 and ended in September 1522; the journey crossed the Atlantic, Pacific and Indian
Oceans; the expedition circumnavigated the globe; five ships originally set out, but only three
made it to the Pacific; the crew were mutinous and there were many difficulties; supplies ran
low; Magellan was killed in 1521 after becoming involved in a dispute between two local
chiefs; one ship made it back to Spain; the journey was an extraordinary maritime
achievement.
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
D
BAND 2
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 106
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
AO3 (b)
4
What was the purpose of Source B?
AO4
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source B is a depiction from an Aztec codex; it is meant to provide a pictorial, historical
account of the 1519 massacre at Cholula; the codex depicts the violence of the event with
graphic detail; it also displays the form of weaponry used during the conquest and the
Spanish use of armour and horseback; it possibly depicts Cortes, who had the nobles
massacred in the central plaza, later destroying the city; it is very typical of many codices of
the period; the fact that it is produced by a Spanish-Indian is of significance; this may
increase its reliability; it appears in a History of Tlaxcala, produced many years after the
event; the author is post-contemporary but may have been able to draw upon first-hand
accounts.
BAND 2
Applies relevant understanding of the historical period to fully analyse
and evaluate the purpose of the source. A substantiated judgement is
reached, set within the appropriate historical context.
[4-6]
BAND 1
Generalised answer; describes or paraphrases the source material
displaying limited understanding. Limited analysis and evaluation is
provided.
[1-3]
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 107
Question 3
Mark allocation:
10
Question:
AO1 (b)
2
AO2
AO3 (b)
8
AO4
Which of the sources is more useful to an historian
studying the Aztec civilization?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Both sources are of varying usefulness; Source C clearly shows the view of Cortes towards
the Aztec civilization; he informs the Spanish King in an official letter how they undertook
human sacrifice to their idols and that he forbade them from continuing the practice; this is a
valuable record of one aspect of Aztec civilization; he stresses his own role in stopping
sacrifice which may be to portray himself in a favourable light; as a result it is clearly biased
with no mention being made of Spanish violence; Source D is a native Aztec depiction of
human sacrifice; it is typical of the time and graphically shows an important aspect of Aztec
civilization; it clearly shows how people were sacrificed on Aztec temples and had their
hearts cut out; the fact it is from the mid-1500s us useful since it shows how the practice
continued; it shows how native Aztecs were chronicling aspects of their society that were
under threat from the Spanish.
Applies relevant, accurate understanding to fully analyse and explain
the relative usefulness of the source material. Analysis of the content
and authorship of the source material is undertaken to produce a clear
and well substantiated judgement, set within the appropriate historical
context.
[9-10]
BAND 3
Applies understanding to analyse and partially evaluate the usefulness
of the source material. Consideration of the content and authorship is
undertaken to reach a substantiated judgement, set within the
appropriate historical context.
[6-8]
D
BAND 4
BAND 2
Applies basic understanding to begin to analyse the usefulness of the
source material. Limited evaluation of the content and authorship is
undertaken, resulting in an unsubstantiated judgement.
[3-5]
BAND 1
Generalised answer; copies or paraphrases the source material with
little or no analysis undertaken.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 108
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3
AO4 (a-d)
6
Do the extracts support the view that the Spanish
conquest of the Aztecs was driven by greed?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Extract 1 strongly supports the view that the Spanish conquest was driven by greed; it
clearly describes how the Spanish were only interested in gold and wealth and destroyed
everything else; it shows the rapacious attitude of the Spaniards and their disregard for
Aztec culture, plundering only the best precious stones; the interpretation is generally
supported by the available historical evidence; the book however, despite being authored by
a Spanish historian, is based upon contemporary accounts from native Aztec priests; this
may influence the extent to which the interpretation is valid; the book is presumably aimed at
a general audience; its title possibly suggests a sympathetic attitude towards the Aztecs;
Extract 2 also supports the view that the Spanish were driven by greed; however, it takes a
more objective view, identifying the hostile intentions that existed on both sides; it identifies
other factors that drove the Spanish conquest, such as religious conviction, the desire to
convert the Aztecs to Christianity and honour; the extract is from a modern historian writing
in an academic textbook; it has a specialist audience; the interpretation is rather more
measured and takes account of the historical context; both extracts reveal the wider
historical debate over the issue.
Applies relevant, accurate understanding to fully analyse how and why
the interpretations differ, set within the wider historical debate. Analysis
of the content, authorship and audience is undertaken to provide a well
substantiated judgement about the extent of support provided for the
view, set within the appropriate historical context.
[6-8]
D
BAND 3
BAND 2
Applies understanding to begin to analyse the different interpretations,
making appropriate reference to the content and authorship of the
extracts. A supported judgement is reached, set within the appropriate
historical context.
[3-5]
BAND 1
Generalised answer; copies or paraphrases the extracts. A weak,
unsubstantiated judgement is reached.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 109
Question 5
Mark allocation:
9
Question:
AO1 (b)
2
AO2
7
AO3
AO4
Choose three of the following and explain why they were
important factors leading to the Voyages of Discovery.
[9]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
All factors were important to the Voyages of Discovery; religious factors were a driving force,
especially from Spain and Portugal; to spread Christianity and convert natives to the faith
was an important factor; technological advances enabled the voyages to be successfully
undertaken; improvements in map-making, the quadrant, astrolabe and compass improved
navigation; ship design improved; trade was another key factor, particularly with a view to
the Asian markets; land trade routes to Asia had been closed by the Turks; there was a
demand for spices and cotton goods; Spain was the most powerful European country at the
time; driven by many factors it embarked upon a process of expansion and aggrandisement;
there was considerable European rivalry that drove expansion; there were many individual
motives; curiosity, a sense of adventure and a desire to explore drove many to undertake the
voyages; the accumulation of wealth, fame and honour were significant factors driving the
Voyages of Discovery.
BAND 2
Applies relevant, accurate understanding to fully analyse and explain
the importance of the identified issues. A clear, well-argued justification
of the relative importance of the issues is provided, set within the
appropriate historical context.
[7-9]
D
BAND 3
BAND 1
Applies understanding to begin to analyse and explain the importance
of the identified issues. A supported justification of the relative
importance of the issues is provided.
[4-6]
Generalised answer; few relevant points provided, displaying limited
understanding. Little or no explanation or analysis is undertaken and a
basic, unsupported justification is provided.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 110
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
‘Columbus has been blamed for the destruction of the
native peoples of the islands he explored’
To what extent do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
To some extent this interpretation is accurate; up to 1492, limited exploration had taken
place to the west of Europe; technological factors had inhibited the process of exploration;
the 1492 voyage undertaken by Columbus paved the way for others to follow; it brought the
existence of new lands to the attention of Spain and other European powers; this and further
voyages undertaken by Columbus served as a stimulus for European colonial expansion; a
period of aggressive conquest and colonization was initiated; wealth was plundered; trade
increased; the treatment of the natives on the islands discovered deteriorated; accusations
of brutality were made; atrocities were reported; European greed for wealth resulted in the
partial destruction of civilizations; diseases brought from Europe would decimate native
population; the longer term consequences were significant.
BAND 4
D
However, in some ways the interpretation is narrow in its focus; the historical context needs
to be considered in terms of the attitudes of the time; Columbus was an opportunist driven
by ambition and religion; attempts were made to bring Christianity to the native populations;
ascribing later events to him is inappropriate; after the initial contact made the ambition and
greed of the Spanish government resulted in the weakening of the native populations;
Columbus cannot be held responsible for the effects of European disease upon the native
peoples; the interpretation shows the need for awareness of the wider historical debate over
the issue; it needs to be set within the appropriate historical context.
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the correct context of the
historical events studied.
[10-12]
BAND 3
Relevant understanding is applied to analyse the interpretation. A
supported judgement is reached, displaying understanding of how and
why interpretations of the issue may differ. Basic understanding of the
wider historical debate over the issue is displayed.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding
of the issue.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
will copy or paraphrase the material with little or no evaluation
undertaken.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 111
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Performance descriptions
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
T
Level
D
R
AF
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 113
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
NON-BRITISH STUDIES IN DEPTH
1G. Germany in Transition, 1919-1939
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 114
QUESTION 1
This question is about the Nazi rise to power.
Study the source below and then answer the question which follows.
R
AF
T
Source A
[Thousands of SA members at a Nuremberg Rally, 1934]
D
Use Source A and your own knowledge to describe the role of the SA.
© WJEC CBAC Ltd.
[15 x answer lines]
[5]
GCSE HISTORY Sample Assessment Materials 115
QUESTION 2
This question is about the Nazi use of terror and persuasion.
Study the source below and then answer the question which follows.
D
R
AF
T
Source B
[A Nazi poster from the 1930s. The caption says ‘Hitler is building.
Help him. Buy German goods’]
What was the purpose of Source B?
[6]
[Use details from Source B and your own knowledge and understanding of the historical
context to answer the question.]
[18 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 116
QUESTION 3
This question is about the recovery of Weimar.
Study the sources below and then answer the question that follows.
Source C
Three million people lack work. The government work to conceal the misery. They speak of
silver linings. Things are getting better for them and worse for us. Only the complete collapse
of our people can follow from these irresponsible policies.
[Joseph Goebbels, a member of the Nazi Party writing in a pamphlet called
We Demand, published in 1927]
T
Source D
R
AF
The economic position is only flourishing on the surface. Germany is in fact dancing on a
volcano. If the short-term loans are called in by America, a large section of our economy
would collapse.
[Gustav Stresemann, the German Foreign Minister, in a speech given to
the League of Nations (September 1929)]
Which of the sources is more useful to an historian studying the economic recovery of
Weimar?
D
[You should refer to both sources in your answer and use your knowledge and
understanding of the historical context.]
© WJEC CBAC Ltd.
[30 x answer lines]
[10]
GCSE HISTORY Sample Assessment Materials 117
QUESTION 4
This question is about Hitler’s foreign policy.
Study the extracts below and then answer the question which follows.
Extract 1
To the end Hitler maintained clear war aims. To him, from 1920 to 1945, the purpose of
Nazism was always the same: it was to create an empire, to take the great area of Russia
from the Russians. Even after defeat he did not try to deny it. The day before his death his
last message said ‘the aim must still be to win territory in the East for the German people.’
[The historian Hugh Trevor-Roper, writing in an article for an academic magazine in 1960.
The article was called Hitler’s War Aims]
T
Extract 2
R
AF
Hitler wanted to free Germany from the restrictions of the Versailles Peace Treaty; to restore
the German army and then to make Germany the greatest power in Europe which she
naturally was. Maybe his ambitions were only to take land in the East. Maybe he would have
taken Western Europe after that. However, no one can tell.
[The historian Alan Taylor writing in his book The Origins of the
Second World War, published in 1961]
D
Do the extracts support the interpretation that Hitler’s main foreign policy aim was to conquer
land to the east of Germany?
[8]
[Explain your answer by referring to the content, authorship and audience of the extracts, as
well as by using your own knowledge of the wider historical debate.]
[24 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 118
QUESTION 5
This question is about the Nazi consolidation of power.
Choose three of the following and explain why they were important to the Nazi consolidation
of power.
Arrange your answer in order of importance and justify your choices.

The Reichstag Fire

The death of President Hindenburg

The Night of the Long Knives

The Law Against the Formation of Political Parties

The Enabling Act
________________________________
T
First Choice:
R
AF
[9 x answer lines]
Second choice: ________________________________
[9 x answer lines]
________________________________
D
Third choice:
© WJEC CBAC Ltd.
[9 x answer lines]
[9]
GCSE HISTORY Sample Assessment Materials 119
QUESTION 6
This question is about Nazi economic, social and racial policy.
Read the interpretation provided below and answer the question which follows.
“The lives of Germans improved under the Nazis between 1933 to 1939”
To what extent do you agree with this interpretation?
[12]
[Use your own knowledge and understanding of the wider historical debate to support your
view.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
R
AF
T
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 121
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1G. Germany in Transition, 1919-1939
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
This section indicates the
assessment objective(s) targeted in
the question
AO1(b)
2
AO2
AO3 (a)
3
T
Mark allocation:
5
Question: e.g. Use Source A and your own knowledge to describe the role of the SA.
[5]
This is the question and its mark tariff.
R
AF
Indicative content
AO4
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
The source shows an example of how the Nazi paramilitary wing were utilised; thousands attended party rallies,
especially at Nuremberg; the brown shirts were led by Ernst Rohm; they took part in marches and displays
across Germany; intimidated opponents such as Communists and Socialists; disrupted meetings of opposing
parties; the source clearly demonstrates how the SA were a visible part of the power of the Nazi party on public
display.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 122
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
asatisfied, examiners should move up to the next band and repeat this process for each
band until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 123
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1G. Germany in Transition, 1919-1939
Question 1
Mark allocation:
5
Question:
AO1 (b)
2
AO2
AO3 (a)
3
AO4
Use Source A and your own knowledge to describe the
role of the SA.
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
The source shows an example of how the Nazi paramilitary wing were utilised; thousands
attended party rallies, especially at Nuremberg; the brown shirts were led by Ernst Rohm;
they took part in marches and displays across Germany; intimidated opponents such as
Communists and Socialists; disrupted meetings of opposing parties; the source clearly
demonstrates how the SA were a visible part of the power of the Nazi party on public
display.
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
D
BAND 2
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 124
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
AO3 (b)
4
AO4
What was the purpose of Source B?
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
The source depicts an Aryan man labouring; the pastoral background is typical of how the Nazis
mixed tradition with modernity; the reconstruction is clearly identified with Nazism; the poster is a
clear example of the Nazi use of propaganda; it encourages self-reliance, related to the policy of
autarky; racial undertones; idealised depiction; published during a period of Nazification; focuses
upon role of Hitler.
Applies relevant understanding of the historical period to fully analyse and
evaluate the purpose of the source. A substantiated judgement is reached,
set within the appropriate historical context.
[4-6]
BAND 1
Generalised answer; describes or paraphrases the source material
displaying limited understanding. Limited analysis and evaluation is
provided.
R
AF
BAND 2
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 125
Question 3
Mark allocation:
10
Question:
AO1 (b)
2
AO2
AO3 (b)
8
AO4
Which of the sources is more useful to an historian
studying the economic recovery of Weimar?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source C says how Germany was struggling; three million were unemployed; the
irresponsible policies would lead to complete collapse; in reality the economic recovery was
illusory; Source D says the economic position had improved but was really only flourishing
on the surface; Germany was reliant upon loans which if called in would lead to collapse;
Goebbels is clearly biased because of Nazi opposition to Weimar; the title of the pamphlet
suggests propaganda purposes and is appropriate to the historical context in so much as the
Nazis were struggling to make an impact; Stresemann’s official capacity suggests reliability;
it displays a more profound understanding of the German economy, despite the apparent
success of the later Weimar years; he is speaking to the League of Nations and it also
shows the illusory nature the recovery of Weimar.
Applies relevant, accurate understanding to fully analyse and explain
the relative usefulness of the source material. Analysis of the content
and authorship of the source material is undertaken to produce a clear
and well substantiated judgement, set within the appropriate historical
context.
[9-10]
BAND 3
Applies understanding to analyse and partially evaluate the usefulness
of the source material. Consideration of the content and authorship is
undertaken to reach a substantiated judgement, set within the
appropriate historical context.
[6-8]
D
BAND 4
BAND 2
Applies basic understanding to begin to analyse the usefulness of the
source material. Limited evaluation of the content and authorship is
undertaken, resulting in an unsubstantiated judgement.
[3-5]
BAND 1
Generalised answer; copies or paraphrases the source material with
little or no analysis undertaken.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 126
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3
AO4 (a-d)
6
Do the extracts support the view that Hitler’s main
foreign policy aim was to conquer lands to the east of
Germany?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Extract 1 clearly supports the view; Nazi war aims were clear – to create an empire to the
east of Germany; the aim was consistent with the idea of lebensraum; the author was an
historian writing for an academic magazine; article focused and therefore researched on
Hitler’s war aims; audience would have been of an academic nature; Extract 2 suggests that
Hitler’s aims were less focused and he was essentially an opportunist; being free from the
Versailles Treaty and to restore German power were Hitler’s general aims; uncertainty exists
as to his true intentions; the historian is writing in specialist book on the causes of the
Second World War, but targeted at a more general audience; both clearly show the debate
being undertaken during this period as to the causes of war; both display the lack of
consensus that was prevalent.
BAND 2
Applies relevant, accurate understanding to fully analyse how and why
the interpretations differ, set within the wider historical debate. Analysis
of the content, authorship and audience is undertaken to provide a well
substantiated judgement about the extent of support provided for the
view, set within the appropriate historical context.
[6-8]
D
BAND 3
BAND 1
Applies understanding to begin to analyse the different interpretations,
making appropriate reference to the content and authorship of the
extracts. A supported judgement is reached, set within the appropriate
historical context.
[3-5]
Generalised answer; copies or paraphrases the extracts. A weak,
unsubstantiated judgement is reached.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 127
Question 5
Mark allocation:
9
Question:
AO1 (b)
2
AO2
7
AO3
AO4
Choose three of the following and explain why they were
important to the Nazi consolidation of power.
[9]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The Reichstag Fire initiated a course of events commencing with action against the
Communists and the suspension of civil liberties; the death of Hindenburg cleared the way
for Hitler to assume control of the armed forces; The Night of the Long Knives enabled Hitler
to consolidate control over the Party and appease the generals; the Law against the
Formation of Political Parties disrupted organised opposition to the Nazis; the Enabling Act
allowed the Nazis to circumvent the Reichstag and begin to impose their will upon Germany.
Applies relevant, accurate understanding to fully analyse and explain
the importance of the identified issues. A clear, well-argued justification
of the relative importance of the issues is provided, set within the
appropriate historical context.
[7-9]
BAND 2
Applies understanding to begin to analyse and explain the importance
of the identified issues. A supported justification of the relative
importance of the issues is provided.
[4-6]
BAND 1
Generalised answer; few relevant points provided, displaying limited
understanding. Little or no explanation or analysis is undertaken and a
basic, unsupported justification is provided.
[1-3]
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 128
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
‘The lives of Germans improved under the Nazis
between 1933 and 1939’.
To what extent do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
In some ways the lives of Germans improved; the improvement in the economy and the fall
in unemployment brought benefits to many; standards of living improved; Germany had
stable government after years of weakness; the position of the country in the world brought
pride to many; workers were offered incentives to serve the state, such as via the KdF
movement; many young people became involved in the Hitler Youth and enjoyed the
activities and comradeship it offered.
In some ways the lives of Germans deteriorated; the position of women worsened under the
principle of the 3Ks; membership of the Hitler Youth became compulsory; education was
Nazified and free thought stifled; media was strictly controlled and people were subject to
daily propaganda; workers were controlled through the DAF; the lives of Jews deteriorated
significantly – the boycott; Nuremberg Laws; exclusion from professions; Kristallnacht and
overall anti-Semitism; the lives of other groups the Nazis were opposed to also worsened.
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the correct context of the
historical events studied.
[10-12]
D
BAND 4
BAND 3
Relevant understanding is applied to analyse the interpretation. A
supported judgement is reached, displaying understanding of how and
why interpretations of the issue may differ. Basic understanding of the
wider historical debate over the issue is displayed.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding
of the issue.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
will copy or paraphrase the material with little or no evaluation
undertaken.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 129
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Performance descriptions
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
T
Level
D
R
AF
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 131
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 1: STUDIES IN DEPTH
NON-BRITISH STUDIES IN DEPTH
1H. The USA: A Nation of Contrasts, 1910-1929
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 6.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 132
QUESTION 1
This question is about popular entertainment.
Study the source below and then answer the question which follows.
R
AF
T
Source A
[A photograph of Carroll Dickerson’s Jazz Floor Show, Chicago, 1924]
D
Use Source A and your own knowledge to describe the development of popular
entertainment during this period.
© WJEC CBAC Ltd.
[15 x answer lines]
[5]
GCSE HISTORY Sample Assessment Materials 133
QUESTION 2
This question is about religion and race.
Study the source below and then answer the question which follows.
D
R
AF
T
Source B
[A poster for the film The Birth of a Nation, released in 1915. The film was very
controversial because of its negative portrayal of black men]
What was the purpose of Source B?
[6]
[Use details from Source B and your own knowledge and understanding of the historical
context to answer the question.]
[18 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 134
QUESTION 3
This question is about immigration.
Study the sources below and then answer the question that follows.
Source C
As soon immigrants step off the ships, our problem has only just begun – Bolshevism, red
anarchy, black-handers and kidnappers, challenging the authority and integrity of our flag.
Thousands come here who will never take the oath to support our constitution. They fill
places that belong to the wage earning citizens of America…They constitute a menace and
a danger to us every day.
[James Thomas Heflin, a Republican Senator, speaking in 1921
in a debate over whether to limit immigration]
T
Source D
R
AF
Boston was one of the worst centres of the panic that reflected the campaign of the
Department of Justice for the arrest and deportation of Reds. The terrorizing methods of the
Government meant that in and out of the courtroom the Red hysteria was everywhere. The
prosecutor played on the feelings of the jury by exploiting the unpatriotic and hated beliefs of
Sacco and Vanzetti, and the judge allowed him to pervert the jury's mind.
D
[Felix Frankfurter, an expert in law and supporter of civil liberties, writing in an article on the
Sacco and Vanzetti case for the Atlantic Monthly (March 1927)]
Which of the sources is more useful to an historian studying the issue of immigration to the
USA during this period?
[10]
[You should refer to both sources in your answer and use your knowledge and
understanding of the historical context.]
[30 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 135
QUESTION 4
This question is about crime and corruption.
Study the extracts below and then answer the question which follows.
Extract 1
One of the consequences of the prohibition was the development of gangsterism and crime.
Enforcement of prohibition was a difficult task and a growth in illegal drinking places took
place. People called moonshiners distilled alcohol illegally. The increase in criminal
behaviour caused public opinion to turn against prohibition.
[John Simkin, an historian, writing in an article on prohibition on his academic website,
Spartacus Educational (2014)]
T
Extract 2
R
AF
Prohibition had made the USA lawless, the police corrupt and gangsters rich. There were
however, sound economic arguments for getting rid of it. Legalising alcohol would create
jobs, raise tax revenue and free up resources being used to enforce prohibition.
[Ben Walsh, an author of school history textbooks, in his book
GCSE Modern World History, published in 1996]
D
Do the extracts support the view that prohibition was unpopular because of the increase in
organised crime?
[8]
[Explain your answer by referring to the content, authorship and audience of the extracts, as
well as by using your own knowledge of the wider historical debate.]
© WJEC CBAC Ltd.
[24 x answer lines]
GCSE HISTORY Sample Assessment Materials 136
QUESTION 5
This question is about the economic boom.
Choose three of the following and explain why they were important to the economic boom
experienced in the USA during this period.
Arrange your answer in order of importance and justify your choices.

Mass production

The policy of laissez-faire

Electrification

Hire purchase

America’s natural resources
________________________________
T
First Choice:
R
AF
[9 x answer lines]
Second choice: ________________________________
[9 x answer lines]
________________________________
D
Third choice:
© WJEC CBAC Ltd.
[9 x answer lines]
[9]
GCSE HISTORY Sample Assessment Materials 137
QUESTION 6
This question is about the end of prosperity.
Read the interpretation provided below and answer the question which follows.
“The panic selling of shares was the main cause of the Wall Street Crash in October 1929”
To what extent do you agree with this interpretation?
[12]
[Use your own knowledge and understanding of the wider historical debate to support your
view.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
R
AF
T
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 139
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1H. The USA : A Nation of Contrasts, 1910-1929
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
Mark allocation:
5
AO1(b)
2
T
This section indicates the
assessment objective(s) targeted in
the question
AO2
AO3 (a)
3
AO4
R
AF
Question: e.g. Use Source A and your own knowledge to describe the development of popular
entertainment during this period.
[5]
This is the question and its mark tariff.
Indicative content This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
D
The source shows a popular form of entertainment of the period; jazz music became very popular greatly helped
by the development of radio and the gramophone; the source shows an organized floor show, supported by a
large band and dancers, made up of white and black people; this demonstrates the cross culture appeal of this
form of entertainment; dancing and the speakeasy culture were part of the historical context reflected in the
source; other developments were also taking place; silent movies increased the popularity of the cinema movie
stars became a feature of the period; the advent of the talkies revolutionised cinema going.
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 2
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
BAND 1
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 140
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 141
MARK SCHEME
Component 1: NON-BRITISH STUDY IN DEPTH
1H. The USA: A Nation of Contrasts, 1910-1929
Question 1
Mark allocation:
5
Question:
AO1 (b)
2
AO2
AO3 (a)
3
AO4
Use Source A and your own knowledge to describe the
development of popular entertainment during this
period.
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
The source shows a popular form of entertainment of the period; jazz music became very
popular greatly helped by the development of radio and the gramophone; the source shows
an organized floor show, supported by a large band and dancers, made up of white and
black people; this demonstrates the cross culture appeal of this form of entertainment;
dancing and the speakeasy culture were part of the historical context reflected in the source;
other developments were also taking place; silent movies increased the popularity of the
cinema movie stars became a feature of the period; the advent of the talkies revolutionised
cinema going.
BAND 1
Relevant and accurate understanding is used to support the analysis of
the source set within its historical context. A full and accurate
description is provided.
[3-5]
D
BAND 2
Generalised answer, paraphrasing or describing source only. Limited
understanding is displayed.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 142
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
AO3 (b)
4
What was the purpose of Source B?
AO4
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The poster is an advertisement for the film The Birth of a Nation; it reflects the type of
advertising that was used to promote movies at the time; the advertisement uses the scale of
the film to attract audiences; the language used is designed to portray the grand scale of the
‘stupendous motion picture’; it also reveals the racial issues of the time, with it being based
upon a story of The Clansmen, depicting the Ku Klux Klan in its poster; the film caused
controversy due to its portrayal of black men, but was a great commercial success; set within
its historical context, it shows the increasingly expensive and dramatic scale of motion
pictures but also the racial problems that prevailed during the period.
BAND 2
Applies relevant understanding of the historical period to fully analyse
and evaluate the purpose of the source. A substantiated judgement is
reached, set within the appropriate historical context.
[4-6]
BAND 1
Generalised answer; describes or paraphrases the source material
displaying limited understanding. Limited analysis and evaluation is
provided.
[1-3]
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 143
Question 3
Mark allocation:
10
Question:
AO1 (b)
2
AO2
AO3 (b)
8
AO4
Which of the sources is more useful to an historian
studying the issue of immigration to the USA during this
period?
[10]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source C clearly reveals the degree of xenophobia prevalent among many at the time; it
links immigration with Bolshevism and anarchy, challenging the basis of the American
constitution; it accuses immigrants of taking the jobs of Americans and states they are a
danger to the country; Source D focuses upon the notorious example of the Sacco and
Vanzetti case; it accuses the authorities of creating a panic, a ‘Red hysteria’; it shows how
the process of law had been perverted by the prevailing climate; both sources however, are
biased and reflect different attitudes; Heflin accurately reflects the view of many Republicans
who used their influence to pass government legislation; the attitude shown is very much of
the period, demonstrated in issues such as the Red Scare, the Palmer Raids and the Sacco
and Vanzetti case; Source D, although written by an expert in law, is also from a particular
perspective; Frankfurter supported civil liberties and was strongly critical of the attitudes of
people such as Heflin; he is writing an article to show the perceived injustice of the Sacco
and Vanzetti case.
BAND 3
Applies relevant, accurate understanding to fully analyse and explain
the relative usefulness of the source material. Analysis of the content
and authorship of the source material is undertaken to produce a clear
and well substantiated judgement, set within the appropriate historical
context.
[9-10]
D
BAND 4
Applies understanding to analyse and partially evaluate the usefulness
of the source material. Consideration of the content and authorship is
undertaken to reach a substantiated judgement, set within the
appropriate historical context.
[6-8]
BAND 2
Applies basic understanding to begin to analyse the usefulness of the
source material. Limited evaluation of the content and authorship is
undertaken, resulting in an unsubstantiated judgement.
[3-5]
BAND 1
Generalised answer; copies or paraphrases the source material with
little or no analysis undertaken.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 144
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
AO3
AO4 (a-d)
6
Do the extracts support the view that view that
prohibition was unpopular because of the increase in
organized crime?
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Extract 1 clearly supports the view; prohibition had led to gangsterism and an increase in
criminality; the difficulty in enforcing prohibition had resulted in illegal alcohol distillation; the
increase in crime turned public opinion against prohibition; the author is an historian writing
specifically for his academic website aimed at educational purposes; the article is
presumably part of a wider study into the period for which he would have undertaken
research; the audience would specifically be looking for information on prohibition; Extract 2
backs up Extract 1 in so much as it states the USA had become lawless; this implies that
prohibition was unpopular; however, it is more focused upon the economic arguments
against prohibition; jobs would be created, tax revenue would increase and resources would
be freed up; the historian is writing for a general school textbook and the extract is less
specialised than Extract 1; both extracts show the differences in interpretation and focus, set
within the wider historical debate.
BAND 2
Applies relevant, accurate understanding to fully analyse how and why
the interpretations differ, set within the wider historical debate. Analysis
of the content, authorship and audience is undertaken to provide a well
substantiated judgement about the extent of support provided for the
view, set within the appropriate historical context.
[6-8]
D
BAND 3
BAND 1
Applies understanding to begin to analyse the different interpretations,
making appropriate reference to the content and authorship of the
extracts. A supported judgement is reached, set within the appropriate
historical context.
[3-5]
Generalised answer; copies or paraphrases the extracts. A weak,
unsubstantiated judgement is reached.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-2]
GCSE HISTORY Sample Assessment Materials 145
Question 5
Mark allocation:
9
Question:
AO1 (b)
2
AO2
7
AO3
AO4
Choose three of the following and explain why they were
important to the economic boom experienced in the USA
during this period.
[9]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Mass production characterised the American economy during this period; factories produced
enormous amounts of consumer goods that fuelled the boom of the period; mass production
in the motor industry was the prime example; the policy of laissez-faire meant that
businesses could expand without government interference; the results were great profits and
the freedom to become rich; the process of electrification sped up production and enabled
industry to spread, reducing costs; household electrification led to huge increases in demand
for electric household goods; hire purchase allowed people to buy consumer goods such as
washing machines and vacuum cleaners; the borrowing increased the amount available to
spend and therefore consumer’s purchasing power; the ready availability of essential natural
resources such as coal, timber, iron, oil and land created the basis for economic expansion.
Applies relevant, accurate understanding to fully analyse and explain
the importance of the identified issues. A clear, well-argued justification
of the relative importance of the issues is provided, set within the
appropriate historical context.
[7-9]
BAND 2
Applies understanding to begin to analyse and explain the importance
of the identified issues. A supported justification of the relative
importance of the issues is provided.
[4-6]
BAND 1
D
BAND 3
Generalised answer; few relevant points provided, displaying limited
understanding. Little or no explanation or analysis is undertaken and a
basic, unsupported justification is provided.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 146
Question 6
Mark allocation:
15
Question:
AO1 (b)
4
AO2
AO3
AO4(a-d)
8
SPaG
3
‘The panic selling of shares was the main cause of the
Wall Street Crash in October 1929’.
To what extent do you agree with this interpretation?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
To an extent the interpretation is correct, the panic selling of shares did lead to the Wall
Street Crash; the optimism of investors had been shaken in the preceding months and the
markets were unstable; ‘Black Thursday’ commenced a sequence of events that would
continue into the following week; despite a brief recovery the newspaper coverage over the
weekend increased panic; on ‘Black Tuesday’ panic selling reached its height and sixteen
million shares were traded, with some having no buyers; the event clearly precipitated the
Wall Street Crash.
BAND 4
D
However, the interpretation fails to take account of a wider range of long-term factors; even
in 1926 there had been signs the economy was overheating; land prices in Florida had
collapsed; the overproduction of the decade played a major role; the consumer market was
saturated; farmers had overproduced food and prices fell; consumer debt was high, fuelled
by easy credit; there were too many small banks with insufficient reserves; there had been
too much speculation on the stock market; overseas trade was declining during the period;
the interpretation is therefore limited in scope; it needs to be set within the wider historical
context of the period; it reflects the on-going wider historical debate over the issue.
Accurate, detailed understanding is applied to fully analyse and
evaluate the interpretation, demonstrating awareness of the wider
historical debate over the issue. A well substantiated judgement about
the interpretation is reached, set within the correct context of the
historical events studied.
[10-12]
BAND 3
Relevant understanding is applied to analyse the interpretation. A
supported judgement is reached, displaying understanding of how and
why interpretations of the issue may differ. Basic understanding of the
wider historical debate over the issue is displayed.
[7-9]
BAND 2
Basic understanding of the interpretation is displayed. A weak,
unsubstantiated judgement is reached, applying limited understanding
of the issue.
[4-6]
BAND 1
Generalised answer; makes simple comments about the interpretation;
will copy or paraphrase the material with little or no evaluation
undertaken.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 147
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
3 marks
Performance descriptions
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
T
Level
D
R
AF
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
T
AF
R
D
GCSE HISTORY Sample Assessment Materials 149
ASSESSMENT GRID FOR COMPONENT 1 British Studies in Depth
Candidates answer all questions.
British Study in Depth
2
3
4
5
6
Total
AO1
-
AO2
-
AO1b 2
marks
-
AO2 6
marks
-
AO1b 2
marks
AO1b 2
marks
AO1b 4
marks
10 marks
AO2 8
marks
-
5
6
Total
AO1
AO1b 2
marks
AO1b 2
marks
AO1b 2
marks
AO1b 2
marks
AO1b 2
marks
AO1b 4
marks
14 marks
D
4
© WJEC CBAC Ltd.
AO4a-d 8
marks
SPaG
-
-
14 marks
10 marks
AO2
-
R
3
-
AF
2
AO4
-
AO3b 6
marks
-
Non-British Study in Depth
Question
1
AO3
AO3a 4
marks
-
AO4a-d 8
marks
16 marks
3
3
T
Question
1
-
AO3
AO3a 3
marks
AO3b 4
marks
AO3b 8
marks
-
AO2 7
marks
-
-
7 marks
15 marks
-
AO4
-
SPaG
AO4a-d 6
marks
AO4a-d 8
marks
14 marks
3
3
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 151
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Period Study
2A. The Development of the USA,
1929-2000
SAMPLE ASSESSMENT MATERIALS
R
AF
T
45 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 5.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 152
QUESTION 1
This question is about political change 1960-2000.
Describe Kennedy`s domestic policies.
[5]
[15 x answer lines]
QUESTION 2
This question is about economic downturn and recovery.
How far did Roosevelt`s policies change the economic situation in the USA between 1933
and 1939?
[6]
[18 x answer lines]
T
QUESTION 3
R
AF
This question is about social change 1950-2000.
The lives of many young Americans in the 1950s and 1960s were influenced by
developments such as:



Films and the media
New musical styles
Literature
D
Arrange the developments in order of their importance in influencing the lives of young
Americans. Explain your choices.
First choice -
[9 x answer lines]
Second choice -
[9 x answer lines]
Third choice [9 x answer lines]
© WJEC CBAC Ltd.
[9]
GCSE HISTORY Sample Assessment Materials 153
QUESTION 4
This question is about the search for world peace since 1970.
Explain why relations between the USA and the USSR changed during the 1970s.
[8]
[24 x answer lines]
QUESTION 5
This question is about the issue of Civil Rights between 1941 and 1970.
How important was the Montgomery Bus Boycott in the struggle for Civil Rights in the USA
between 1941 and 1970?
[12]
T
[In your answer you should discuss the importance of the Montgomery Bus Boycott
alongside other factors in order to reach a judgement.]
R
AF
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 155
MARK SCHEME
Component 2: PERIOD STUDY
2A. The Development of the USA, 1929-2000
Instructions for examiners of GCSE History when applying the mark scheme
1.
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
Mark allocation:
5
AO1(a)
AO2
AO3 (a)
R
AF
5
T
This section indicates the
assessment objective(s) targeted in
the question
AO4
Question: e.g. Describe Kennedy's domestic policies.
Indicative content
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
D
Kennedy`s New Frontier programme and sweeping aims to eradicate poverty, inequality and deprivation;
economically, with tax cuts, public works schemes and grants; socially, to increase the minimum wage, provide
medical health insurance, the Social security Act`62 and more investment in education and training; politically
with the Civil Rights Bill of `63 and efforts to improve the rights of women.
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 3
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 156
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 157
MARK SCHEME
Component 2: PERIOD STUDY
2A.The Development of the USA, 1929-2000
Question 1
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
Describe Kennedy`s domestic policies.
AO4
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Kennedy`s New Frontier programme and sweeping aims to eradicate poverty, inequality and
deprivation; economically, with tax cuts, public works schemes and grants; socially, to
increase the minimum wage, provide medical health insurance, the Social Security Act 1962
and more investment in education and training; politically with the Civil Rights Bill of 1963
and efforts to improve the rights of women.
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 158
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
4
AO3
AO4
How far did Roosevelt`s policies change the economic
situation in the USA between 1933 and 1939?
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The `3 Rs` as the basis of his New Deal programme; moves to solve the banking crisis,
`prime the pump` and halt the cycle of depression; the establishment of the `Alphabet
Agencies` with examples to promote economic recovery; public works schemes; loans and
subsidies to boost the agricultural industry; regeneration as exemplified by the TVA;
reference to the short-term nature of aspects of the New Deal; the gradual drop in
unemployment, the lack of success in tackling the underlying economic problems and failure
to solve the depression entirely.
Offers detailed understanding to fully analyse and evaluate the nature
and extent of change while arriving at a well-supported judgement on
the issue set within the appropriate historical context.
[5-6]
BAND 2
Offers some understanding to begin to analyse the issue of change
while arriving at a partial judgement on the issue.
[3-4]
BAND 1
Offers a generalised description with limited understanding of the issue
of change.
[1-2]
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 159
Question 3
Mark allocation:
9
Question:
AO1 (b)
3
AO2
6
AO3
AO4
The lives of many young Americans in the 1950s and
1960s were influenced by developments such as:
 Films and the media
 New musical styles
 Literature
Indicative content
T
Arrange the developments in order of their importance
in influencing the lives of young Americans. Explain
your choices
[9]
R
AF
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
Films and the media – the influence of screen idols and anti-heroes e.g. James Dean and
Rebel without a cause; the popularity of drive-ins and the introduction of multiplex theatres;
ground-breaking films e.g. Inherit the Wind and To Kill a Mockingbird.
D
New musical styles – the impact and influence of rock and roll and the development of subcultures and how they defined themselves with music; generational rebellion; the Beatle
invasion; the `drop out and turn on` culture of the hippy movement; music as a vehicle for
anti-war and Civil Rights protest; the impact of black music e.g. Tamla Motown in the 1960s.
Literature – the influence of writers like Salinger and Kerouac leading many young people to
question the values of the time; `drop-outs`, beakniks and hippies.
BAND 3
Offers detailed, accurate understanding to fully analyse and explain the
importance of the factors in influencing lives. There will be a clear, wellsupported justification of the relative importance of the factors set
within the appropriate historical context.
[7-9]
BAND 2
Offers some understanding while beginning to analyse and explain the
importance of the factors in influencing lives. There will be some
justification of the relative importance of the factors.
[4-6]
BAND 1
Offers a generalised answer with limited understanding of the
importance of the factors in influencing lives. There will be little attempt
to explain the relative importance of the factors.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 160
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain why relations between the USA and the USSR
changed during the 1970s.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
The pursuit of détente in the aftermath of the Cuban Missile Crisis; the need to limit arms
and reduce ever increasing defence spending; the experience of Vietnam and Nixon`s policy
of `linkage`; the Brezhnev Doctrine and the need for dialogue,; successes in arms limitation,
the SALT agreements; Nixon`s visit to China and `ping-pong` diplomacy; the Soviet invasion
of Afghanistan and the end of détente.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue with clear focus set within the appropriate historical
context.
[7-8]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some analysis set within the appropriate historical context.
[4-6]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 161
Question 5
Mark allocation:
15
Question:
AO1 (b)
4
AO2
8
AO3
AO4
SPaG
3
How important was the Montgomery Bus Boycott in the
struggle for Civil Rights in the USA between 1941 and
1970?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
How the boycott brought Martin Luther to the fore and how passive resistance secured a
victory; how the event gained media attention raising the issue of civil rights, the pivotal role
of MLK and the effectiveness of the MIA; the realisation of how much could be achieved
when black Americans united and organised themselves; how the MBB gave the CRM a
clear moral framework, vindicating the precedent set by the Brown vs Topeka case; the
Federal Government`s acceptance that segregation was unconstitutional; how the event
gave the CRM impetus leading to the formation of the SCLC, SNCC and CORE.
Offers detailed, accurate understanding to fully analyse and explain the
importance of the key issue. There will be a reasoned and well
supported judgement set within the appropriate historical context.
[10-12]
BAND 3
Offers some understanding to begin to analyse and explain the key
issue. There will be some attempt to arrive at a judgement with support.
[7-9]
BAND 2
D
BAND 4
BAND 1
Offers a largely descriptive account with some understanding to begin
to explain the key issue. A basic, unsupported judgement of the issue is
provided.
[4-6]
Offers a generalised description with limited understanding and little
attempt to explain the key issue.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 162
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
R
AF
3 marks
Performance descriptions
T
Level
D
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 163
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Period Study
2B. The Development of Germany,
1919-1991
SAMPLE ASSESSMENT MATERIALS
R
AF
T
45 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 5.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 164
Question 1
This question is about Cold War relations.
Describe the Berlin Blockade and Airlift of 1948-49.
[5]
[15 x answer lines]
Question 2
This question is about life under the Nazis.
How far did the lives of Jews change in Germany between 1933 and 1939?
[6]
Question 3
R
AF
This question is about Weimar Germany.
T
[18 x answer lines]
Germany was greatly weakened by the terms of the Treaty of Versailles after the First World
War. Three of the terms were:

The loss of German land

The reduction of Germany`s military strength

The payment of reparations
D
Arrange the terms of the treaty in order of their importance in weakening Germany after the
First World War. Explain your choices.
[9]
First choice -
[9 x answer lines]
Second choice [9 x answer lines]
Third choice [9 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 165
Question 4
This question is about West and East Germany between 1949 and 1991.
Explain why life was so different for East and West Germans after 1949.
[8]
[24 x answer lines]
Question 5
This question is about the rise to power of the Nazi Party and its consolidation of
power between 1933 and 1939.
T
How important was the Reichstag Fire of 1933 in Hitler`s consolidation of power between
1933 and 1939?
[12]
R
AF
[In your answer you should discuss the importance of the Reichstag Fire alongside other
factors in order to reach a judgement.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 167
MARK SCHEME
Component 2: PERIOD STUDY
2B. The Development of Germany, 1919-1991
Instructions for examiners of GCSE History when applying the mark scheme
1
Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
AO1(a)
5
AO2
AO3 (a)
R
AF
Mark allocation:
5
T
This section indicates the
assessment objective(s) targeted in
the question
AO4
Question: e.g. Describe the Berlin Blockade and Airlift of 1948-49.
Indicative content
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
Stalin`s order to cut off all links between East and West Berlin in an attempt to force the allies out; `Operation
Vittles` and the airlifting of supplies lasting 318 days with 275,000 planes transporting 1.5 million tons of supplies.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 3
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 168
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
R
AF
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 169
MARK SCHEME
Component 2: PERIOD STUDY
2B.The Development of Germany, 1919-1991
Question 1
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Describe the Berlin Blockade and Airlift of 1948-49.
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Stalin`s order to cut off all links between East and West Berlin in an attempt to force the
allies out; `Operation Vittles` and the airlifting of supplies lasting 318 days with 275,000
planes transporting 1.5 million tons of supplies.
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 170
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
4
AO3
AO4
How far did the lives of Jews change in Germany
between 1933 and 1939?
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Early measures against Jews such as boycotts, painting Jude on windows and the exclusion
of Jews from government posts, banning from areas of recreation; the Nuremberg Laws
which denied Jews citizenship and the right be protected by the police, the removal of
Jewish professionals from their positions; registration and identity cards, events during
`Kristallnacht` as a precursor to the Holocaust.
Offers detailed understanding to fully analyse and evaluate the nature
and extent of change while arriving at a well-supported judgement on
the issue set within the appropriate historical context.
[5-6]
BAND 2
Offers some understanding to begin to analyse the issue of change
while arriving at a partial judgement on the issue.
[3-4]
R
AF
BAND 3
Offers a generalised description with limited understanding of the issue
of change.
[1-2]
Use 0 for incorrect or irrelevant answers.
D
BAND 1
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 171
Question 3
Mark allocation:
9
Question:
AO1 (b)
3
AO2
6
AO3
AO4
Germany was greatly weakened by the terms of the
Treaty of Versailles after the First World War. Three of
the terms were:
 The loss of German land
 The reduction of Germany`s military strength
 The payment of reparations
Indicative content
T
Arrange the terms of the treaty in order of their
importance in weakening Germany after the First World
War. Explain your choices.
[9]
R
AF
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
The loss of German land – the loss of 10% of land and 12% of population e.g. AlsaceLorraine to France, North Schleswig to Denmark; West Prussia and Upper Silesia to Poland
and the creation of the Polish Corridor; the loss of the Saar coalfields; the dismembering of
the German empire and the loss of colonies.
D
The reduction of Germany`s military strength – the de-militarisation of the Rhineland and the
creation of a buffer zone; reduction of the army; restrictions in the airforce and navy; banning
of conscription.
The payment of reparations – the `war-guilt clause` that deemed Germany responsible for all
losses and damage and so liable for compensation; the fixing of reparations at £6.6 million;
missed payments leading to the invasion of the Ruhr with the resultant hyperinflation.
BAND 3
Offers detailed, accurate understanding to fully analyse and explain the
importance of the factors in influencing lives. There will be a clear, wellsupported justification of the relative importance of the factors set
within the appropriate historical context.
[7-9]
BAND 2
Offers some understanding while beginning to analyse and explain the
importance of the factors in influencing lives. There will be some
justification of the relative importance of the factors.
[4-6]
BAND 1
Offers a generalised answer with limited understanding of the
importance of the factors in influencing lives. There will be little attempt
to explain the relative importance of the factors.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 172
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4 (d)
Explain why life was so different for East and West
Germans after 1949.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The post war division of Germany, US support in the form of Marshall Aid for the West, West
Berlin as the `shop window of the West` and an embarrassment to East Germany and the
later building of the Berlin Wall; Adenauer`s economic miracle and the transformation of
West Germany into a prosperous industrial state; creation of a welfare state, consumerism
and improved living standards; the euphoria of reunification. This will be in contrast to the
experience of people in East Germany; the disassembly of industry by the Soviets demands
for reparations and the draining of wealth to help re-build the Soviet Union; nationalisation of
industry and Soviet-style centralised control; poorer living and working conditions compared
to the West; repression and the activities of the Stasi; the consequences of reunification.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue with clear focus set within the appropriate historical
context.
[7-8]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some analysis set within the appropriate historical context.
[4-6]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 173
Question 5
Mark allocation:
15
Question:
AO1 (b)
4
AO2
8
AO3
AO4
SPaG
3
How important was the Reichstag Fire of 1933 in Hitler`s
consolidation of power between 1933 and 1939? [12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The background to the election of March 1933; though the origins of the fire are unclear, how
the Nazis exploited the event to convince Hindenburg that the communists were planning an
uprising and to secure his approval for the passing of an emergency decree; the suspension
of civil liberties and the dissolution of political parties; the passing of the Enabling Act giving
Hitler full power to rule for four years; gaining control of the army, the legal system and to the
creation of a police state. There should be an attempt to consider the Reichstag Fire
alongside other factors and their relative importance.
Offers detailed, accurate understanding to fully analyse and explain the
importance of the key issue. There will be a reasoned and well
supported judgement set within the appropriate historical context.
[10-12]
BAND 3
Offers some understanding to begin to analyse and explain the key
issue. There will be some attempt to arrive at a judgement with support.
[7-9]
BAND 2
D
BAND 4
BAND 1
Offers a largely descriptive account with some
understanding to begin to explain the key issue. A basic, unsupported
judgement of the issue is provided.
[4-6]
Offers a generalised description with limited
understanding and little attempt to explain the key issue.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 174
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
R
AF
3 marks
Performance descriptions
T
Level
D
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 175
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Period Study
2C. The Development of the USSR,
1924-1991
SAMPLE ASSESSMENT MATERIALS
R
AF
T
45 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
D
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 5.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 176
Question 1
This question is about changing life under Stalin.
Describe the position of women during the rule of Stalin.
[5]
[15 x answer lines]
Question 2
This question is about political reform under Gorbachev.
How far did Gorbachev`s policies change the USSR?
[6]
Question 3
R
AF
This question is about the rule of Stalin.
T
[18 x answer lines]
Stalin used a number of methods to maintain power in the USSR. The methods of control
included:

The use of propaganda and censorship

The creation of the Cult of Stalin

The use of terror
D
Arrange the methods of control in order of their importance in Stalin`s maintenance of power
in the USSR. Explain your choices.
First choice -
[9 x answer lines]
Second choice [9 x answer lines]
Third choice [9 x answer lines]
[9]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 177
Question 4
This question is about political developments between 1953 and 1985.
Explain why Khrushchev introduced the policy of de-Stalinisation after 1956.
[8]
[24 x answer lines]
Question 5
This question is about Cold War relations between 1945 and 1991.
How important was the Cuban Missile Crisis of 1962 in the relationship between the USSR
and the USA between 1945 and 1991?
[12]
R
AF
T
[In your answer you should discuss the importance of the Cuban Missile Crisis alongside
other factors in order to reach a judgement.]
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 179
MARK SCHEME
Component 2: PERIOD STUDY
2C. The Development of the USSR, 1924-1991
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
Mark allocation:
5
AO1(a)
5
T
This section indicates the
assessment objective(s) targeted in
the question
AO2
AO3 (a)
AO4
Indicative content
R
AF
Question: e.g. Describe the position of women during the rule of Stalin.
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
Stalin`s reversal of the changes of the 1920s with a greater emphasis on the family as a unit; social progress in
reducing the divorce rate and restoring the vestiges of marriage; economic benefits as a result of tax exemptions
for large families together with other benefits; increased employment opportunities; there may be reference to the
lack of political progress of women.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 3
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 180
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 181
MARK SCHEME
Component 2: PERIOD STUDY
2C.The Development of the USSR, 1924-1991
Question 1
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Describe the position of women during the rule of Stalin.
[5]
Indicative content
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
Stalin`s reversal of the changes of the 1920s with a greater emphasis on the family as a unit;
social progress in reducing the divorce rate and restoring the vestiges of marriage; economic
benefits as a result of tax exemptions for large families together with other benefits;
increased employment opportunities; there may be reference to the lack of political progress
of women.
BAND 3
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
[1-2]
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 182
Question 2
Mark allocation:
6
Question: How
AO1 (b)
2
AO2
4
AO3
AO4
far did Gorbachev`s policies change the USSR?
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Gorbachev`s primary aim to revive the Soviet economy after stagnation under Brezhnev; the
need to balance the budget by cutting defence spending; perestroika , `new thinking` and the
need for restructuring; glasnost, liberalisation and the restoration of freedoms; the need to
link domestic reform and détente and to closer ties with the west; democratisation and the
introduction of free, contested elections for local government; there may be reference to how
much of the policy was too little, too late and that attempts to democratise led to demands
for self-government and independence in the states making up the Soviet Union and to its
ultimate breakup.
Offers detailed understanding to fully analyse and evaluate the nature
and extent of change while arriving at a well-supported judgement on
the issue set within the appropriate historical context.
[5-6]
BAND 2
Offers some understanding to begin to analyse the issue of change
while arriving at a partial judgement on the issue.
[3-4]
BAND 1
Offers a generalised description with limited understanding of the issue
of change.
[1-2]
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 183
Question 3
Mark allocation:
9
Question:
AO1 (b)
3
AO2
6
AO3
AO4
Stalin used a number of methods to maintain power in
the USSR. The methods of control included:
 The use of propaganda and censorship
 The creation of the Cult of Stalin
 The use of terror
Indicative content
[9]
T
Arrange the methods of control in order of their
importance in Stalin`s maintenance of power in the
USSR. Explain your choices.
R
AF
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
The use of propaganda and censorship - Social Realism and censorship of the arts;
doctoring of photographs and the creation of new histories; parades and shows of strength;
control of education; persecution of religious groups.
D
The creation of the Cult of Stalin – the glorification of Stalin through paintings and statues
and literature; use of titles such as `Uncle Joe` as the caring, homely man of the people,
`Man of Steel`, `Universal Genius`, `Granite Bolshevik`; the worship of Stalin at the expense
of organised religion.
The use of terror – slave labour in the gulags, purges, show trials, murder; increased powers
and actions of the NKVD; the Great Terror and the elimination of `Old Bolsheviks`.
BAND 3
Offers detailed, accurate understanding to fully analyse and explain the
importance of the factors in influencing lives. There will be a clear, wellsupported justification of the relative importance of the factors set
within the appropriate historical context.
[7-9]
BAND 2
Offers some understanding while beginning to analyse and explain the
importance of the factors in influencing lives. There will be some
justificationof the relative importance of the factors.
[4-6]
BAND 1
Offers a generalised answer with limited understanding of the
importance of the factors in influencing lives. There will be little attempt
to explain the relative importance of the factors.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 184
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain why Khrushchev introduced the policy of deStalinisation after 1956.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Khrushchev`s realisation of the need to distance himself from the Stalinist era; the need for
drastic industrial and agricultural reform for the survival of the Soviet Union; his denouncing
of the tyrannical policies of Stalin; the ending of forced labour camps and the dismantling of
the terror apparatus; the replacing of Stalin`s personal rule with collective rule; `Reform
Communism`, the modernisation of industry, increased production of consumer goods and
the improvement of living standards; the pursuit of peaceful co-existence in foreign affairs.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue with clear focus set within the appropriate historical
context.
[7-8]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some analysis set within the appropriate historical context.
[4-6]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 185
Question 5
Mark allocation:
15
Question:
AO1 (b)
4
AO2
8
AO3
AO4
SPaG
3
How important was the Cuban Missile Crisis of 1962 in
the relationship between the USSR and the USA between
1945 and 1991?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The compromise deal which emerged between Kennedy and Khruschev which paved the
way for a period of improved Cold War relations; brinkmanship and the realisation that the
world had come close to a nuclear war; the removal of US nuclear missiles from Turkey; the
setting up of a 'hot line' between the White House and the Kremlin., the Nuclear Test Ban
Treaty, the Non-Proliferation Treaty and later attempts to reduce nuclear weaponry though
the USSR became determined to match the nuclear capacity of the USA; the widening of the
split between the USSR and China. There should be an attempt to consider the Cuban
Missile Crisis alongside other factors and their relative importance.
Offers detailed, accurate understanding to fully analyse and explain the
importance of the key issue. There will be a reasoned and well
supported judgement set within the appropriate historical context.
[10-12]
BAND 3
Offers some understanding to begin to analyse and explain the key
issue. There will be some attempt to arrive at a judgement with support.
[7-9]
BAND 2
D
BAND 4
BAND 1
Offers a largely descriptive account with some understanding to begin
to explain the key issue. A basic, unsupported judgement of the issue is
provided.
[4-6]
Offers a generalised description with limited
understanding and little attempt to explain the key issue.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 186
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
R
AF
3 marks
Performance descriptions
T
Level
D
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 187
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Period Study
2D. The Development of the UK,
1919-1990
SAMPLE ASSESSMENT MATERIALS
R
AF
T
45 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
D
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question.
In addition, your ability to spell, punctuate and use grammar accurately will be assessed
in your answer to question 5.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 188
Question 1
This question is about the Thatcher Years.
Describe the privatisation of industry under Margaret Thatcher.
[5]
[15 x answer lines]
Question 2
This question is about post-war Britain, 1945-60.
How far did the establishment of the National Health Service change the lives
of people in Britain after 1948?
[6]
Question 3
R
AF
This question is about the Home Front.
T
[18 x answer lines]
The lives of people on the Home Front during the Second World War were affected by
factors such as:

Bombing during the Blitz

Rationing

The evacuation of children
D
Arrange the factors in order of their importance in affecting the lives of people during the
war. Explain your choices.
First choice -
[9 x answer lines]
Second choice [9 x answer lines]
Third choice [9 x answer lines]
[9]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 189
Question 4
This question is about Britain in the Twenties.
Explain why the General Strike broke out in 1926.
[8]
[24 x answer lines]
Question 5
This question is about the `Swinging Sixties`.
How important was popular music in influencing the lives of young people in Britain
in the 1960s?
[12]
T
[In your answer you should discuss the importance of popular music alongside other factors
in order to reach a judgement.]
R
AF
Marks for spelling, punctuation and the accurate use of grammar are allocated to this
question.
D
[36 x answer lines]
© WJEC CBAC Ltd.
[3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 191
MARK SCHEME
Component 2: PERIOD STUDY
2D.The Development of the UK, 1919-1990
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
This section indicates the
assessment objective(s) targeted in
the question
AO1(a)
5
AO2
AO3 (a)
T
Mark allocation:
5
AO4
Indicative content
[5]
R
AF
Question: e.g. Describe the privatisation of industry under Margaret Thatcher.
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
The debate about free market forces vs. state ownership; Thatcher`s view that nationalised industries were
propped up by subsidies, unprofitable and a waste of taxpayers money; privatized industries 1979-1887 with
examples; sale of state utilities; the expansion of regulation to compensate for loss of government control; merits
and de-merits of privatization.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 3
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 192
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 193
MARK SCHEME
Component 2: PERIOD STUDY
2D.The Development of the UK, 1919-1990
Question 1
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Describe the privatisation of industry under Margaret
Thatcher
[5]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
The debate about free market forces vs. state ownership; Thatcher`s view that nationalised
industries were propped up by subsidies, unprofitable and a waste of taxpayers money;
privatised industries 1979-1887 with examples; sale of state utilities; the expansion of
regulation to compensate for loss of government control; merits and de-merits of
privatisation.
Offers detailed knowledge to fully describe the issue set within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[2-3]
[1]
GCSE HISTORY Sample Assessment Materials 194
Question 2
Mark allocation:
6
Question:
AO1 (b)
2
AO2
4
AO3
AO4
How far did the establishment of the National Health
Service change the lives of people in Britain after 1948?
[6]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The implementation of Beveridge`s `cradle to the grave` recommendations and the creation
of a Welfare State; the establishment of the NHS and the role of Aneurin Bevan; the
establishment of a national system of health care to overcome regional inequalities; changes
in the services offered by doctors, dentists, opticians and pharmacists; the work of hospitals,
nurses and the administration of hospitals; prescription charges; the work of midwives, child
welfare and vaccinations.
Offers detailed understanding to fully analyse and evaluate the nature
and extent of change while arriving at a well-supported judgement on
the issue set within the appropriate historical context.
[5-6]
BAND 2
Offers some understanding to begin to analyse the issue of change
while arriving at a partial judgement on the issue.
[3-4]
BAND 1
Offers a generalised description with limited understanding of the issue
of change.
[1-2]
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 195
Question 3
Mark allocation:
9
Question:
AO1 (b)
3
AO2
6
AO3
AO4
The lives of people on the Home Front during the
Second World War were affected by factors such as:
 Bombing during the Blitz
 Rationing
 The evacuation of children
Arrange the factors in order of their importance in
affecting the lives of people during the war. Explain your
choices.
[9]
T
Indicative content
R
AF
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
Bombing during the Blitz – the concept of total war and the targeting of civilians in towns and
cities with examples; air raid precautions, shelters and the blackout; casualties and
homelessness; disruption to key installations; the `Blitz-spirit`.
Rationing – reasons for food shortages; the establishment and work of the Ministry for Food;
ration books and coupons; rationed and non-rationed goods; digging for victory and make do
and mend; the Black Market, post-war rationing.
D
The evacuation of children – evacuation during the `phoney war`; Operation Pied Piper and
the logistics of moving 3 million people to evacuable areas; billeting; the varied experiences
of children, biological and host families; the double trauma of returning home; the social and
psychological impact of evacuation.
BAND 3
Offers detailed, accurate understanding to fully analyse and explain the
importance of the factors in influencing lives. There will be a clear, wellsupported justification of the relative importance of the factors set
within the appropriate historical context.
[7-9]
BAND 2
Offers some understanding while beginning to analyse and explain the
importance of the factors in influencing lives. There will be some
justification of the relative importance of the factors.
[4-6]
BAND 1
Offers a generalised answer with limited understanding of the
importance of the factors in influencing lives. There will be little attempt
to explain the relative importance of the factors.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 196
Question 4
Mark allocation:
8
Question:
AO1 (b)
2
AO2
6
AO3
AO4
Explain why the General Strike broke out in 1926.
[8]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Antecedents such as problems in the coal industry, economic depression, trade union
militancy, the fear of communism; the role of A.J. Cook; the attempts by mine owners to
reduce wages and increase working hours; the threat of the Triple Alliance to strike leading
to `Red Friday`; the Samuel Commission, its recommendation and the reaction of the mine
owners; the breakdown of negotiations between the government and the TUC and the call
for a General Strike.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue with clear focus set within the appropriate historical
context.
[7-8]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some analysis set within the appropriate historical context.
[4-6]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 197
Question 5
Mark allocation:
15
Question:
AO1 (b)
4
AO2
8
AO3
AO4
SPaG
3
How important was popular music in influencing the
lives of young people in Britain in the 1960s?
[12+3]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The rise of popular music in large urban areas e.g. the Mersey Scene in Liverpool, the
Hollies from Manchester and the Rolling Stones from London; `Beatlemania` - from mopheads to hippies; the nature of the music and the appeal and influence of the performers; the
development of sub-cultures and how they defined themselves with music e.g. mods,
rockers and hippies; the influence of American trends; teenage rebellion and the emergence
and economic importance of youth culture e.g. as articulated by `My Generation` by The
Who; the influence of radio, TV and the media; music as a catalyst for changes in design,
fashion and dance. There should be an attempt to consider the influence of popular music
alongside other factors and their relative importance.
Offers detailed, accurate understanding to fully analyse and explain the
importance of the key issue. There will be a reasoned and well
supported judgement set within the appropriate historical context.
[10-12]
BAND 3
Offers some understanding to begin to analyse and explain the key
issue. There will be some attempt to arrive at a judgement with support.
[7-9]
BAND 2
D
BAND 4
BAND 1
Offers a largely descriptive account with some
understanding to begin to explain the key issue. A basic, unsupported
judgement of the issue is provided.
[4-6]
Offers a generalised description with limited
understanding and little attempt to explain the key issue.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 198
Examiners are expected to award marks for spelling, punctuation and the accurate
use of grammar in this question.
0
Threshold
performance
1 mark
Intermediate
performance
2 marks
High
performance
Candidates do not reach the threshold performance outlined in the
performance description below.
Candidates spell, punctuate and use the rules of grammar with
reasonable accuracy in the context of the demands of the question. Any
errors do not hinder meaning in the response. Where required, they use
a limited range of specialist terms appropriately.
Candidates spell, punctuate and use the rules of grammar with
considerable accuracy and general control of meaning in the context of
the demands of the question. Where required, they use a good range of
specialist terms with facility.
Candidates spell, punctuate and use the rules of grammar with
consistent accuracy and effective control of meaning in the context of
the demands of the question. Where required, they use a wide range of
specialist terms adeptly and with precision.
R
AF
3 marks
Performance descriptions
T
Level
D
These marking arrangements for spelling, punctuation and grammar are provisional: they
are subject to change depending on what is agreed with Ofqual.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 199
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Thematic Study
2E. Changes in Crime and Punishment, c.500
to the present day
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour 15 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
D
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 200
QUESTION 1
This question is about methods of punishment.
Look at the three pictures below which show types of punishment and answer the question
that follows.
Picture A
T
[a criminal being punished in the Middle Ages]
R
AF
Picture B
Picture
D
[criminals being punished in the 16th century]
[criminals being punished in the 18th century]
Use the pictures above to describe two similarities and two differences in the methods of
punishing criminals over time.
[4]
[12 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 201
QUESTION 2
This question is about attitudes to crime and punishment.
Read A and B and answer the question that follows
A - from a school textbook
In medieval times, severe punishments were used to deter others and make criminals suffer.
B – a social reformer writing in 1778
Punishment should not be greater than the crime. Punishment should fit the crime.
T
Use A and B and your own knowledge to describe how attitudes towards the punishment of
criminals had changed between medieval times and the end of the 18th century.
[5]
D
R
AF
[15 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 202
QUESTION 3
This question is about enforcing law and order.
Study Sources A and B below and answer the question that follows.
Source A
It is commanded that every man between fifteen and sixty years of age shall keep the watch
continually all through the night and if any stranger do pass by them he shall be arrested
until morning and if they find cause of suspicion, they shall deliver him to the sheriff. And if
they will not obey the arrest, they shall levy hue and cry upon them and follow them with all
the town.
[from the Statute of Winchester, a law passed in 1285 by King Edward I to improve
methods of catching criminals]
Source B
R
AF
T
The outdated system of local night-watchmen and parish constables is to be replaced by a
centralised and professional police force. I believe it will serve this nation proudly and,
indeed become the envy of the world.
[Robert Peel, the Home Secretary commenting on the passing of
the Metropolitan Police Act, 1829]
Which of the two sources is the more reliable to an historian studying the development of law
and order over time?
[7]
D
[In your answer you should refer to the content and authorship of the sources and use your
own knowledge and understanding of the wider historical debate over the issue.]
© WJEC CBAC Ltd.
[21 x answer lines]
GCSE HISTORY Sample Assessment Materials 203
QUESTION 4
This question is about methods of combating crime.
Outline the role of a Tudor Justice of the Peace (J.P.) in combating crime.
[5]
[15 x answer lines]
QUESTION 5
This question is about the nature of crimes.
Explain why the crime of highway robbery became a problem in the 18th century.
[7]
[21 x answer lines]
T
QUESTION 6
R
AF
This question is about the causes of crime.
To what extent has poverty been the main cause of crime over time?
[12]
[In your answer you should discuss poverty as a cause of crime across three historical eras
along with other causes of crime.]
[36 x answer lines]
D
QUESTION 7
This question is about the investigation of an historic site connected with Crime and
Punishment.
The historic site you have studied is:
(a) Describe two main features of the historic site you have studied.
[8]
[24 x answer lines]
(b) How does the historic site you have studied show the changes in crime and
punishment over time?
[36 x answer lines]
© WJEC CBAC Ltd.
[12]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 205
MARK SCHEME
Component 2: THEMATIC PAPER
2E. Changes in Crime and Punishment, c.500 to the present day
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
AO1(a)
5
AO2
AO3 (a)
AO4
R
AF
Mark allocation:
5
T
This section indicates the
assessment objective(s) targeted in
the question
Question: e.g. Outline the role of a Tudor Justice of the Peace (J.P.) in combating crime.
Indicative content
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
Reference to the Tudor reliance on the gentry to take responsibility for law and order; the supervision and
regulation of ale-houses; the suppressing of unlawful games; powers of arrest, detention, interrogation and
punishment; dealing with vagrants; the establishment of houses of correction; attendance at Petty and Quarter
Sessions.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 3
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 206
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
For questions that are points-based the mark scheme should be applied precisely.
Marks should be awarded as indicated and no further subdivision made.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 207
MARK SCHEME
Component 2: THEMATIC PAPER
2E. Changes in Crime and Punishment, c.500 to the present day
Question 1
Mark allocation:
4
Question:
AO1(a) and (b)
4
AO2
AO3
AO4
Use the pictures above to describe two similarities and
two differences in the methods of punishing criminals
over time.
[4]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Similarities – all are public displays; B and C show hangings.
Differences – A uses ridicule, C is a larger public spectacle.
Award 1 mark for each factor correctly identified.
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 208
Question 2
Mark allocation:
5
Question:
AO1 (a) and (b)
5
AO2
AO3
AO4
Use A and B and your own knowledge to describe how
attitudes towards the punishment of criminals had
changed between medieval times and the end of the 18th
century.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
A describes the severity of medieval punishment as a deterrent; there may be a suggestion
of the idea of vengeance and revenge and the need to make criminals suffer with examples;
the severe treatment of petty crimes would suggest that punishment did not fit the crime.
B shows the view of a social reformer and a change in attitude by the late 18th century.
There may be reference to people like Bentham and his attempt to modernise the penal
system; the belief that the justice system should help not hinder procedure; the
categorisation of criminals; criminal behaviour should determine consequence and that
penalties should be commensurate with the crime together with the belief that criminals
could be rehabilitated.
Offers a fully detailed knowledge and understanding to fully describe
the issue of change set within the appropriate historical context.
[4-5]
BAND 2
Offers knowledge and some understanding to partially describe the
issue of change.
[2-3]
BAND 1
D
BAND 3
Offers a generalised description which makes a weak or implied
reference to change.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
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Question 3
Mark allocation:
7
Question:
AO1 (b)
2
AO2
AO3 (b)
5
AO4
Which of the two sources is the more reliable to an
historian studying the development of law and order
over time?
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source A refers to the Statute of Winchester revising the Saxon requirement to join in the
pursuit of criminals (posse comitatus) and the need for the community to be involved in
maintaining law and order. There should be reference to the Statute of Winchester as an
official document and to the King`s attempt to improve policing in the context of the late 13th
century.
Source B describes Peel`s attempts to re-model and professionalise the London police force
turning it into an effective body, able to deter crime. There may be reference to shortcomings
such as low pay, recruitment and the fact that officers had no protection for their actions.
There should be reference to Peel`s obvious bias as the architect of the Metropolitan Police
Act and how he would be praiseful of the changes set in the context of the times.
BAND 2
Offers detailed understanding to fully analyse and explain the reliability
of both sources. There will be analysis of the content and authorship of
both sources, producing a clear, well substantiated judgement set
within the appropriate historical context.
[6-7]
D
BAND 3
BAND 1
Offers some understanding with a partial attempt to analyse and explain
the reliability of both sources. There will be some consideration of the
content and authorship of both sources with an attempt to reach a
judgement set within the appropriate historical context.
[3-5]
Offers a generalised response which largely paraphrases the sources
with little attempt at analysis and explanation.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 210
Question 4
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Outline the role of a Tudor Justice of the Peace (J.P.) in
combating crime.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Reference to the Tudor reliance on the gentry to take responsibility for law and order; the
supervision and regulation of ale-houses; the suppressing of unlawful games; powers of
arrest, detention, interrogation and punishment; dealing with vagrants; the establishment of
houses of correction; attendance at Petty and Quarter Sessions.
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
R
AF
BAND 3
BAND 2
[4-5]
Offers knowledge to partially describe the issue.
BAND 1
Offers a weak, generalised description of the issue.
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[2-3]
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Question 5
Mark allocation:
7
Question:
AO1 (b)
2
AO2
5
AO3
AO4
Explain why the crime of highway robbery became a
problem in the 18th century.
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Easy targets because of increased wealth and travel; vulnerable, open areas outside towns;
handguns easier to purchase and horses cheaper to obtain; the use of taverns for `fencing`
stolen loot; easy escape as constables would not pursue highwaymen over county borders;
de-mobilised, unemployed soldiers swelled the numbers; the `glamorisation` of the `masked
man` of the road.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue set within the appropriate historical context.
[6-7]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some attempt to analyse and explain within the appropriate historical
context.
[4-5]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 212
Question 6
Mark allocation:
12
Question:
AO1 (b)
4
AO2
8
AO3
AO4
To what extent has poverty been the main cause of
crime over time?
[12]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The argument that poverty has been a cause of crime will be explored through the three
historical eras.
In the medieval period there will be reference to the subsistence economy worsened by
famine and the effects of war. In the early modern period there will be reference to increased
unemployment, the closing of the monasteries; changes in farming and the cloth industry
and inflation. In the modern period there will reference to economic problems caused by
urbanisation and industrialisation. There should be reference to other causes of crime such
as impunity and the lack of effective policing and more opportunities for crime; religion as a
cause in the middle era; crime and social stress in the later period; greed,`crimes within
society` and anti-social crime.
Offers detailed knowledge and understanding to fully analyse and
explain the importance of the key issue. There will be a clear
explanation of other factors and their relative impact set within the
appropriate historical context.
[10-12]
BAND 3
Offers knowledge and some understanding to begin to analyse and
explain the key issue along with a consideration of other factors in
historical context.
[7-9]
BAND 2
D
BAND 4
BAND 1
Offers limited knowledge and understanding with basic analysis and
weak evaluation while considering some factors and their impact.
[4-6]
Offers a generalised response with limited knowledge and
understanding with little explanation.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 213
Question 7
Mark allocation:
20
Question:
AO1 (a)
8
AO2
12
AO3
AO4
(a) Describe two main features of the historic site you
have studied.
[8]
(b) How does the historic site you have studied show
the changes in crime and punishment over time?
[12]
(a)
Offers detailed knowledge to fully describe two main features of the
historic site set within its appropriate historical context.
[7-8]
BAND 2
Offers knowledge to begin to describe two main features of the historic
site set within its historical context.
[4-6]
BAND 1
Offers a generalised description with limited knowledge of two main
features of the historic site.
[1-3]
(b)
BAND 4
Offers a sophisticated and reasoned analysis and evaluation of the
historic site fully addressing its significance and effectiveness in
showing the changes in crime and punishment over time. There will be
specific and focused reference to other examples of evidence relating to
the site and how they contribute to a broader understanding of change
over time, set within the appropriate historical context.
[10-12]
Offers sound reasoned analysis of the development of the historic site
in showing the changes in crime and punishment over time. There will
be reference to other examples of evidence and how they contribute to
an understanding of the importance of the site and how it demonstrates
change over time.
[7-9]
D
BAND 3
R
AF
T
BAND 3
BAND 2
Offers limited knowledge and understanding to begin to discuss the
development and importance of the site in showing the changes in
crime and punishment over time. There will be reference to how other
examples of evidence contribute to an understanding of change over
time.
[4-6]
BAND 1
Offers a generalised and mostly descriptive account of the historic site
and how it shows changes in crime and punishment over time.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 215
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Thematic Study
2F. Changes in Health and Medicine, c500 to
the present day
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour 15 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
D
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 216
QUESTION 1
This question is about developments in public health and welfare.
Look at the three pictures below which show changes in living conditions and answer the
question that follows.
Picture A
[a medieval street scene]
R
AF
T
Picture B
D
[a town in the 19th century]
Picture C
[a housing development in the 1930s])
Use the pictures above to describe two similarities and two differences in living conditions
over time
[4]
[12 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 217
QUESTION 2
This question is about the causes of illness and disease.
Study A and B and answer the question that follows
A - a 14th century doctor describing the cause of plague
Plague is caused by the movement of the planets.
R
AF
T
B – a 19th century view of how disease was caused
D
Use A and B and your own knowledge to describe how views on the causes of illness and
disease changed between the 14th and the 19th centuries.
[5]
© WJEC CBAC Ltd.
[15 x answer lines]
GCSE HISTORY Sample Assessment Materials 218
QUESTION 3
This question is about developments in patient care.
Study Sources A and B below and answer the question that follows.
R
AF
T
Source A
[a newspaper from 1910 commemorating the death of Florence Nightingale]
Source B
D
One of the domestic staff came running down the corridor. I knew it was something exciting
because we weren't allowed to run in those days, except if there was a fire. She said: 'Oh my
goodness, Bevan has just announced that we're going to have a national health service!' I
am told that the changes he plans to introduce will revolutionise healthcare in the country.
[a junior nurse speaking to a journalist during the launch of the NHS in 1948]
Which of the two sources is the more reliable to an historian studying developments
in patient care over time?
[7]
[In your answer you should refer to the content and authorship of the sources and use your
own knowledge and understanding of the wider historical debate over the issue.]
[21 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 219
QUESTION 4
This question is about advances in medical knowledge.
Outline the development and use of scanning techniques in the 20th century.
[5]
[15 x answer lines]
QUESTION 5
This question is about attempts to prevent illness and disease.
Explain why developments in vaccination were important in the prevention of illness
and disease.
[7]
[21 x answer lines]
QUESTION 6
T
This question is about attempts to treat illness and disease.
R
AF
To what extent was the development of modern anaesthetics the most effective
improvement in treating illness over time?
[12]
[In your answer you should discuss the effectiveness of modern anaesthetics along with
other methods of treating illness across the three historical eras.]
[36 x answer lines]
QUESTION 7
D
This question is about the investigation of an historic site connected with Health and
Medicine.
The historic site you have studied is:
(a) Outline two main features of the historic site you have studied.
[8]
[24 x answer lines]
(b) Explain why the historic site you have studied is significant in showing changes in
health and medicine over time?
[12]
[36 x answer lines]
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 221
MARK SCHEME
Component 2: THEMATIC PAPER
2F. Changes in Health and Medicine, c.500 to the present day
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
This section indicates the
assessment objective(s) targeted in
the question
AO1(a)
5
AO2
AO3 (a)
T
Mark allocation:
5
AO4
Indicative content
[5]
R
AF
Question: e.g. Outline the development and use of scanning techniques in the 20th century.
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
th
The development of x-rays into the 20 century and to the advantages of seeing deep into the body rather than
using exploratory surgery; the use of radiotherapy; the use of x-rays for diagnosing disease e.g. Tuberculosis;
portable x-ray machines; the development of ultrasound; Positron Emission Tomography (PET), Computerised
Axial Scanning (CAT) and Magnetic Resonance Imaging (MRI).
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
Use 0 for incorrect or irrelevant answers.
BAND 3
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 222
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
For questions that are points-based the mark scheme should be applied precisely.
Marks should be awarded as indicated and no further subdivision made.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 223
MARK SCHEME
Component 2: THEMATIC PAPER
2F. Changes in Health and Medicine, c.500 to the present day
Question 1
Mark allocation:
4
Question:
AO1 (a) and (b)
4
AO2
AO3
AO4
Use the pictures above to describe two similarities and
two differences in living conditions over time.
[4]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Similarities – A and B show overcrowding, lack of sanitation.
Differences – C is better planned and spacious, houses are semi-detached.
Award 1 mark for each factor correctly identified.
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 224
Question 2
Mark allocation:
5
Question:
AO1 (a) and (b)
5
AO2
AO3
AO4
Use A and B and your own knowledge to describe how
views on the causes of illness and disease changed
between the 14th and the 19th centuries.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
A refers to the conjunction of the planets as the cause of plague which reflects the poor
medical knowledge of the time and the lack of understanding of the causes of disease.
There may be reference to the belief in the supernatural; religious theories and ideas that
disease was caused by pestilence in the air.
R
AF
B shows foul smelling and polluted water as a cause of disease in the 19th century. There
should be reference to advances in medical knowledge; the discovery that diseases like
cholera and typhoid were transmitted by water and to the identification of microscopic
organisms and germ theory as causes of illnesses and disease.
Offers a fully detailed knowledge and understanding to fully describe
the issue of change set within the appropriate historical context.
[4-5]
BAND 2
Offers knowledge and some understanding to partially describe the
issue of change.
[2-3]
BAND 1
D
BAND 3
Offers a generalised description which makes a weak or implied
reference to change.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 225
Question 3
Mark allocation:
7
Question:
AO1 (b)
2
AO2
AO3 (b)
5
AO4
Which of the two sources is the more reliable to an
historian studying developments in patient care over
time?
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source A was produced to commemorate the death of Florence Nightingale, referring to her
as the `angel of the Crimea` and to her role in making nursing a respectable and
professional occupation with contextual support. There should be reference to the lead story
in the Daily Mirror and how it reports and celebrates the traditional view of her achievement
in the context of the time.
Source B describes the euphoria of a young nurse at the moment that the NHS was
launched with its ambitious, long-term plan to transform healthcare and to the view that
treatment should be made available to all, regardless of the ability to pay. There should be
reference to the nurse being caught up in the atmosphere of the time and to the journalist`s
role and motive in reporting the event.
BAND 2
Offers detailed understanding to fully analyse and explain the reliability
of both sources. There will be analysis of the content and authorship of
both sources, producing a clear, well substantiated judgement set
within the appropriate historical context.
[6-7]
D
BAND 3
BAND 1
Offers some understanding with a partial attempt to analyse and explain
the reliability of both sources. There will be some consideration of the
content and authorship of both sources with an attempt to reach a
judgement set within the appropriate historical context.
[3-5]
Offers a generalised response which largely paraphrases the sources
with little attempt at analysis and explanation.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 226
Question 4
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Outline the development and use of scanning
techniques in the 20th century.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
The development of x-rays into the 20th century and to the advantages of seeing deep into
the body rather than using exploratory surgery; the use of radiotherapy; the use of x-rays for
diagnosing disease e.g. Tuberculosis; portable x-ray machines; the development of
ultrasound; Positron Emission Tomography (PET), Computerised Axial Scanning (CAT) and
Magnetic Resonance Imaging (MRI).
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
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GCSE HISTORY Sample Assessment Materials 227
Question 5
Mark allocation:
7
Question:
AO1 (b)
2
AO2
5
AO3
AO4
Explain why developments in vaccination were
important in the prevention of illness and disease.
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Early attempts to vaccinate against smallpox; the pioneering work of Edward Jenner;
Pasteur`s work in immunisation; development of large-scale vaccines in the 20th century to
combat pertussis ,diphtheria, tetanus, polio and MMR and later vaccines to prevent influenza
and hepatitis A and B.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue set within the appropriate historical context.
[6-7]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some attempt to analyse and explain within the appropriate historical
context.
[4-5]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 228
Question 6
Mark allocation:
12
Question:
AO1 (b)
4
AO2
8
AO3
AO4
To what extent was the development of modern
anaesthetics the most effective improvement in treating
illness over time?
[12]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The use of ancient and Islamic methods of treating illness; medieval methods; increased
knowledge during the Renaissance; early anaesthetics such as alcohol and opium; the need
for swift and forceful operations; the development of modern anaesthetics as a major
breakthrough in surgery; use of nitrous oxide and ether and their advantages; the work of
James Simpson; other factors such as the development of antiseptics and aseptic surgery;
bacteriology; vaccinations; controlling blood-loss; transfusions and later advances in surgical
methods.
Offers detailed knowledge and understanding to fully analyse and
explain the importance of the key issue. There will be a clear
explanation of other factors and their relative impact set within the
appropriate historical context.
[10-12]
BAND 3
Offers knowledge and some understanding to begin to analyse and
explain the key issue along with a consideration of other factors in
historical context.
[7-9]
BAND 2
D
BAND 4
BAND 1
Offers limited knowledge and understanding with basic analysis and
weak evaluation while considering some factors and their impact.
[4-6]
Offers a generalised response with limited knowledge and
understanding with little explanation.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 229
Question 7
Mark allocation:
20
Question:
AO1 (a)
8
AO2
12
AO3
AO4
(a) Outline two main features of the historic site you
have studied.
[8]
(b) Explain why the historic site you have studied is
significant in showing changes in health and
medicine over time?
[12]
(a)
Offers detailed knowledge to fully describe two main features of the
historic site set within its appropriate historical context.
[7-8]
BAND 2
Offers knowledge to begin to describe two main features of the historic
site set within its historical context.
[4-6]
BAND 1
Offers a generalised description with limited knowledge of two main
features of the historic site
[1-3]
R
AF
T
BAND 3
(b)
BAND 4
Offers a sophisticated and reasoned analysis and evaluation of the
historic site fully explaining its significance and effectiveness in
showing the changes in health and medicine over time. There will be
specific and focused reference to other examples of evidence relating to
the site and how they contribute to a broader understanding of change
over time, set within the appropriate historical context.
[10-12]
Offers sound reasoned analysis of the development of the historic site
in explaining and showing the changes in health and medicine over
time. There will be reference to other examples of evidence and how
they contribute to an understanding of the significance of the site and
how it demonstrates change over time.
[7-9]
D
BAND 3
BAND 2
Offers limited knowledge and understanding to begin to explain the
development and significance of the site in showing the changes in
health and medicine over time. There will be reference to how other
examples of evidence contribute to an understanding of change over
time.
[4-6]
BAND 1
Offers a generalised and mostly descriptive account of the historic site
and how it shows changes in health and medicine over time.
[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
D
T
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AF
GCSE HISTORY Sample Assessment Materials 231
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Thematic Study
2G. The Development of Warfare,c.500
to the present day
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour 15 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
Answer all questions on the examination paper.
D
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 232
QUESTION 1
This question is about combat in the field of battle.
Look at the three pictures below which show changing tactics in battle and answer the
question that follows.
Picture A
[the Battle of Hastings 1066]
R
AF
T
Picture B
D
[the Battle of Naseby, 1645]
Picture C
[a First World War trench, 1916]
Use the pictures above to describe two similarities and two differences in the use of fighting
methods in battle over time.
[4]
[12 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 233
QUESTION 2
This question is about the role of women in war.
Study A and B and answer the question that follows
A – a British officer describing the role of women in warfare in 1750
Women cook, sew, wash and provide comfort for soldiers.
R
AF
T
B – women soldiers on parade in the 1990s
Use A and B and your own knowledge to describe how the role of women in war changed
between 1750 and 1990.
[5]
D
[15 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 234
QUESTION 3
This question is about training and recruitment.
Study Sources A and B below and answer the question that follows.
Source A
We searched the inns and ale-houses looking for men to enlist. Tattoos were
a give away sign of sea experience. If they refused to volunteer then we got
them blind drunk and slipped them the King`s shilling or we just knocked them
unconscious and took them away.
[a recruitment sergeant describing the methods of press gangs in Portsmouth
during the Napoleonic Wars]
D
R
AF
T
Source B
[a recruitment poster from 1914 appealing for men to enlist]
Which of the two sources is the more reliable to an historian studying methods
of recruitment into the armed forces between 1800 and 1914?
[7]
[In your answer you should refer to the content and authorship of the sources and use your
own knowledge and understanding of the wider historical debate over the issue.]
[21 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 235
QUESTION 4
This question is about the development of naval warfare.
Outline how English naval power increased during the 16th century.
[5]
[15 x answer lines]
QUESTION 5
This question is about changes in technology.
Explain why the use of technology in warfare increased in the medieval period.
[7]
T
[21 x answer lines]
R
AF
QUESTION 6
This question is about the causes of war.
To what extent have political factors always been the main cause of war over time?
[12]
[In your answer you should discuss political factors as a cause of war across the three
historical eras along with other causes of war.]
D
[36 x answer lines]
QUESTION 7
This question is about the investigation of an historic site connected with the
Development of Warfare.
The historic site you have studied is:
(a)
Describe two main characteristics of the historic site you have studied.
[8]
[24 x answer lines]
(b)
How does the historic site you have studied contribute to an understanding of the
changing nature of warfare over time?
[12]
[36 x answer lines]
© WJEC CBAC Ltd.
D
T
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GCSE HISTORY Sample Assessment Materials 237
MARK SCHEME
Component 2: THEMATIC PAPER
2G. The Development of Warfare, c.500 to the present day
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
AO1(a)
5
AO2
AO3
AO4
R
AF
Mark allocation:
5
T
This section indicates the
assessment objective(s) targeted in
the question
Question: e.g. Outline how English naval power increased during the 16th century.
Indicative content
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
The reformation of the Navy Royal during the reign of Henry VIII in terms of numbers and design e.g. Henry
Grace a Dieu and the Mary Rose, paid for with some of the some of the money from the sale of the monasteries;
the development of carracks, galleys, galleases and pinnaces; developments under Elizabeth I and the defeat of
the Armada; `sea dogs`; improved tactics and designs e. g. Dreadnought.
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
BAND 3
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 238
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
For questions that are points-based the mark scheme should be applied precisely.
Marks should be awarded as indicated and no further subdivision made.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 239
MARK SCHEME
Component 2: THEMATIC PAPER
2G. The Development of Warfare, c.500 to the present day
Question 1
Mark allocation:
4
Question:
AO1 (a) and (b)
4
AO2
AO3
AO4
Use the pictures above to describe two similarities and
two differences in the use of fighting methods in battle
over time.
[4]
T
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Some of the issues to consider are:
A and B show the use of cavalry and hand to hand fighting.
B and C show the use of firearms; C suggests a war of attrition.
Award 1 mark for each factor correctly identified.
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 240
Question 2
Mark allocation:
5
Question:
AO1 (a) and (b)
5
AO2
AO3
AO4
Use A and B and your own knowledge to describe how
the role of women in war changed between 1750 and
1990.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Item A refers gender tasks of women following the army; there may be reference to army
wives and `Leaguer Ladies`; women as post-battle looters and dispatchers of the wounded;
the role of spies.
R
AF
Item B shows women as members of the regular army; there should be reference to the
contribution of nurses and auxiliaries and to some specifics such as the ATS and post
Second World War recognition as part of the British Armed Forces though with no combat
role.
Offers a fully detailed knowledge and understanding to fully describe
the issue of change set within the appropriate historical context.
[4-5]
BAND 2
Offers knowledge and some understanding to partially describe the
issue of change.
[2-3]
BAND 1
Offers a generalised description which makes a weak or implied
reference to change.
D
BAND 3
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 241
Question 3
Mark allocation:
7
Question:
AO1 (b)
2
AO2
AO3 (b)
5
AO4
Which of the two sources is the more reliable to an
historian studying methods of recruitment into the
armed forces between 1800 and 1914?
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Source A describes the actions of press gangs targeting eligible sea-faring men in a naval
town. There should be reference to the reasons for impressments and to voluntary
recruitment in the 19th century. Source A is a first hand account of the use of dubious
recruitment methods and may be exaggerated as press officers were subject to fines for
trickery.
R
AF
Source B shows an early First World War recruitment poster produced to encourage men to
enlist which along with other examples were highly effective in the months following the
outbreak of war. There may be reference to the emotional, patriotic appeal of such posters
as propaganda in its formative stage.
Offers detailed understanding to fully analyse and explain the reliability
of both sources. There will be analysis of the content and authorship of
both sources, producing a clear, well substantiated judgement set
within the appropriate historical context.
[6-7]
BAND 2
Offers some understanding with a partial attempt to analyse and explain
the reliability of both sources. There will be some consideration of the
content and authorship of both sources with an attempt to reach a
judgement set within the appropriate historical context.
[3-5]
D
BAND 3
BAND 1
Offers a generalised response which largely paraphrases the sources
with little attempt at analysis and explanation.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 242
Question 4
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Outline how English naval power increased during the
16th century.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
The reformation of the Navy Royal during the reign of Henry VIII in terms of numbers and
design e.g. Henry Grace a Dieu and the Mary Rose, paid for with some of the money from
the sale of the monasteries; the development of carracks, galleys, galleases and pinnaces;
developments under Elizabeth I and the defeat of the Armada; `sea dogs`; improved tactics
and designs e. g. Dreadnought.
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 243
Question 5
Mark allocation:
7
Question:
AO1 (b)
2
AO2
5
AO3
AO4
Explain why the use of technology in warfare increased
in the medieval period.
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
The introduction of new weapons which prompted new defensive technologies e.g. the
introduction of the cross-bow led to the adoption of plate armour; improvements in castle
design and building met by the use of technology to breach walls by tunnelling and scaling;
the development of siege machinery; biological warfare and the transition to gunpowder
warfare.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue set within the appropriate historical context.
[6-7]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some attempt to analyse and explain within the appropriate historical
context.
[4-5]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 244
Question 6
Mark allocation:
12
Question:
AO1 (b)
4
AO2
8
AO3
AO4
To what extent have political factors always been the
main cause of war over time?
[12]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
An appreciation that wars over time have been caused by a combination of factors. There
should be reference to political factors e.g. as a major cause of the English Civil War and US
involvement in Vietnam; ideological causes of the Cold War; economical and geographical
factors e.g. the Crimean War and the Gulf War; nationalism and expansionism as causes of
both World Wars; religious factors e.g. the Crusades, the Thirty Years War and conflict in the
Middle East.
Offers detailed knowledge and understanding to fully analyse and
explain the importance of the key issue. There will be a clear
explanation of other factors and their relative impact set within the
appropriate historical context.
[10-12]
BAND 3
Offers knowledge and some understanding to begin to analyse and
explain the key issue along with a consideration of other factors in
historical context.
[7-9]
BAND 2
Offers limited knowledge and understanding with basic analysis and
weak evaluation while considering some factors and their impact. [4-6]
D
BAND 1
R
AF
BAND 4
Offers a generalised response with limited knowledge and
understanding with little explanation.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 245
Question 7
Mark allocation:
20
Question:
AO1 (a)
8
AO3
AO4
(a) Describe two main characteristics of the historic site
you have studied.
[8]
(b)
(a)
BAND 3
AO2
12
How does the historic site you have studied
contribute to an understanding of the changing
nature of warfare over time?
[12]
Offers detailed knowledge to fully describe two main characteristics of
the historic site set within its appropriate historical context.
[7-8]
Offers knowledge to begin to describe two main characteristics of the
historic site set within its historical context.
[4-6]
BAND 1
Offers a generalised description with limited knowledge of two main
features of the historic site.
[1-3]
BAND 3
Offers a sophisticated and reasoned analysis and evaluation of the
historic site fully addressing its significance and effectiveness in
contributing to an understanding of the changes in the development of
warfare over time. There will be specific and focused reference to other
examples of evidence relating to the site and how they contribute to a
broader understanding of change over time, set within the appropriate
historical context.
[10-12]
D
(b)
BAND 4
R
AF
T
BAND 2
Offers sound reasoned analysis of the development of the historic site
in contributing to an understanding of the changes in the development
of warfare over time. There will be reference to other examples of
evidence and how they contribute to an understanding of the
importance of the site and how it demonstrates change over time. [7-9]
BAND 2
Offers limited knowledge and understanding to begin to discuss the
development and importance of the site in contributing to an
understanding of the changes in the development of warfare over time.
There will be reference to how other examples of evidence contribute to
an understanding of change over time.
[4-6]
BAND 1
Offers a generalised and mostly descriptive account of the historic site
and how it shows changes in the development of warfare over time.[1-3]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 247
Candidate Name
Centre Number
Candidate Number
0
GCSE
HISTORY
COMPONENT 2: STUDIES IN BREADTH
Thematic Study
2H. Changes in Entertainment and Leisure,
c.500 to the present day
SAMPLE ASSESSMENT MATERIALS
R
AF
T
1 Hour 15 Minutes
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this page.
D
Answer all questions on the examination paper.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 248
QUESTION 1
This question is about popular entertainment (theatre, stage and screen).
Look at the three pictures below which show forms of entertainment and answer the
question that follows.
Picture A
[a medieval masque]
D
R
AF
T
Picture B
[an Elizabethan theatre]
Picture C
[a modern cinema]
Use the pictures above to describe two similarities and two differences in the forms of
entertainment over time
[12 x answer lines]
© WJEC CBAC Ltd.
[4]
GCSE HISTORY Sample Assessment Materials 249
QUESTION 2
This question is about holidays and travel.
Study A and B and answer the question that follows
A – an illustration of a medieval pilgrimage from 1400
T
B – from a textbook on the history of holidays
R
AF
In the 18th century doctors made much of the benefits of bathing in sea water and the seaside resort was born.
Use A and B and your own knowledge to describe how holiday patterns changed between
medieval times and the 18th century.
[5]
D
[15 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 250
QUESTION 3
This question is about cruelty in sport and entertainment.
Study Sources A and B below and answer the question that follows.
Source A
The Queen loves to hawk and to hunt. She hunts deers and stags with her courtiers and
when the unfortunate animal is caught, she would be invited to cut its throat. I can report that
she is skilled with the cross-bow and has killed six deer. Hunting is quite an event, and can
take several hours though she rides tirelessly. Indeed, her prowess would match any man.
[The French Ambassador to the English court writing in 1575]
R
AF
T
Source B
[a newspaper of 2006 commenting on the continuation of fox hunting after its banning]
D
Which of the two sources is the more reliable to an historian studying cruelty in
sport and entertainment over time?
[7]
[In your answer you should refer to the content and authorship of the sources and use your
own knowledge and understanding of the wider historical debate over the issue.]
[21 x answer lines]
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 251
QUESTION 4
This question is about childrens` entertainment.
Outline the types of games played by children in Victorian times
[5]
[15 x answer lines]
QUESTION 5
This question is about popular entertainment (music and dance).
Explain why rock and roll music became popular in the 1950s.
[7]
[21 x answer lines]
T
QUESTION 6
This question is about the development of sport.
R
AF
To what extent was professionalisation of sport the most important development in making
sport popular over time?
[12]
[In your answer you should discuss the professionalisation of sport along with other
important factors influencing the development of sport across the three historical eras].
[36 x answer lines]
D
QUESTION 7
This question is about the investigation of an historic site connected with
Entertainment and Leisure.
The historic site you have studied is:
(a)
Outline two main characteristics of the historic site you have studied.
[8]
[24 x answer lines]
(b)
Explain the importance of the historic site you have studied in showing the changing
nature of entertainment and leisure over time?
[12]
[36 x answer lines]
© WJEC CBAC Ltd.
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 253
MARK SCHEME
Component 2: THEMATIC PAPER
2H. Changes in Entertainment and Leisure, c.500 to the present day
Instructions for examiners of GCSE History when applying the mark scheme
1 Positive marking
It should be remembered that learners are writing under examination conditions and credit
should be given for what the learner writes, rather than adopting the approach of penalising
him/her for any omissions. It should be possible for a very good response to achieve full
marks and a very poor one to achieve zero marks. Marks should not be deducted for a less
than perfect answer if it satisfies the criteria of the mark scheme.
GCSE History mark schemes are presented in a common format as shown below:
AO1(a)
5
AO2
AO3 (a)
AO4
R
AF
Mark allocation:
5
T
This section indicates the
assessment objective(s) targeted in
the question
Question: e.g. Outline the types of games played by children in Victorian times
Indicative content
[5]
This is the question and its mark tariff.
This content is not prescriptive and candidates are not expected to refer to all the material identified below.
Some of the issues to consider are:
Indoor games with nursery and parlour games for the rich and home- made toys for the poor with examples; outdoor games with examples and toys as reflecting gender roles in adulthood.
BAND 3
D
This section contains indicative content (see below under
banded mark schemes Stage 2). It may be that the indicative
content will be amended at the examiner's conference after
actual scripts have been read. The indicative content is not
prescriptive and includes some of the points a candidate might
include in their response.
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
Use 0 for incorrect or irrelevant answers.
This section contains the band descriptors which explain the
principles that must be applied when marking each question. The
examiner must apply this when applying the marking scheme to the
response. The descriptor for the band provides a description of the
performance level for that band. The band descriptor is aligned with
the Assessment Objective(s) targeted in the question.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 254
Banded mark schemes
Banded mark schemes are divided so that each band has a relevant descriptor. The
descriptor for the band provides a description of the performance level for that band. Each
band contains marks. Examiners should first read and annotate a learner’s answer to pick
out the evidence that is being assessed in that question. Once the annotation is complete,
the mark scheme can be applied. This is done as a two stage process.
Banded mark schemes Stage 1 – Deciding on the band
When deciding on a band, the answer should be viewed holistically. Beginning at the lowest
band, examiners should look at the learner’s answer and check whether it matches the
descriptor for that band. Examiners should look at the descriptor for that band and see if it
matches the qualities shown in the learner’s answer. If the descriptor at the lowest band is
satisfied, examiners should move up to the next band and repeat this process for each band
until the descriptor matches the answer.
R
AF
T
If an answer covers different aspects of different bands within the mark scheme, a ‘best fit’
approach should be adopted to decide on the band and then the learner’s response should
be used to decide on the mark within the band. For instance if a response is mainly in band
2 but with a limited amount of band 3 content, the answer would be placed in band 2, but the
mark awarded would be close to the top of band 2 as a result of the band 3 content.
Examiners should not seek to mark learners down as a result of small omissions in minor
areas of an answer.
Banded mark schemes Stage 2 – Deciding on the mark
Once the band has been decided, examiners can then assign a mark. During standardising
(marking conference), detailed advice from the Principal Examiner on the qualities of each
mark band will be given. Examiners will then receive examples of answers in each mark
band that have been awarded a mark by the Principal Examiner. Examiners should mark the
examples and compare their marks with those of the Principal Examiner.
D
When marking, examiners can use these examples to decide whether a learner’s response
is of a superior, inferior or comparable standard to the example. Examiners are reminded of
the need to revisit the answer as they apply the mark scheme in order to confirm that the
band and the mark allocated is appropriate to the response provided.
Indicative content is also provided for banded mark schemes. Indicative content is not
exhaustive, and any other valid points must be credited. In order to reach the highest bands
of the mark scheme a learner need not cover all of the points mentioned in the indicative
content but must meet the requirements of the highest mark band.
Where a response is not creditworthy, that is contains nothing of any significance to the
mark scheme, or where no response has been provided, no marks should be awarded.
For questions that are points-based the mark scheme should be applied precisely.
Marks should be awarded as indicated and no further subdivision made.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 255
MARK SCHEME
Component 2: THEMATIC PAPER
2H. Changes in Entertainment and Leisure, c.500 to the present day
Question 1
Mark allocation:
4
Question:
AO1 (a) and (b)
4
AO2
AO3
AO4
Use the pictures above to describe two similarities and
two differences in the forms of entertainment over time.
[4]
Indicative content
Some of the issues to consider are:
T
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
R
AF
Similarities – B and C show mass audiences and outdoor events.
Differences – A is a more intimate event; C uses modern technology but is not a live
performance.
Award 1 mark for each factor correctly identified.
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 256
Question 2
Mark allocation:
5
Question:
AO1 (a) and (b)
5
AO2
AO3
AO4
Use A and B and your own knowledge to describe how
holiday patterns changed between medieval times and
the 18th century.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Item A shows medieval pilgrims travelling which was commonplace for the wealthy and
sometimes possible for the poorer classes. There should be reference to the Church
declaring many Holy Days which encouraged people to make journeys to religious shrines;
reasons such as prayer, contemplation and penance, cures for illnesses; curiosity and
tourism as immortalised in Chaucer`s Canterbury Tales.
Source B describes the growing fashion of bathing in the sea in the pursuit of health as
recommended by doctors as a way of healing various illnesses. There should be reference
to how sea-bathing and improved travel links transformed old towns into lively new ones with
examples.
Offers a fully detailed knowledge and understanding to fully describe
the issue of change set within the appropriate historical context.
[4-5]
BAND 2
Offers knowledge and some understanding to partially describe the
issue of change.
[2-3]
BAND 1
D
BAND 3
Offers a generalised description which makes a weak or implied
reference to change.
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 257
Question 3
Mark allocation:
7
Question:
AO1 (b)
2
AO2
AO3 (b)
5
AO4
Which of the two sources is the more reliable to an
historian studying cruelty in sport and entertainment
over time?
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
Source A describes the Queen`s love of hunting and hawking in an age when there was no
concept of cruel sport and violent animal sport was popular. There may be reference to the
view that hunting was the mark of the gentleman and to the royal sport of falconry. The writer
mostly describes but does offer opinion, emphasising the Queen`s skills in order to gain
favour.
Source B is from a newspaper which leads with a report that although fox hunting was
banned in 2005, the practice continues. There should be reference to the origins of fox and
rabbit hunting in the 16th century (Elizabeth I was involved in writing the rules for coursing)
and to the breeding of dogs. The newspaper deals with the controversial issue, adding
weight to the continuing debate.
BAND 2
Offers detailed understanding to fully analyse and explain the reliability
of both sources. There will be analysis of the content and authorship of
both sources, producing a clear, well substantiated judgement set
within the appropriate historical context.
[6-7]
D
BAND 3
BAND 1
Offers some understanding with a partial attempt to analyse and explain
the reliability of both sources. There will be some consideration of the
content and authorship of both sources with an attempt to reach a
judgement set within the appropriate historical context.
[3-5]
Offers a generalised response which largely paraphrases the sources
with little attempt at analysis and explanation.
[1-2]
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 258
Question 4
Mark allocation:
5
Question:
AO1 (a)
5
AO2
AO3
AO4
Outline the types of games played by children in
Victorian times.
[5]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
Indoor games with nursery and parlour games for the rich and home- made toys for the poor
with examples; out-door games with examples and toys as reflecting gender roles in
adulthood.
Offers detailed knowledge to fully describe the issue within the
appropriate historical context.
[4-5]
BAND 2
Offers knowledge to partially describe the issue.
[2-3]
BAND 1
Offers a weak, generalised description of the issue.
R
AF
T
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1]
GCSE HISTORY Sample Assessment Materials 259
Question 5
Mark allocation:
7
Question:
AO1 (b)
2
AO2
5
AO3
AO4
Explain why rock and roll music became popular in the
1950s.
[7]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
T
Rock and roll music as a form of rebellion giving youth its own identity at a time that
emphasised conformity; the rhythmic and exciting nature of the music and dances; the
appeal of performers with examples; the influence of the radio, television and the media and
to changes in technology with amplified instruments and recording studios.
Offers detailed understanding of a range of factors to fully analyse and
explain the issue set within the appropriate historical context.
[6-7]
BAND 2
Offers some understanding to begin to explain the issue. There will be
some attempt to analyse and explain within the appropriate historical
context.
[4-5]
BAND 1
Offers a generalised, mostly descriptive response with limited
understanding of the issue.
R
AF
BAND 3
D
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
[1-3]
GCSE HISTORY Sample Assessment Materials 260
Question 6
Mark allocation:
12
Question:
AO1 (b)
4
AO2
8
AO3
AO4
To what extent was professionalisation of sport the most
important development in making sport popular over
time?
[12]
Indicative content
This content is not prescriptive and candidates are not expected to refer to all the material
identified below.
Some of the issues to consider are:
R
AF
T
The origins of professionalism in the 19th century and to broadening the appeal of sport with
examples; 20th century developments with increased patronage and sponsorship making for
a global economic and cultural phenomenon. There should reference to sport across the
eras with `village green` sports for the poor and jousts, tournaments and hunting;
participation of sport on a class basis in the 16th and 17th centuries and to the growth of
spectator sport in the 18th and 19th centuries.
Offers detailed knowledge and understanding to fully analyse and
explain the importance of the key issue. There will be a clear
explanation of other factors and their relative impact set within the
appropriate historical context.
[10-12]
BAND 3
Offers knowledge and some understanding to begin to analyse and
explain the key issue along with a consideration of other factors in
historical context.
[7-9]
BAND 2
Offers limited knowledge and understanding with basic analysis and
weak evaluation while considering some factors and their impact.
[4-6]
Offers a generalised response with limited knowledge and
understanding with little explanation.
[1-3]
BAND 1
D
BAND 4
Use 0 for incorrect or irrelevant answers.
© WJEC CBAC Ltd.
GCSE HISTORY Sample Assessment Materials 261
Question 7
Mark allocation:
20
Question:
AO1 (a)
8
AO2
12
AO3
AO4
(a) Outline two main characteristics of the historic site
you have studied.
[8]
(b) Explain the importance of the historic site you have
studied in showing the changing nature of
entertainment and leisure over time.
[12]
(a)
BAND 3
Offers detailed knowledge to fully describe two main characteristics of
the historic site set within its appropriate historical context.
[7-8]
Offers knowledge to begin to describe two main characteristics of the
historic site set within its historical context.
[4-6]
BAND 1
Offers a generalised description with limited knowledge of two main
characteristics of the historic site.
[1-3]
T
BAND 2
(b)
BAND 4
R
AF
Offers a sophisticated and reasoned analysis and evaluation of the
historic site fully explaining its importance and effectiveness in showing
the changes in entertainment and leisure over time. There will be
specific and focused reference to other examples of evidence relating to
the site and how they contribute to a broader understanding of change
over time, set within the appropriate historical context.
[10-12]
BAND 2
Offers sound reasoned analysis of the development of the historic site
in explaining the changes in entertainment and leisure over time. There
will be reference to other examples of evidence and how they contribute
to an understanding of the importance of the site and how it
demonstrates change over time.
[7-9]
D
BAND 3
BAND 1
© WJEC CBAC Ltd.
Offers limited knowledge and understanding to begin to explain the
development and importance of the site in showing the changes in
entertainment and leisure over time. There will be reference to how
other examples of evidence contribute to an understanding of change
over time.
[4-6]
Offers a generalised and mostly descriptive account of the historic site
and how it shows changes in entertainment and leisure over time. [1-3]
D
T
R
AF
GCSE HISTORY Sample Assessment Materials 263
ASSESSMENT GRID FOR COMPONENT 2
Candidates answer all questions.
Period Studies
Question
1
2
3
4
5
Total
AO1
AO1a 5
marks
AO1b 2
marks
AO1b 3
marks
AO1b 2
marks
AO1b 4
marks
16 marks
AO2
AO3
-
AO4
-
AO2 4 marks
-
-
AO2 6 marks
-
-
AO2 6 marks
-
-
AO2 8 marks
-
-
3
24 marks
-
-
3
3
4
5
6
7a
7b
Total
D
2
AO1
AO1a and b 4
marks
AO1a and b 5
marks
AO1b 2 marks
AO1a 5 marks
AO1b 2 marks
AO1b 4 marks
AO1a 8 marks
30 marks
AO2
-
AO3
-
AO4
-
-
-
-
R
AF
Question
1
T
Thematic Studies
AO2 5 marks
AO2 8 marks
AO2 12 marks
25
EDUQAS GCSE History SAMs for teaching from 2016/ED/GH
26.03.15
© WJEC CBAC Ltd.
SPaG
AO3b 5 marks
5 marks
-