2012

ISSUES FROM THE 2012

AS AND A2 HISTORY

EXAMINATIONS

ISSUES FROM THE 2012 EXAMS

History, even after all that happened in 2011 to 2012 is still alive and in vigorous good health in the Centres with much good work from the mass of the candidates and some truly exceptional performances from a number of talented students.

This section provides brief feedback on some of the issues from the 2012 examinations.

These issues were minor compared to the good and high quality responses we saw from centres. We highlight them only because we feel that there is further scope for improvement or to clarify areas where there may be some ambiguity.

ISSUES FROM THE 2012 EXAMS

A number of these issues and general advice on how to improve can be found on the WJEC website in a set of audio presentations - so we shall not be going over the general areas today. These are available at

http://www.wjec.co.uk

ISSUES FROM THE 2012 EXAMS

HY1

Too many candidates simply fail to answer the question set.

They focus on the TOPIC they have been taught rather than on the key skills and key words.

The key skills are

Part (a) to explain WHY

Part (b) to evaluate the importance / significance of a number of factors

ISSUES FROM THE 2012 EXAMS

HY1

The key words are in the question – such as

1. Politics, government and the Crown, c.1483-1543 (a) Explain why Richard III lost the battle of Bosworth.

[24]

(b) To what extent were Thomas Cromwell's reforms the most significant development in government, 1483-1540? [36]

We shall be making these clearer from Summer 2103 by highlighting the key words in BOLD.

ISSUES FROM THE 2012 EXAMS

HY2

This unit continues to pose the same issues as usual- which are highlighted in the web based report:

The session after the break will deal with the revised HY2 examination for May 2013.

ISSUES FROM THE 2012 EXAMS

Internet UsageWe see nothing wrong to using the internet to research and gather material, including sources.

However we see too many “copy and paste” extracts from a minority of candidates on the events – which are not that worthy - and too many copy and paste extracts on the historiography issues. We are aware that some sites are heavily used but it is not enough to copy and paste. That is not adequate for this exercise and there is nothing to be gained by copying and pasting these details THOUGH there is much to be gained by gathering the material and putting it to good use in the essay.

HY3In this unit we have some general concerns and need togive guidance on a couple of issues.

ISSUES FROM THE 2012 EXAMS

There has to be more to the history coursework exercise than downloading from Wikipedia or other sites.

ISSUES FROM THE 2012 EXAMS

INTEGRATING SOURCE EVALUATION and INTERPRETATION / HISTORIOGRAPHY

To achieve Level 4 the candidate should consider the value of the SELECTED source to the validity of the interpretation and to the school of history or historian they are discussing.

ISSUES FROM THE 2012 EXAMS

INTEGRATING SOURCE EVALUATION and INTERPRETATION / HISTORIOGRAPHY

The integration of source evaluation, interpretation and historiography is the best way to tackle HY3 and many able candidates were able to do so to gain Level 4 marks. The emphasis in the essay should be on using the sources to discuss both the interpretation and historiography related to the set question. There needs to be greater awareness of the development of the historiography and how much value certain historians / schools of history would place on SOME of the particular sources selected for the essay.

ISSUES FROM THE 2012 EXAMS

WORD LIMITAlthough the vast majority of candidates and centres kept to the word limit there were instances where this was not the case and a penalty was applied. We have said that 4000 words is the limit and will continue to apply the penalty where it is breached. Centres should ensure that candidates who breach the word limit (4000 of their own words) are penalised: 1 – 500 words should be deducted 2 marks.501 – 750 words should be deducted 4 marks.more than 750 words should be deducted 8 marks.

An example of the type of essay at HY3 that deserves high marks at Level 4 can be found on the WJEC website. The web based support does also offer examples of scripts at HY1 to HY4 in the Teacher Guidance Notes section.

ISSUES FROM THE 2012 EXAMS

ISSUES FROM THE 2012 EXAMS

HY4 -I n this unit we see too many candidates who

Fail to analyse the demands of the question set: they must focus on the key words in the question.

Write two half essays – the yes it was, no it wasn’t [for and against] answer

Rely heavily on a prepared response.

Fail to structure the essay appropriately.

Have a limited understanding of the issues and resort to UCN.

All these issues are discussed in depth on the website.

GUIDANCE ON HY3 FOR 2014

An amended submission is required for HY3 for use in 2014 (the cohort starting in 2012) which must be based on the proposal form available on the WJEC website. This will include a new style mark scheme.

The deadline for submission for approval is the 30th of November 2013 – just over a year from now.

GUIDANCE ON HY3 FOR 2014

A new question is required which is CLEARLY based on an interpretation by a historian and capable of being challenged by at least one other historian with a differing or contrasting view on the interpretation.

The new question will work best where there is a clear development in the historiography debate – e.g. structuralist / intentionalist or Marxist / Revisionist.

GUIDANCE ON HY3 FOR 2014

Each question will need a document pack.

You can re-use the approved pack if it meets the criteria below and is very closely related to the new question.

SUMMARY OF THE DOCUMENT PACK CRITERIA FOR 2014

Each pack should contain a minimum of eight sources and a maximum of ten sources

Each pack should contain a variety of different types of sources.

Make sure that the sources used in the pack have a detailed attribution to aid source evaluation.

Each pack should contain at least two sources debating the specific interpretation to be studied. Usually these would be two historians with differing or contrasting views on the interpretation.

SUMMARY OF THE DOCUMENT PACK CRITERIA FOR 2014

Do not use MAPS as sources. They can be used for class work instead.

Do not use more than one video as a source in the document pack. These can be used in class instead.

Do not use more than one page of A4 for any source

Do not use more than one source from a particular book / author. A variety is required.