ocr b (shp) feedback from 2019 exams

OCR B (SHP) Feedback from 2019 Exams

Emma HancoxSenior Assessor and Head of Humanities

Introduction and Programme

Time Focus Objectives

Session 1 Paper 1 - Thematic Study • To review examiner feedback

• To gain an understanding of the mark schemes for each question

• To apply mark schemes to example answers

• To consider new approaches to teaching each study

Break 10.45am

Session 2 Paper 1 – British Depth StudyPaper 3 – Period Study

Lunch 1.00pm

Session 3 Paper 3 – World Study

Break 2.15pm

Paper 2 – History Around Us

Paper Code Topics

11 The People’s Health / The Norman Conquest

12 The People’s Health / The Elizabethans

13 The People’s Health / Britain in Peace and War

14 Crime and Punishment / The Norman Conquest

15 Crime and Punishment / The Elizabethans

16 Crime and Punishment / Britain in Peace and War

17 Migrants to Britain / The Norman Conquest

18 Migrants to Britain / The Elizabethans

19 Migrants to Britain / Britain in Peace and War

21 History around us

31 Viking Expansion / The First Crusade

32 Viking Expansion / Aztecs and The Spanish Conquest

33 Viking Expansion / Living under Nazi Rule

36 The Mughal Empire / Living under Nazi Rule

37 The Making of America / The First Crusade

38 The Making of America / Aztecs and The Spanish Conquest

39 The Making of America / Living under Nazi Rule

The Thematic Study

Teacher Talk

QUESTION 3Is it possible to score 10/10 on Q3 with only 2 points made?

Does it have to be 3 points for full marks?...

It was 2 points last year, but 3 points this year! The mark schemes have been

streamlined to make the shorter mark questions less demanding for candidates.

Successes“The overall standard has definitely risen with candidates tackling Questions 2 and 3 in particular with more clarity and better use of the Second Order Concepts needed to reach the higher levels.” In regard to the People’s Health (the most popular topic) “It is pleasing to report that there were fewer answers that focused on topics that were on the old ‘Medicine through Time’ specification such as penicillin and surgery.”“It was also clear that candidates were stronger on the essay questions with many accessing the higher two levels because they had written balanced answers that considered both sides of the argument with well-chosen deployment of support.”Areas for developmentIn regard to extended answers “it is important that candidates understand the need to consider both periods where required.”“Candidates should always be encouraged to carefully check the wording of the question to make sure that everything they write is directly relevant to the question being asked.”

Key messages from the Examiners’ report

• Typically, the stem will be Give one… / Name one... / Identify one…

• Questions will be chronological and cover 3 of the 4 periods in the specification

Question 1 – The “Gateway” Question

Question 1

Question 1

Examiner Tips:Candidates should be discouraged from writing full sentences to save timeRemind candidates that there will be a range of possible answers

Question 2

Write a clear and organised summary that analyses…(9 marks)

• Always has the same question stem• The summary should be supported with examples• Candidates should write a structured analysis based around

one or more second-order concept (change, continuity, causation, consequence, significance and diversity)

• Two (rather than 3 as in 2018) examples needed to be analysed for candidates to reach Level 3

Question 2

Write a clear and organised summary that analyses……people’s lives in Britain in the period 1750 –1900…the nature of crime during the Medieval period (1250 – 1500)…the migrant communities in Medieval Britain

Write a clear and organised summary that analyses people’s lives in Britain in the period 1750 – 1900

Level 3 (7-9 marks)Summary based on second order concept(s) with two (or more) supporting examplesLevel 2 (4-6marks)Summary based on second order concept with valid supporting exampleLevel 1 (1-3 marks)Lists or describes relevant events or developments with no clear organisation around a second order concept e.g. Between 1750 and 1900 people’s lives were really bad. Water was dirty, housing was cramped and the towns were overcrowded. Joseph Bazalgette built new sewers.

How does the mark scheme relate to the examples provided?

Question 2

Examiner Tips:Discourage candidates from simply describing what life was likeEncourage candidates to show why a historian would be interested in the information given e.g. this was significant because … or this was different from what had gone before due to … This will enable candidates to explore second order concepts.

An analysis of people’s lives in the period 1750 – 1900 were most successfully based on continuity or changeAn analysis of the nature of crime in the period 1250 – 1500 were most successfully based on the causes of crime

Question 3

Explain why / what / how…(10 marks)

• Variety of possible question stems that require candidates to write an explanation

• Explanations will usually be based on causation / consequence / significance

• The explanation should be supported with examples• Two (rather than 3 as in 2018) examples needed to be

analysed for candidates to reach Level 5

Question 3

Why did living conditions in medieval towns have such an important impact on people’s health?

There was a clear focus on towns (rather than countryside) and the impact of conditionsSome candidates confused medieval conditions with industrial citing “back to backs”

To what extent did the enforcement of law and order change in the Early Modern period (1500 – 1750)? Explain your answer.

There was a clear focus on change (e.g. more criminals being dealt with by JPs) or continuity (e.g. use of hue and cry) in many answersSome candidates concentrated on the nature of crime rather than law enforcement

Why did Protestants migrate to Britain between 1500 and 1750? Support your answer with examples.

There was a clear focus on specific groups of migrants and their reasons for movementSome candidates failed to develop responses beyond Britain being a Protestant country

Level 5 (9-10 marks)Two or more methods of law enforcement 1500–1750 identified, with full explanation of how these were changes/continuitiesLevel 4 (7-8 marks)One method of law enforcement 1500–1750 identified, with full explanation of how it was a change/continuityLevel 3 (5-6 marks)Identifies one or more valid continuity and/or change but no supporting evidenceLevel 2 (3-4 marks)Relevant descriptionLevel 1 (1-2 marks)General assertions

“To what extent did the enforcement of law and order change in the Early Modern period (1500 – 1750)? Explain your answer.


Question 3

Examiner Tips:Encourage candidates to organise their answers into clearly defined paragraphsEncourage candidates to support their points with precise contextual examplesFocus revision around specific periodsDevelop vocabulary specific to periods

Question 4/5

Judgement Question (18 marks)

• Requires candidates to consider 2 sides of an argument

• Candidates should try to reach a judgement (clinching argument) to conclude their response

• Questions will typically be designed to analyse change over time or the relative importance of significant factors

Question 4/5 – The People’s Health

How far do you agree that government responses to plague were more effective in the period 1500 – 1750 than the period 1250 – 1500? Give reasons for your answer.

High level responses dealt with government actions in both periods (Medieval; Edward III’s letter / Queen Elizabeth I’s plague orders)Some candidates focussed on treatments rather than government responses (L1)Some candidates only dealt with one time period (L4)

“National government has done more to improve people’s health since 1900 than it did during the Industrial Age of 1750 – 1900.” How far do you agree? Give reasons for your answer.

Confident knowledge of Public Health Acts, Liberal Reforms, NHS, Clean Air Act was displayed in many answersSome candidates could name government actions but couldn’t explain how these improved health (L2)

Question 4/5 – Crime and Punishment

“There was little change in the punishments used in the period 1250 – 1750.” How far do you agree with this statement? Give reasons for your answer.

High level responses gave specific examples of the changes in punishments during the period (e.g. the introduction of the bridewell was important alongside the increase in use of both the Bloody Code and the use of transportation to the Americas from the early 1600s onwards) and continuities (e.g. the continuation of punishments from medieval times such as fines, pillory, whipping and branding)Some candidates listed punishments from across a range of periods but failed to explore continuities or changes (L1)

How far do you agree that governments have been the most important factor influencing crime rates since 1750? Give reasons for your answer.

High level responses compared government with other reasons for the rise and fall in crime rates (e.g. impact of industrialisation)Some candidates described government actions from both periods but failed to compare to another factor (L2)

Question 4/5 – Migrants to Britain

“Since 1900, British governments have become more and more negative towards migrants.” How far do you agree with this statement? Give reasons for your answer.

Many candidates were able to present balanced arguments considering the treatment of migrants during wars with the treatment of ‘enemy aliens’.Weaker answers often strayed into the grounds for voting for Brexit (e.g. the government wanted Brexit to remove migrants from the country) and expressed their personal views rather than those in the specification.

“Economic forces were the most important factor causing migration to Britain between 1500 and 1900.” How far do you agree with this statement? Give reasons for your answer.

High level responses compared economic forces with other factors as a cause of migration (e.g. changes in communication and/or transport, religious conflict)Some candidates described economic forces from both periods but failed to compare to another factor (L2)

“National government has done more to improve people’s health since 1900 than it did during the Industrial Age of 1750 – 1900.” How far do you agree? Give reasons for your answer.

Level 6 (16-18 marks)Four explained points of support (3:1 or 2:2) + clinching argument = 18 marksLevel 5 (13-15 marks) Three explained points of support (2:1 or 3:0)Level 4 (10-12 marks)Two explained points of support (1:1 or 2:0)Level 3 (7-9 marks)One explained point of support Level 2 (4-6 marks) Describes events or identifies reason/sLevel 1 (1-3 marks)Assertions


Question 4/5

Examiner Tips:Encourage candidates to organise their responses into paragraphs (2:2 / 3:1 / 1:3)Model clinching arguments for candidatesUse words from the specification when teaching topics e.g. response / …..Complete revision that considers continuity / change of issues across the periods studied

How can students make sense of this?

Make quizzes / topic tests to develop students’ factual recall!


Use key words and templates to develop a grasp of second order concepts!


Use writing frames or structure scripts to develop technique!

The Thematic Study

Think of a lesson you have taught in your thematic study. What might you do differently in light of the 2019 feedback?

The British Depth Study

Teacher Talk

QUESTION 6bHow are people teaching kids to answer this question? My students are just getting themselves in a muddle trying to

answer their own question. Help!

Get students to start with the overall impression of the interpretation. What

other information might they need to fully understand that impression?


Successes“The quality of the extended written responses and the knowledge deployed as support is a credit to how centres have engaged with the specification.” Areas for development“There are still areas where candidates, as a whole, can improve: in particular on Questions 6b and 7. With Question 6b, more thought is needed as to how they can frame an historical enquiry question from the interpretation given as opposed to asking a more generalised question about the period without referencing the material given. On Question 7, candidates do need to think and explain more about the intended impact of the interpretations given as opposed to statements that ‘it is biased’ which is not sufficient.”

Question 6a

Identify and explain how an interpretation is constructed.

• A written or visual interpretation will be used.• The candidate should identify one feature

and explain why the interpretation has been constructed in this way.

Question 6a (Elizabethans)

• 1 mark for identification of a feature.

• Candidates must then make 2 points about that feature.

Question 6b

If you were asked to do further research…

• Candidates should identify a valid line of enquiry • Explain how this would increase understanding of

the issue in question based on a second order concept

• To reach the top level in 2019, candidates had to base their enquiry around an impression given in the interpretation

Question 6b (Elizabethans)

If you were asked to do further research on one aspect of Interpretation A, what would you choose to investigate? Explain how this would help us to analyse and understand the nature of Elizabethan society? (5 marks)


Too many candidates ended up in the lower levels for a mixture of reasons.

They didn’t frame their enquiry around a historical concept.Enquiry questions were not related to the issue in question in Interpretation A. Candidates would add contextual knowledge that invalidated their line of enquiry.


Higher level responses were able to think historically, framing wider enquiry questions which were usually around diversity or causation. The most common one was centred on whether the actions of the noblewoman were typical.

Question 7

Interpretations B and C both focus on…How far do they differ and what might explain any differences

(12 marks)

• Written and/or visual interpretations will be provided

• Candidates are required to compare the interpretations with support from both

• Specific explanation of the purpose / audience of either or both interpretations will enable candidates to reach the highest level

Question 7 (Normans)

Normans - Interpretations B and C both focus on the impact of the Norman Conquest on English society by 1087. How far

do they differ and what might explain any differences?

Level 3 (7-9 marks)Valid comparison of portrayals of B and C with support from one or both interpretations

Question 7 (Elizabethans)

Elizabethans - Interpretations B and C both focus on the threat which Mary Queen of Scots posed to Elizabeth. How far

do they differ and what might explain any differences?

Level 3 (7-9 marks)Valid comparison of portrayals of B and C with support from one or both interpretations

Question 7

Level 4 (10-12 marks)Valid comparison of portrayals in B and C, with support. Difference explained with specific purpose/audience of B or C Level 3 (7-9 marks)Valid comparison of portrayals of B and C with support from one or both interpretationsLevel 2 (4-6 marks)Selects points of similarity / difference or compares portrayals without supportLevel 1 (1-3 marks)Comparison of simplistic provenance


Question 6/7

Examiner Tips:Ensure candidates focus on the content of the interpretation rather than their knowledge of the issueDiscourage candidates from dismissing evidence as being “biased”Remind candidates to read all parts of Question 7

Question 8/9


• Requires candidates to make a judgement in response to a quotation or summarised view


Question 8/9 (Norman Conquest)

In his 1979 article Medieval Castle Architecture, historian Charles Coulson argues that the construction of a castle ‘was intended as a symbol of lordly status, rather than a response to military insecurity.’ How far do you agree with this view of Norman castles in England between 1066 and 1087?

Candidates demonstrated excellent knowledge, including military features of early Norman castles, their use in response to rebellions and the suppression of London, and archaeological findings suggesting their role in housing soldiers. Answers at the lower levels did not cite specific evidence which rooted their descriptions in the 1066 – 1087 period.

In his 2004 book The Penguin History of Britain: The Struggle for Mastery, 1066–1284, historian David Carpenter argues that the main reason why the Normans were successful before 1066 was because of ‘their use of cavalry and fast-moving warfare.’ How far do you agree with this view of Norman society, culture and warfare before 1066?

Candidates at higher levels were able to focus on the fighting skills of the Normans.Too many candidates wrote about the Battle of Hastings and were barely rewardable.

Question 8/9 (Elizabethans)

According to the book Travel: London, Elizabethan theatres ‘had the support of everyone from the Queen to the peasants.’ How far do you agree with this view of people’s attitudes towards theatres between 1580 and 1603?

Many answers demonstrated high quality writing with a focus on the theatres and a strong case against, citing Puritan disapproval and rise in crime.The examiner report failed to identify any areas of weakness.

According to the website www.elizabethan-era.org.uk, Elizabethan adventurers were motivated by the belief that ‘new discoveries could bring untold riches.’ How far do you agree with this view of the motives of adventurers between 1580 and 1603?

The work of Sir Francis Drake / Sir Walter Raleigh was well explored at higher levels.Weaker answers lacked contextual knowledge.

Question 8/9

Level 5 (17-20 marks)Four explained points of support (3:1 or 2:2) + clinching argument = 20 marksLevel 4 (13-16 marks)Three explained points of support (2:1)Level 3 (9-12 marks)Two explained points of support (1:1 or 2:0)Level 2 (5-8 marks) One explained point of supportLevel 1 (1-4 marks)Identifies reasons / describes events without relating to the question / assertions

Question 8 (Normans)In his 1979 article Medieval Castle Architecture, historian Charles Coulson argues that the construction of a castle ‘was intended as a symbol of lordly status, rather than a response to military insecurity.’ How far do you agree with this view of Norman castles in England between 1066 and 1087?

Question 9 (Elizabethans)According to the website www.elizabethan-era.org.uk, Elizabethan adventurers were motivated by the belief that ‘new discoveries could bring untold riches.’ How far do you agree with this view of the motives of adventurers between 1580 and 1603?


Question 8/9

Examiner Tips:Encourage candidates to organise their responses into paragraphs (2:2 / 3:1 / 1:3)Model clinching arguments for candidatesEnsure all parts of the question are correctly addressed.Encourage candidates to use the words from the quote in their response


Start every lesson with an interpretation to promote discussion!


Complete guided reading activities to promote literacy!


Differentiate the level of understanding students might have!

The British Depth Study

Think of a lesson you have taught in your British study. What might you do differently in light of the 2019 feedback?

How might you develop these skills in KS3?

The Period Study

Teacher Talk

QUESTION 2Making of America question on Big Business…ouch!

A lesson for us all to learn that questions can cover any aspect of the specification.

BUT it’s worth remembering that performance in these questions is relative

across centres!


Successes“Candidates were well prepared for the demands of this paper overall and tackled both knowledge based and source questions well showing an understanding of the breadth of the specification’s content. There was a marked improvement on tackling questions this year with more resilience shown by candidates enabling them to attempt all required questions rather than omitting those that require longer essay style responses or require them to analyse multiple sources and interpretations.”

Duplicate exam techniques from the thematic paper!

Question 1 – Factual recallQuestion 2 – Clear and organised summaryQuestion 3 – ExplanationQuestions 4/5 – Judgement question

The Making of America

2. Write a clear and organised summary that analyses big business in America in the years 1877– 1900. Support your summary with examples. 4. ‘Slavery alone caused the American Civil War’. How far do you agree with this statement? Give reasons for your answer. 5. How far do you agree that control and ownership of land was the most important cause of conflict in the early years of America, 1789–1838? Give reasons for your answer.Candidates needed to ensure their response was rooted in the specific date range!

2. Write a clear and organised summary that analyses big business in America in the years 1877– 1900. Support your summary with examples. (9 marks)

Level 3 (7-9 marks)Summary based on second order concept(s) with two (or more) supporting examplesLevel 2 (4-6marks)Summary based on second order concept with valid supporting exampleLevel 1 (1-3 marks)Lists or describes relevant events or developments with no clear organisation around a second order concept

Did you teach candidates about Bonanza Farms and corporations like the American Tobacco Company?


3. Why did the building of the railroads have such a big impact on the Plains? Explain your answer with examples. (10 marks)

Level 5 (9-10 marks)Two or more impacts explainedLevel 4 (7-8 marks)One impact explainedLevel 3 (5-6 marks)Identifies one or more valid impact but no supporting evidenceLevel 2 (3-4 marks)Relevant descriptionLevel 1 (1-2 marks)General assertions

Most candidates could identify (L3) 2 or more impacts, explained well at levels 4/5!


4. ‘Slavery alone caused the American Civil War’. How far do you agree with this statement? Give reasons for your answer.


A break from the mould…candidates could reach the highest level for a 4:0 answer!


The Period Study

Examiner Tips:Cover all aspects of the specification to avoid getting “caught out”Use dates in lessons to give candidates a sense of chronology to their studyComplete timeline revision activities and teach candidates to read and stick to the dates in question


Give students a sense of the bigger picture!


Develop vocabulary and cultural literacy with glossaries!


Create timelines and living graphs to develop chronology!

The Period Study

Think of a lesson you have taught in your Period study. What might you do differently in light of the 2019 feedback?

How might you develop cross curricular teaching?

The World Study

Teacher Talk

QUESTION 7Hi everyone, a bit of advice for the 15 mark interpretation

question on the LUNR paper if possible. Do they need to use all 3 sources/ interpretations to get full marks on the

question or can they just use 2 and if they are clear on the purpose and usefulness of each source, they can get full

marks as well. Any thoughts?

It depends on the nature of the evidence provided. This year it was difficult for candidates to explain the purpose of

Interpretation D on Paper 39, so they could access full marks without it!

Question 6

What can Source A tell us about…

• Could be a visual or written source• Contextual information will also be given

that candidates might use to develop their response

• Candidates are expected to make an inference from the evidence

Question 6 (Living under Nazi Rule)

What can Source A tell us about the Holocaust? Use the source and your own knowledge to support your

answer.

Level 2 (3-5 marks)Makes an inference about what the source tells us about the Holocaust


Level 3 (6-7 marks)Makes an inference about the purpose, production or receipt of the sourceLevel 2 (3-5 marks)Makes an inference about what the source tells us about the HolocaustLevel 1 (1-2 marks)Describes surface features



Candidates were generally given Level 2 (4-5 marks) for identifying evidence and making an inference based on the source. The most relevant comment to make here is that teachers had clearly taught the skill of inference well this year, but few candidates got to Level 3 because the purpose of the source was not explained. It would be worth explicitly focusing on the importance of provenance when teaching candidates to answer source-based questions.

Question 7

How useful are a collection of sources/interpretations for…

• Could be two sources + one interpretation / one source + two interpretations

• One or more might be visual• In a change to marking from 2018, candidates

are not expected to write a conclusion or judgement


How useful are Sources B and C and Interpretation D for a historian studying the establishment of the Nazi

dictatorship between January and July 1933? In your answer, refer to the two sources and the interpretation as

well as your own knowledge.

Source B – A newspaper headline about the Reichstag FireSource C – An extract from a German newspaper about Dachau Concentration CampInterpretation D – An extract from a textbook


Level 5 (13-15)Explains the purpose of one source/interpretation (14 marks) / Explains the purpose of both (15 marks)Makes a valid inference to explain why at least two sources/interpretations are useful as evidence of the establishment of dictatorship (13 marks)Level 4 (10-12 marks)Makes a valid inference to explain why one source/interpretation is useful as evidence of the establishment of dictatorshipLevel 3 (7-9 marks)Argues evidence is useful in relation to contextual knowledge or makes unsupported inferences linked to the establishment of dictatorshipLevel 2 (4-6 marks)Uses surface features to argue that evidence is useful or argues evidence is not useful based on provenanceLevel 1 (1-3 marks)Assertions



This question was not well answered by candidates. Too many candidates simply approached this by summarising each of the three sources before making a summative comment on the utility. This level of response is based on the surface features of the evidence and could not progress between Level 2.Some candidates were able to move into the highest levels by explaining what can be learnt from the evidence or explain the purpose of the evidence on a more critical level. The main lesson was that candidates did not focus on the idea of establishing a dictatorship as identified in the question.

Question 8/9


• Requires candidates to consider 2 sides of an argument


Question 8/9 (Living under Nazi Rule)

‘The lives of all workers improved as a result of Nazi policies between 1933 and 1939.’ How far do you agree with this view? (18 marks)

Most candidates demonstrated a good knowledge of policies that were related to work but did not always explain how these policies benefited or disadvantaged workers. For the top marks, candidates needed to explain four examples of impacts.

‘The German people supported the war between 1939 and 1945.’ How far do you agree with this view? (18 marks)

Few candidates completed this question and it would be accurate to summarise that knowledge and understanding for this question was not closely aligned to the war. The most common error was that candidates were focused on knowledge which was too generic, and this could have been better if examples such as the July plot were a greater focus.



‘The lives of all workers improved as a result of Nazi policies between 1933 and 1939.’ How far do you agree with this view? (18 marks)


The World Depth Study

Examiner Tips:Engage candidates engage with the provenance of sources and reasons for utilityEncourage candidates to relate the utility of evidence to a specific issue in questionFor Q7, encourage candidates to write a paragraph about each source, each explicitly linked to utility. Evaluate the utility of each source in relation to the question. Discourage candidates from dismissing evidence as being invalid, useless or biased


Share historian interpretations of the topic!


Use podcasts (Dynamic Learning) for explaining chronology!


Encourage students to make inferences from evidence!

The World Depth Study

Think of a lesson you have taught in your world study. What might you do differently in light of the 2019 feedback?

History Around Us

Teacher Talk

I thought typicality would come up and it didModelled an answer on this for….

Using the bullet point criteria, a range of model answers can be developed to prepare

candidates effectively for this exam.


Successes“Many candidates have been extremely well prepared for this exam. They know their history and can present their ideas using very precise terminology and an impressive level of detail. Most candidates had a secure grasp of their site's story and situation with obvious awareness of changes over time and the nature of the site. Their ability to use physical features as evidence has definitely improved since last year.”Areas for development“Some candidates, at all levels, did not read the questions carefully and have written at length about the wrong thing or talked about several points in time for question 3. Candidates in general might benefit from referring back to the question as they write. Each question will require candidates to use multiple factors, for example - change and understanding of original construction; physical change and causation; physical remains and typicality. Answers which only deal with one of these aspects will not score very many marks, so candidates should understand both aspects of the question they have selected and be able to give specific examples of both to reach the higher marks.”

Question 1

‘The development of the site over time has made it impossible for historians to understand when and why people first created it.’ How far

would you say this is true for your site? Use physical features of the site as well as your knowledge to support your answer.

Level 5 (17-20 marks) Three explained points of support Level 4 (13-16 marks)Two explained points of support Level 3 (9-12 marks)One explained point of support Level 2 (5-8 marks) Describes changes/developments to the site (no argument)Level 1 (1-4 marks)Assertions

How does the mark scheme relate to the example provided?

Question 1

• Many candidates displayed an impressive knowledge about the first construction of their site and were able to use surviving physical evidence to explain to support the hypothesis or to challenge the interpretation with specific evidence.

• Mid range candidates have clearly had a reasonable grasp of the changes of their site, and what can be learnt from them but have been unable to link them to the original site evidence.

• Weaker candidates did not address the question instead they described just one aspect of changes to the site, gave reasons for those changes, described what was left visible at the site or described why the site was first created. Some candidates discussed how a historian might find out about later developments rather than focus on the original use.

Question 2

Explain why the physical features of your site have changed over time. Use physical features of the site as well as your knowledge to support

your answer. Level 5 (17-20 marks) Three explained points of support (change and reason)Level 4 (13-16 marks)Two explained points of support (change and reason)Level 3 (9-12 marks)One explained point of support (change and reason)Level 2 (5-8 marks) Describes changes or reasons for change with no clear argumentLevel 1 (1-4 marks)Assertions


Question 2

• This question was both popular and generally well answered.

• Most responses were able to discuss changes to the site over time and place them in some form of order, be it chronological or by significance, with physical evidence from the site to display changes.

• Weaker candidates slipped in focus from the site onto a key individual or time period in their site's history and discussed changes to their circumstances or lives that was in parallel with the site without referring to physical remains.

Question 3

Choose one period in the history of your site. How far do you think your site was a typical example of its type at this time? Use physical

features of the site as well as your knowledge to support your answer. Level 5 (17-20 marks) Three explained points of support Level 4 (13-16 marks)Two explained points of support Level 3 (9-12 marks)One explained point of support Level 2 (5-8 marks) Describes features of the site (no argument)Level 1 (1-4 marks)Assertions


Question 3

• This was the only question on the paper which required candidates to select a time period. Length of period will vary according to individual site, from a few years of specific activity, e.g. 1939-45, or an individual’s ownership of the site, to more traditional definitions, e.g. ‘Medieval’ or ‘Neolithic’. All of these are acceptable under OCR’s definition but selection of an appropriate period for the site is key as observations made outside the specified period are not counted for marking.

History Around Us

Examiner Tips:Question selection is very important, due to the varying natures of the sites under study. Some sites lend themselves better to different types of questions and candidates would do well to spend some time before starting the paper considering which of the set questions would prove most suited to the site they have studiedCandidates don’t need to write an introduction or conclusion (note change from 2018) to their response


Encourage students to be creative about the site!


Get the site to do the work for you!

History Around Us

Think of a lesson you have taught in your site study. What might you do differently in light of the 2019 feedback?

Some parting thoughts…

• How do you ensure students are retaining the depth of content in the specification?

• All of the homework in our school is interleaved • Are you delivering your course in 2 or 3 years?

Have you considered the new Ofsted Framework?

• How can our history curriculum contribute to your students’ cultural capital?

ocr b (shp) feedback from 2019 exams

Documents