Exam Technique

Links from GCSE

Advanced Subsidiary History builds on the knowledge, understanding and skills established by GCSE History but does not depend on them. If you have not studied History for some time, you should still be able to learn AS History from this text. It is more important to have an enquiring mind, an interest in the past and its relevance to current affairs and an ability to communicate ideas effectively.

It is important to remember that History is not a subject which can be learnt from a single text. This study guide will provide you with the essential knowledge and ideas you need to understand the topics you study but you will need to build on this by the wider reading suggested by your teacher.

What are examiners looking for?

History examiners indicate the length of answer expected by the mark allocation and the type of answer expected by key words in the questions.

The mark allocation tells you two things: the length of answer expected and the relative difficulty of the question. Questions allocated higher marks are not only to be answered at greater length but are more testing. In source-based questions, a question which asks you to evaluate the reliability and usefulness of two sources is more testing than one which asks you to explain a reference and would earn more marks. In structured questions, questions with lower marks will generally be narrower in focus and require a shorter answer.

Key words point you to the type of question. The most common types of question are those, which require an analysis of cause and consequence, and those, which require an assessment or judgement. You may also be required to produce a piece of descriptive writing.

Explain, Describe, Examine, In what ways?

These instructions call for a piece of descriptive or analytical writing. Be sure to focus on the issue or event required, e.g. aims, factors, policies, or results.

Why?

This asks for an analysis of causes. Make sure you do not leave out important causes and that you consider long-term causes as well as short-term ones. A good answer will consider the relative importance of causes and how they are linked together.

Assess, How far? To what extent?

These instructions require you to make a judgement. The examiners expect you to set out the main arguments on opposite sides and balance them in your conclusion. For example, you might assess the success of a statesman by explaining his successes and then his failures. Most questions which begin with the word ‘how’ (e.g. ‘how valid’, ‘how serious’) are of this type. Another way of setting this type of question is to offer you a judgement for assessment and ask why you agree or disagree.

Compare

If you are asked to compare two sources, look for similarities and differences. You should explain in turn each point of similarity or difference for both sources. Avoid the temptation to paraphrase the first source and then the second.

Some dos and don’ts

Dos

• Do answer the question - No credit can be given for good History that is irrelevant to the question.
• Do spend some time planning your answers - This is especially important for questions requiring extended writing. It will ensure that your argument is coherent and that you avoid omissions.
• Do use the mark allocation to guide how much you write - A question allocated 18 marks out of 30 or 60 out of 90 requires a piece of extended writing.
• Do pay attention to correct spelling, grammar and punctuation - Quality of written communication is taken into account in all assessment units.
• Do write legibly - An examiner cannot give marks if the answer cannot be read.

Don’ts

• Don’t produce undirected narrative - Most questions require you to use your knowledge to follow the instructions given in the key words of the question. Even descriptive answers need to be ordered and directed to the requirements of the question.
• Don’t introduce irrelevant material - You will get no credit for it.