GCSE (9–1)

History
 ow our assessments give every student
H
the chance to succeed
Introducing our new exams An assessment model
History matters. That’s why we’ve created a qualification that enables all your teachers prefer
students to engage with the subject and show what they know.
We’ve designed our assessment to be accessible to the full range of
Every student matters. With this in mind, our exams are designed to give them every
your learners, while ensuring that they challenge your most able students.
chance to succeed – from accessing that first question to finishing the last.
Our papers gradually build in demand and are designed to help your
This guide gives you a closer look at how we’ve shaped our assessments and how students approach the exams with confidence.
we’ll support you every step of the way.
Our Pearson Edexcel GCSE (9–1) History will be assessed through three

Our assessments
written exams. We chose this number of papers because you told us:

It gives more students more opportunities to show what they can do.
An assessment model teachers prefer
Three shorter papers mean students are less likely to suffer from exam fatigue.
Structure and features…Page 3
Assessment Objectives…Page 4
Structure and features
Assessment styles
Question styles…Page 6 Paper 1 Paper 2 Paper 3
British Thematic Period Study and Modern Depth Study
Clear and accessible language…Page 6
Study with Historic British Depth Study
Command words…Page 7 Environment

What our assessments look like 1 hour 15 minutes 1 hour 45 minutes 1 hour 20 minutes
52 marks 64 marks 52 marks
 walkthrough Paper 1 British Thematic Study with
A
30% weighting 40% weighting 30% weighting
Historic Environment…Page 9
AO1, AO2 and AO3 AO1 and AO2 AO1, AO2, AO3 and
assessed assessed AO4 assessed

Support every step of the way

Teaching approaches you’ve told us work well with
Each Historic Environment Only Paper 2 has Allows for extra reading
the new exams site is linked to a thematic two different topics time for sources and
study, so students only and assesses two interpretations.
Follow-up enquiry…Page 11
have to study four distinct Assessment Objectives.
Interpretations…Page 13 areas of content rather
than five.
Source inference…Page 13 What students learn
in Medicine, Crime, or
Extended responses…Page 14
Warfare will give a broad
context for the detailed
Track and assess progress study of the associated
site.
Tools and materials…Page 15
Pearson Progression Services…Page 15
Published resources…Page 15

3
 Assessment objectives Spotlight on AO3 and AO4: Assessment of interpretations

Sources and interpretations are now assessed through separate assessment

objectives. Paper 1 focuses purely on source skills whereas Paper 3 assesses
Demonstrate knowledge and understanding of the key features and
AO1:
characteristics of the periods studied. both source and interpretation skills. Paper 3 Question 3 leads students
through the analysis of linked sources and interpretations. Each part breaks
AO2:
Explain and analyse historical events and periods studied using second-order down the process into a manageable chunk, embedding the idea that
historical concepts.
interpretations are grounded in evidence, the sources, and allowing students
Analyse, evaluate and use sources (contemporary to the period) to make
across the ability range to access a potentially tough aspect of history.
AO3:
substantiated judgements, in the context of historical events studied.

Analyse, evaluate
2 Explain andwas
why there make substantiated
opposition judgements
in Germany about
to the Treaty interpretations
of Versailles (1919). SECTION B
AO4: (including how and why interpretations may differ) in the context of historical
eventsYou
studied. For this section, you will need to use the sources and interpretations in the

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may use the following in your answer: Sources/Interpretations Booklet.
• military terms 3 (a) Study Sources B and C.
• territorial terms Part (a) outlines the
How useful are Sources B and C for an enquiry into the attitudes of young people enquiry and targets AO3.
Spotlight on AO2: Identifying
You must second-order
also use information of your own. concepts towards the Hitler Youth movement?
Explain your answer, using Sources B and C and your knowledge of the historical
The new AO2 explicitly specifies the use of second-order concepts when context.
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(8)
assessing students’ explanation and analysis of historical events. In order to
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support all your students, we have targeted particular second-order concepts

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in specific questions. ....................................................................................................................................................................................................................................................................................

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(b) Study Interpretations 1 and 2. They give different views about the attitudes
Paper 1 Paper 2 Paper 3 of young people towards the Hitler Youth movement.
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Part (b) introduces the
related interpretations,

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Question 3 Period study Question 2
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What is the main difference between these views?
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similarity/difference Question 1 causation .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................................................................... .....................................................
Explain your answer, using details from both interpretations. difference.
Question 4 consequence ....................................................................................................................................................................................................................................................................................
(4)
change and continuity
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Question 2
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Question 5/6 mix of concepts

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any second-order concept Question 3 ....................................................................................................................................................................................................................................................................................

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(b) Study Interpretations 1 and 2. They give different views about the attitudes
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(c) Suggest one reason why Interpretations 1 and 2 give different views about the
consequence/significance
of young people towards the Hitler Youth movement. attitudes of young people towards the Hitler Youth movement.
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.................................................................................................................................................................................................................................................................................... Part (c) looks at a
British depth study
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What is the main difference between these views? You may use Sources B and C to help explain your answer. possible reason for that
Question 1b causation difference
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Explain your answer, using details from both interpretations.

Question 1 ci/ii any (4)
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second‑order concept
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DO NOT

DO NOTDO
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DO NOT
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Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation,
Part (d) requires
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Second-order concepts
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DO NOT WRITE IN THIS grammar and use of specialist terminology.
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students to evaluate one
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similarity

WRITE
. . . . . . . . . .(d)
. . . . . . . . . .How
. . . . . . . . . . . . . . far
. . . . . . . . .do
. . . . . . . . .you
. . . . . . . . . . . agree
. . . . . . . . . . . . . . . . . with
. . . . . . . . . . . . . .Interpretation
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . .about
. . . . . . . . . . . . . . . . . .the
. . . . . . . . . . attitudes
. . . . . . . . . . . . . . . . . . . . . . . . . .of
. . . . . . .young
. . . . . . . . . . . . . . . . . . .people
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NOTIN
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. . . . . . . . . . . . . . . . . . . . . . . .the
. . . . . . . . . .Hitler
. . . . . . . . . . . . . . . .Youth
. . . . . . . . . . . . . . . . . .movement?
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difference ....................................................................................................................................................................................................................................................................................
of the interpretations
. . . . . . . . . . . . . . . . . . . . . . .Explain
. . . . . . . . . . . . . . . . . . . . . your
. . . . . . . . . . . . . .answer,
. . . . . . . . . . . . . . . . . . . . . .using
. . . . . . . . . . . . . . . . .both
. . . . . . . . . . . . . .interpretations
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .and
. . . . . . . . . . . .your
. . . . . . . . . . . . . .knowledge
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as well as their own
. . . . . . .the

WRITE
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change
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THIS IN
historical context.
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.

continuity
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AREA
THIS AREA
[The live question paper will contain two more pages ofconsequence
answer lines.] ....................................................................................................................................................................................................................................................................................
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(Total for Question 2 = 12 marks)

significance ....................................................................................................................................................................................................................................................................................
Four of these marks are
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causation
TOTAL FOR SECTION A = 16 MARKS [The live question paper will contain one more page of answer
awarded forlines.]
SPAG.
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4
16 marks plus 4 SPAG marks
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5
*S49246A0409* *S49246A0509*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History – Sample Assessment Materials (Question Papers) – 219
. . ..........Issue
.......................1
........–
.......October
.......................................2015
.......................©
...........Pearson
..................................Education
............................................Limited
.................................2015
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Turn over
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DO NOT
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. . .................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... . .

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5

DO
4 ....................................................................................................................................................................................................................................................................................

WR
N
 Assessment style Question stems and command words

Question stems are fixed for all our questions, ensuring a consistency of
 ur exams begin with lower demand questions to ease students into the
O approach that enables all students to understand the focus of the questions.
paper and build their confidence early on. Describe

 he level of demand gradually increases throughout the paper, finishing with

T
Paper 1 – British Thematic Study with Historic Environment questions target
demonstration of
a high-tariff extended-response question at the end. Section A: AO1 Describe two features of… 4 marks
knowledge only.
This eases students
 here is also ramping within topics or sections of papers: a new section will
T Historic
into the paper.
environment AO3 How useful are Sources A and B for
begin with a low-tariff transition question to ease students into a different 8 marks
10% an enquiry into…?
topic area.
AO3 How could you follow up Source Students should
[A/B] to find out more about…? 4 marks
Question styles make an evaluative
judgement on utility.
Section B: AO1/ Explain one way in which X was
4 marks
We also use a mixture of question types, demand levels and response Thematic study AO2 [similar/different] to Y.
structures throughout our exam papers, including: 20%
AO1/ Explain why…
AO2 12 marks
short-, medium- and extended-response questions
answer spaces and tables for low-tariff questions AO1/ ‘[Statement.]’ How far do you 16 marks +
stimulus points as prompts on high-tariff questions. AO2 agree? Explain your answer. 4 marks for
SPaG

These are designed to help all students engage with what they’re being asked
to do, but also understand the length and type of answer expected.
Paper 2 – Period Study and British Depth Study
Change to Paper 2 layout
From summer 2019 onwards, Paper 2 will be split into two physical question-and-answer booklets: the
Period study (booklet P), and the British depth study (booklet B). Students will only be provided with
Use of language questions for the topics they have studied.
On the day of the Paper 2 exam, candidates will also be provided with a separate sheet containing key
Clear questions and accessible language are used throughout the exams, so each information on how pupils should complete the two question-and-answer booklets.
student can understand what they need to answer. This not only includes the There are no changes to the Paper 2 topics or questions themselves, the timing of the examination
command words, but also the sources and interpretations quoted in the paper. (1 hour 45 mins) or the application of the mark scheme.

Paper 2 Q2 targets
To ensure accessibility and brevity, sources and interpretations may be edited, Booklet P: AO1/ Explain two consequences of… analytical narrative,
4 + 4 marks as required by the
but the original meaning will not be altered. Where it is important to retain the use Period Study AO2
DfE. This is clearly
of an original term or concept that may be challenging then glosses will be used. 20% signposted in the
AO1/ Write a narrative account
question stem to
AO2 analysing… 8 marks
ensure students
don’t confuse it
AO1/ Explain two of the following: with questions
AO2 8 + 8 marks requiring causal
explanation.
The importance of X for Y.

Booklet B: AO1 Describe two features of…

British Depth 4 marks
Study
‘Describe two
20% AO1/ Explain why… features of...’
AO2 12 marks
transitions students
into a new topic
using a familiar
AO1/ ‘[Statement.]’ How far do you
16 marks question format
AO2 agree? Explain your answer.
from Paper 1.

6 7
 Paper 3 – Modern Depth Study
A journey through a Pearson
Edexcel History paper
Section A AO3 Give two things you can infer from
4 marks
Source A about...

AO1/ Explain why....

12 marks Talking about the features that make papers accessible to students is one thing;
AO2
it’s better to see it in practice. So, here’s a walk-through our Paper 1 exam.
Section B AO3 How useful are Sources B and C
8 marks
for an enquiry into...?
Number of features
AO4 What is the main difference
4 marks signposted in the SECTION A
between the views?
answer area. Low demand, low
Whitechapel, c1870–c1900: crime, policing and the inner city
tariff question to build

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AO4 Suggest one reason why Answer Questions 1 and 2. confidence at the start of
Interpretations 1 and 2 give 4 marks the exam.
1 Describe two features of accommodation for the poorer people in the
different views about... Whitechapel area.
Feature 1 (4)
AO4 How far do you agree with 16 marks +
Interpretation [1/2] about...? 4 marks for ....................................................................................................................................................................................................................................................................................

SPaG
SECTION A 2 (a) Study Sources A and B in the Sources Booklet.
....................................................................................................................................................................................................................................................................................

Whitechapel, c1870–c1900: crime, policing and the inner city How useful are Sources A and B for an enquiry into the effectiveness of the police Medium demand question
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in Whitechapel in 1888?
Answer Questions 1 and 2. ....................................................................................................................................................................................................................................................................................
Explain your answer, using Sources A and B and your knowledge of the historical
1There is consistency
Describe two features ofand familiarityfor
accommodation across papers.
the poorer people in the context.
–‘Explain’ is used in Papers 1, 2 and 3 as a stem for
....................................................................................................................................................................................................................................................................................
Whitechapel area. (8)
12‑mark
Feature 1 questions targeting causation.

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– The AO3 question stem here is the same as in Paper 1.

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Feature 2
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(b) Study Source A.
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Q2b targets students’

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How could you follow up Source A to find out more about the effectiveness of the
................................................................................................................................................................................................................................................................................... .

IN THIS
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police in Whitechapel in 1888? ability to frame valid
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historical questions,
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In your answer, you must give the question you would ask and the type of source
....................................................................................................................................................................................................................................................................................
.............................................................................................................................................................................................. ......................................................................................
you could use. as. required by the DfE.

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...................................................................................................................................................................................................................................................................................

.............................................................................................................................................................................................. ...................................................................................... Complete the table below.

Although it carries a lower
....................................................................................................................................................................................................................................................................................

tariff than the previous

................................................................................................................................................................................................................................................................................... .
(4)
source utility question, it is

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....................................................................................................................................................................................................................................................................................
.............................................................................................................................................................................................. .......................................................................................
................................................................................................................................................................................................................................................................................... .

Feature 2
Detail in Source A that I would follow up: most logical for it to come
....................................................................................................................................................................................................................................................................................

afterwards
................................................................................................................................................................................................................................................................................... . because it is a
(Total for Question 1 = 4 marks)
..........................................................................................................................................................................................................................
.............................................................................................................................................................................................. ...................................................................................... follow-up task.
................................................................................................................................................................................................................................................................................... .

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Question I would ask:

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IN NOT
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THISWRITE
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................................................................................................................................................................................................................................................................................... .
..........................................................................................................................................................................................................................
(Total for Question 1 = 4 marks)
What type of source I could use:
................................................................................................................................................................................................................................................................................... .
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..........................................................................................................................................................................................................................
................................................................................................................................................................................................................................................................................... .

Structured response to
2 ensure students focus
*S49231A0209*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History – Sample Assessment Materials (Question Papers) – .
..........................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................
4
Issue 1 – October 2015 © Pearson Education Limited 2015
their answer appropriately.
..........................................................................................................................................................................................................................
................................................................................................................................................................................................................................................................................... .

How this might help answer my question:

................................................................................................................................................................................................................................................................................... .

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................................................................................................................................................................................................................................................................................... ..

[The live..........................................................................................................................................................................................................................
question paper will contain one more page of answer lines.]

2 ..........................................................................................................................................................................................................................
3
*S49231A0209* *S49231A0309*
8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History – Sample Assessment Materials (Question Papers) – 5 9
Issue 1 – October 2015 © Pearson Education Limited 2015
Turn over
 SECTION B
Teaching approaches for
all abilities
out the effectiveness of the Crime and punishment in Britain, c1000–present
Low demand, low tariff

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question to transition Answer Questions 3 and 4. Then answer EITHER Question 5 OR Question 6.
ask and the type of source
students to this section. 3 Explain one way in which smuggling in Britain during the eighteenth century was
similar to smuggling during the twentieth century.
(4)
When designing our papers, we worked with hundreds of teachers and the
(4)
history education community to make sure our qualifications would work for you
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................
and your students.
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . .................... 4 Explain why there were changes in the prison system in the period c1700–c1900.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

Over the next few pages, you’ll find ideas and approaches practising teachers

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You may use the following in your answer:
Medium to high demand
• John Howard
have used, and will use, to help their students succeed in their GCSE History
question
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . .................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................
Answer EITHER Question 5 OR Question 6.
• hard labour studies.
Spelling, punctuation, grammar and use of specialist terminology
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

(12)

DO IN
You must also use information willof beyour assessed own. in this question.
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Approaching Paper 1 Section A

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

EITHER

THIS
Question 2(b) – The follow-up enquiry

WRITE
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . ....................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................................................................................................................................................................................
................................................................................................................................................................................................................................
5 ‘The role of local communities was the most important factor affecting law

AREA
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . .................... enforcement during the Middle Ages.’
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................................................................................................................................................................................
................................................................................................................................................................................................................................

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How far do you agree? Explain your answer. Stimulus points enable your
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................................................................................................................................................................................
................................................................................................................................................................................................................................
The key to the enquiry is to expose students to as many contemporary
Students have a choice (16)
students to associate what they sources as possible and let them know where they can find out more.
of 16-mark questions,
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . ....................
have learnt with the question being
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................................................................................................................................................................................
................................................................................................................................................................................................................................

allowing them to
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . ....................
You may use the following in your answer:
asked and to demonstrate positive
better demonstrate Source log
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................................................................................................................................................................................
................................................................................................................................................................................................................................
• tithings achievement. It reduces the risk
their understanding of • trial by ordeal offor extensive,
Question 3 knowledgeable but

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(Total = 4 marks)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

historical concepts and You must also use information of your own. misdirected responses.
course content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................ During the study of the historical environment have students keep a log of any
contemporary source they come across, either in class or through independent
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . ....................

(Total for spelling, punctuation, grammar and use of specialist terminology = 4 marks)

DO IN
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

(Total for Question 5 = 20 marks) study. Higher attaining students could also divide these into types.
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........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . ....................

NOT
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

THIS
WRITE
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . ....................
OR
Step by step
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

AREA
........ . . . . .............. . . . . . . . . . . . . . . . . . . . . . . . . . .................... 6 ‘The main purpose of punishment during the period c1000–c1700 was to deter

IN THIS AREA
people from committing crimes.’
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

How far do you agree? Explain your answer.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................
Establish a step-by-step process for students to follow. Start by modelling the
al for Question 2 = 12 marks) (16)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................ process with the class and then have them work in small groups or pairs. Each
FOR SECTION A = 16 MARKS You may use the following in your answer:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................
group can have a different source. Use an enlarged image.
• corporal punishment

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The question supports • the introduction of transportation
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

1) Identify: Have students circle three to five elements on the source

your higher attaining You must also use information of your own.
depending on attainment level.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................
5
09* *S49231A0509*
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History – Sample Assessment Materials (Question Papers) –
students to demonstrate Issue 1 – October 2015 © Pearson Education Limited 2015
7
Turn over
DO IN

the substantive range of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................

(Total for spelling, punctuation, grammar and use of specialist terminology = 4 marks)
their knowledge. 2) Question: Each student should write three questions they would like to ask
NOT

(Total for Question 6 = 20 marks)

THIS

about each element in the source. The group then selects the best question
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................................
WRITE

[The live question paper will contain two more pages of answer lines.]
for each element, basing their decision on where they could get an answer.
AREA

(Total for Question 4 = 12 marks)

IN THIS AREA

3) Research: Students research appropriate sources to help them answer the

questions they have proposed. They could search relevant web pages or
You’ll
6 find much more
Edexceldetailed
Level 1/Levelguidance
2 GCSE (9-1) inon our assessments in the Getting use teacher-created source packs.
*S49231A0609*
8 Pearson History – Sample Assessment Materials (Question Papers) –
Issue 1 – October 2015 © Pearson Education Limited 2015
Started Guide with our Teacher and learning materials at:
4) Report: The group reports to the class what they have discovered and how
quals.pearson.com/gcsehistorymaterials
8 the source they have chosen helped answer their question.
*S49231A0809*
10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History – Sample Assessment Materials (Question Papers) –
Issue 1 – October 2015 © Pearson Education Limited 2015

10 11
 Selecting good questions Paper 3 Section A Question 1 - Source Inference

Provide students with a series of questions relating to a selection of sources Everyday inferences
and have them identify which would lead to better enquiries.
In everyday life we make inferences on a daily basis. Making students aware
Moving from inference to enquiry of this will really help them. Using commonplace examples is a good starting
point for students. Provide them with a student’s report card and have them
Using visual reminders should help students progress through the steps of an say what the teacher really means.
enquiry. Start with an image in the centre of a page, with three boxes around it.
Matching inferences

Have a set of sources for students to work with, then provide a set of
Box 1: Students write what they see/read. statements which consist of inferences and have the students match the
correct source to the inference. For higher attaining students have some
Box 2: P
 rompted by what they have seen/read, students say what else statements that are inferences but not related to what we want to know.
they want to know. Students should identify which ones to ignore.
Box 3: S
 tudents write ideas about how to find the information in which
they are interested. Paper 3 Section B - Interpretations
When dealing with interpretations it is best to start with explaining the
Sources for use with Section A.
Source A: From the memories of Constance Holt, who was editor of a magazine during
the war. She was interviewed about the Blitz for the book Don’t You Know

3. Ideas about ways to get hold of information difference between an interpretation and a source. Students should recognise
There’s A War On?, published in 1989.

Most of the tube stations were taken over as shelters, as there weren’t enough big
public shelters that people could get to. Russell Square Station was one of these.

that a source is contemporary and is deemed a piece of evidence, whereas an

I remember on several occasions coming back from the theatre by tube, and
when I got out at Russell Square, bunks had been put all along the platform, and
you’d see women doing up their curlers and getting ready for bed. Of course,

2. What do you want to learn more about?

you’d try not to look at them because they were in their ‘bedrooms’.
I remember there was a little bit of snobbery about stations. I heard one woman
say, ‘Oh, us and our family go to Regent’s Park now, it’s nicer people.’ And the
children used to go for rides on the tube. At least their mothers knew where they
interpretation is what a historian does with that evidence.
were, and it was much safer than the street.

1. What do you see?

Source B: A photograph showing Anderson shelters being delivered to houses in central

Different points of view

London in February 1939.

Using a set of eight sources on the same theme (e.g. the Reichstag Fire), have
students sort them into those which could display different versions of what
happened (e.g. Nazi conspiracy, Van Der Lubbe acted alone, Communist
conspiracy). Then have the students write what a historian would say for each
Acknowledgments
version using the relevant evidence.
Source A adapted from Jonathan Croall, Don’t you know there’s a War on? Voices from the Home Front,
The History Press, 2006; Source B © Stephenson/Stringer/Getty Images.

Every effort has been made to contact copyright holders to obtain their permission for the use of copyright

Put an event on trial

material. Pearson Education Ltd will, if notified, be happy to rectify any errors or omissions and include any such
rectifications in future editions.

2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History – Sample Assessment Materials (Question Papers) –
40 S49233A
Issue 1 – October 2015 © Pearson Education Limited 2015

By making comparisons with evidence in a courtroom, students should be

able to see that people can reach different conclusions based on the evidence
presented. Have groups prepare prosecution and defence cases. Students
should ask the following questions at the conclusion to decide why the
prosecution and defence chose to present their case the way they did.

What have they chosen to focus on as the main piece of evidence?

What evidence is there to back up their version of events?

What evidence have they chosen to ignore/downplay?

Is any of their evidence effected by what time period it is related to?

They should then be able to relate this to historical interpretations by asking

similar questions when looking at opposing views.

12 13
 Supporting SPAG Track and assess
Writing Historically spreads in the Pearson Student Books* focus on the
Tools to help you measure progress
writing skills most important to historical success. This literacy support
uses the proven Grammar for Writing approach used in many English A wide range of free support and materials are available to help you track and
departments to support all abilities with extended writing. assess your students’ progress over time.

Key Stage 3 and GCSE baseline tests

We provide free formative assessments to help you understand your new Year 7
Extended Responses
students and the progress they have made by the end of Key Stage 3. You can
Practice planning assess their learning needs before you start teaching the GCSE.

Model with students various methods of planning. They should look at Practice papers and exemplar responses
examples, such as mind maps, listing, tables, and learn to indicate when they
Past Papers, Sample Assessment Materials, specimen papers, secure mocks,
have used the points in their responses to avoid repetition.
a bank of new practice papers with performance data, and selected exemplar
student answers with examiner comments are provided.
Explanation rather than description
ActiveLearn Progress and Assess
To avoid the problem of students merely writing everything they know in the
form of description they need to practise explanatory sentences. Start with a To help you track your students’ progress from Year 7 to Year 11, Pearson
series of statements that are purely factual and then have the students add to have created a 12-step progression scale.
each saying why they are important. Get them to use language, such as ‘this
Find out more at:
means that’, ‘as a result’, ‘this meant’, ‘which shows’, to link the descriptive
www.pearsonschools.co.uk/historyprogression
part with the explanation.
Free support
Start with the conclusion

Have higher attaining students write their conclusions to their extended

responses first. This creates a more structured response and helps avoid ResultsPlus gives the most detailed analysis available of your students’ exam
wandering off the topic as they know where they have to end up. exams. Widely used by teachers across the country, this free online service
helps you identify topics and skills where your students could benefit from
further learning, helping them gain a deeper understanding of history.
Find out more about our quals.pearson.com/gcsehistoryrp
published resources* at:
www.pearsonschools.co.uk/gcsehistoryresources
examWizard is a free exam preparation tool containing a back on past paper
questions and support materials to help you create your own mock exams
and tests. quals.pearson.com/gcsehistoryew

Supporting great history teaching ActiveLearn

Our published materials* on ActiveLearn Digital Digital Service
Service also include end-of-unit tests and exams
*Pearson’s paid-for resources, as well as other endorsed resources, are not
skills powerpoints.
a prerequisite for the delivery of Pearson Edexcel specifications.
Find out more at www.pearsonschools.co.uk/gcsehistoryresources

14 15
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