Q1.
Study Source A.
What can you learn from Source A about the Battle of Mons?
(6)
Source A: From an account by a German soldier who fought at the Battle of Mons, August 1914.
We had no sooner left the edge of the wood when a volley of bullets
from the British whistled past our noses. The 160 German troops that
had left the wood with me were reduced to 100. From now on,
matters went from bad to worse. Wherever I looked there were dead
or wounded. We were being driven back, badly beaten by the British
– by the same British we had laughed at a few hours before.
Q2.
Background information
The trench system and the power of the machine gun led to stalemate on the Western Front. Gas,
tanks and new artillery weapons, such as heavy field-guns, were introduced by both sides to try to
break this stalemate. Some historians believe that these new weapons were very effective on the
Western Front. Others suggest that they were not.
Source A: From an interview given after the First World War by a British soldier. He is describing the
first appearance of tanks in September 1916 during the Battle of the Somme.
When our tanks first appeared, we didn't know what to think. We
didn't know what they were because we hadn't been told
anything about them. It was an amazing sight. They came up
right in front of us and swung round and went straight for the
German line. The tanks rolled over the barbed-wire
entanglements. They scared the guts out of the Germans, who
ran away like rabbits.
Study Source A.
What can you learn from Source A about tanks at the Battle of the Somme?
(6)
Q3.
Background information
The trench system and the power of the machine gun led to stalemate on the Western Front. Gas,
tanks and new artillery weapons, such as heavy field-guns, were introduced by both sides to try to
break this stalemate. Some historians believe that these new weapons were very effective on the
Western Front. Others suggest that they were not.
Source B: A British government poster of 1917.
Study Source B and use your own knowledge.
What was the purpose of this poster? Use details of the poster and your own knowledge to explain
your answer.
(8)
Q4.
Study Source B and use your own knowledge.
What was the purpose of this illustration? Use details of the illustration and your own knowledge to
explain your answer.
(8)
Source B: An illustration by a British artist, published in 1915. It shows British troops advancing
during the Battle of Mons, led by the figure of St George, the Patron Saint of England.
Q5.
Study Sources A, B and C.
How far do these sources agree about the fighting at the Battle of Mons? Explain your answer, using
the sources.
(10)
Source A: From an account by a German soldier who fought at the Battle of Mons, August 1914.
We had no sooner left the edge of the wood when a volley of bullets
from the British whistled past our noses. The 160 German troops that
had left the wood with me were reduced to 100. From now on,
matters went from bad to worse. Wherever I looked there were dead
or wounded. We were being driven back, badly beaten by the British
– by the same British we had laughed at a few hours before.
Source B: An illustration by a British artist, published in 1915. It shows British troops advancing
during the Battle of Mons, led by the figure of St George, the Patron Saint of England.
Source C: From The Great World War: A History (Volume 1), published in Britain in 1915. It
describes the Battle of Mons.
Our brave army suffered heavy casualties from German shells and
machine-gun fire and had to retreat. For example, out of 120 officers
and men in one company of the Coldstream Guards, 12 were killed
and 72 were wounded. On the other hand, the German losses were
greater because of their close formation. Some British soldiers later
said that the Germans placed Belgian prisoners, even women and
children, at the front, before attacking our lines.
Q6.
Background information
The trench system and the power of the machine gun led to stalemate on the Western Front. Gas,
tanks and new artillery weapons, such as heavy field-guns, were introduced by both sides to try to
break this stalemate. Some historians believe that these new weapons were very effective on the
Western Front. Others suggest that they were not.
Source A: From an interview given after the First World War by a British soldier. He is describing the
first appearance of tanks in September 1916 during the Battle of the Somme.
When our tanks first appeared, we didn't know what to think. We
didn't know what they were because we hadn't been told
anything about them. It was an amazing sight. They came up
right in front of us and swung round and went straight for the
German line. The tanks rolled over the barbed-wire
entanglements. They scared the guts out of the Germans, who
ran away like rabbits.
Source B: A British government poster of 1917.
Source C: From A Company of Tanksby a British tank commander, published in 1920. He is
describing the use of tanks during the Third Battle of Ypres, October 1917.
In the Third Battle of Ypres, the reputation of the Tank Corps
was almost destroyed, sinking like the tanks bit by bit into the
mud of the battlefield. It was a disaster. The tanks could not
turn, even if they had wished. We had no choice but to go on
and attempt to pass, in a hail of shells, those tanks which were
already stuck in the mud and could not move. We must have left
behind us two or three hundred abandoned tanks. Nevertheless,
the following month, our tanks achieved a breakthrough at
Cambrai.
Study Sources A, B and C.
How far do Sources A and C support the evidence of Source B about the use of tanks on the
Western Front? Explain your answer, using the sources.
(10)
Q7.
Study Sources D and E and use your own knowledge.
How useful are Sources D and E as evidence of events on the Western Front in 1914? Explain your
answer, using Sources D and E and your own knowledge.
(10)
Source D: A painting by a British artist showing the Belgian defence of Liège against the advancing
German army. It was published in Great Battles of the Great War in Britain in 1914.
Source E: From a report on the Battle of the Marne written by Sir John French, the
Commander-in-Chief of the BEF. It was sent on 12 September 1914 to Lord Kitchener, the British
Minister of War.
On 9 September the BEF managed to cross the River Marne and
advanced some miles to the north of it. During our pursuit of the
Germans, they suffered heavy losses, killed or wounded, with
hundreds of prisoners falling into our hands. The First and Second
German Armies are now in full retreat to the River Aisne. This
evening of 12 September marks the end of the battle which actually
began on the morning of 6 September.
Q8.
Background information
The trench system and the power of the machine gun led to stalemate on the Western Front. Gas,
tanks and new artillery weapons, such as heavy field-guns, were introduced by both sides to try to
break this stalemate. Some historians believe that these new weapons were very effective on the
Western Front. Others suggest that they were not.
Source D: An extract from the diary of a British officer, 2 January 1916. He is describing the effects
of a German artillery shell.
Their new, long-range, high-explosive shell, which is filled with
over 400 bullets, is horrible, as we have already found out. One
shell fell close to our Sergeant Major. He heard the shell coming
and crouched up against the trench wall, but the shell burst
close to him. The poor chap received most of the effect of the
explosion. I won't describe his condition. Another shell landed in
a dug-out and tore one man's side clean away. He died without
a murmur. Another man received a large piece of shell in his
stomach. He too will die, I'm afraid.
Source E: An official British photograph taken in September 1916. It shows the effects of a British
artillery bombardment on a German trench during the Battle of the Somme.
Study Sources D and E and use your own knowledge.
How useful are Sources D and E as evidence of the effects of artillery attacks on the Western Front?
Explain your answer, using Sources D and E and your own knowledge.
(10)
Q9.
Background information
The trench system and the power of the machine gun led to stalemate on the Western Front. Gas,
tanks and new artillery weapons, such as heavy field-guns, were introduced by both sides to try to
break this stalemate. Some historians believe that these new weapons were very effective on the
Western Front. Others suggest that they were not.
Source A: From an interview given after the First World War by a British soldier. He is describing the
first appearance of tanks in September 1916 during the Battle of the Somme.
When our tanks first appeared, we didn't know what to think. We
didn't know what they were because we hadn't been told
anything about them. It was an amazing sight. They came up
right in front of us and swung round and went straight for the
German line. The tanks rolled over the barbed-wire
entanglements. They scared the guts out of the Germans, who
ran away like rabbits.
Source B: A British government poster of 1917.
Source C: From A Company of Tanksby a British tank commander, published in 1920. He is
describing the use of tanks during the Third Battle of Ypres, October 1917.
In the Third Battle of Ypres, the reputation of the Tank Corps
was almost destroyed, sinking like the tanks bit by bit into the
mud of the battlefield. It was a disaster. The tanks could not
turn, even if they had wished. We had no choice but to go on
and attempt to pass, in a hail of shells, those tanks which were
already stuck in the mud and could not move. We must have left
behind us two or three hundred abandoned tanks. Nevertheless,
the following month, our tanks achieved a breakthrough at
Cambrai.
Source D: An extract from the diary of a British officer, 2 January 1916. He is describing the effects
of a German artillery shell.
Their new, long-range, high-explosive shell, which is filled with
over 400 bullets, is horrible, as we have already found out. One
shell fell close to our Sergeant Major. He heard the shell coming
and crouched up against the trench wall, but the shell burst
close to him. The poor chap received most of the effect of the
explosion. I won't describe his condition. Another shell landed in
a dug-out and tore one man's side clean away. He died without
a murmur. Another man received a large piece of shell in his
stomach. He too will die, I'm afraid.
Source E: An official British photograph taken in September 1916. It shows the effects of a British
artillery bombardment on a German trench during the Battle of the Somme.
Source F: From a history of the First World War, published in 1993.
Both sides developed new weapons during the First World War.
The machine gun could mow down hundreds of men a minute
but it was a defensive weapon. More soldiers were killed by
shells fired from huge field-guns than by any other weapon.
However, the shells from these newly developed field-guns
caused massive craters in no-man's-land and they slowed down
attacks. Poisonous gas, which was first used by the Germans in
April 1915, did not achieve a breakthrough, although it
eventually killed about 8,000 British soldiers. The British first
used tanks at the Battle of the Somme in 1916, but it took two
years before they made a significant impact on the Western
Front.
* Study all the sources (A to F) and use your own knowledge.
Spelling, punctuation and grammar will be assessed in this question.
'New weapons were very effective on the Western Front during the First World War'.
How far do the sourcesin this paper support this statement? Use details from the sources and your
own knowledge to explain your answer.
(16)
Q10.
* Study all the sources (A to F) and use your own knowledge.
'The Battle of Mons was the most important reason for the failure of the Schlieffen Plan'.
How far do the sources in this paper support this statement? Use details from the sources and your
own knowledge to explain your answer.
(16)
Source A: From an account by a German soldier who fought at the Battle of Mons, August 1914.
We had no sooner left the edge of the wood when a volley of bullets
from the British whistled past our noses. The 160 German troops that
had left the wood with me were reduced to 100. From now on,
matters went from bad to worse. Wherever I looked there were dead
or wounded. We were being driven back, badly beaten by the British
– by the same British we had laughed at a few hours before.
Source B: An illustration by a British artist, published in 1915. It shows British troops advancing
during the Battle of Mons, led by the figure of St George, the Patron Saint of England.
Source C: From The Great World War: A History (Volume 1), published in Britain in 1915. It
describes the Battle of Mons.
Our brave army suffered heavy casualties from German shells and
machine-gun fire and had to retreat. For example, out of 120 officers
and men in one company of the Coldstream Guards, 12 were killed
and 72 were wounded. On the other hand, the German losses were
greater because of their close formation. Some British soldiers later
said that the Germans placed Belgian prisoners, even women and
children, at the front, before attacking our lines.
Source D: A painting by a British artist showing the Belgian defence of Liège against the advancing
German army. It was published in Great Battles of the Great War in Britain in 1914.
Source E: From a report on the Battle of the Marne written by Sir John French, the
Commander-in-Chief of the BEF. It was sent on 12 September 1914 to Lord Kitchener, the British
Minister of War.
On 9 September the BEF managed to cross the River Marne and
advanced some miles to the north of it. During our pursuit of the
Germans, they suffered heavy losses, killed or wounded, with
hundreds of prisoners falling into our hands. The First and Second
German Armies are now in full retreat to the River Aisne. This
evening of 12 September marks the end of the battle which actually
began on the morning of 6 September.
Source F: From a history of the First World War, published in 2007.
Von Moltke, the German commander, made crucial changes to the
original Schlieffen Plan. The German armies that invaded Belgium
were 100,000 soldiers short of Schlieffen's original estimate. In
addition, German armies were supposed to cut off Paris. This plan
was abandoned in early September 1914, as the German advance
was slowed down by the Belgians and the BEF. The Battle of the
Marne finally ended the advance of the German armies.
Q1.
Question Number
Level Mark
0
Level 1
1
Level 2-3
2
What can you learn from Source A abo
Target: Source comprehension, inferen
Descriptor
No rewardable material.
Students do no more than copy/paraphrase the source.
Award 1 mark at this level for a piece of information copied or paraphrased.
e.g. We had been driven back by the British.
Makes unsupported inferences.
An inference is a judgement that can be made from studying the source, but is not
directly stated by it.
e.g.The Germans suffered heavy casualties.
Level 4-6
3
2 marks for one unsupported inference.
3 marks for two unsupported inferences.
Makes supported inferences.
A supported inference is one which uses detail from the source to prove the
inference.
e.g. The Germans suffered heavy casualties. I know this because the Source says
that 'the 160 German troops that left the wood had shrunk to 100'……
4-5 marks for one supported inference.
5-6 marks for two supported inferences.
Q2.
What can you learn from Source
A about tanks at the Battle of
the Somme?
Level
Level 1
Mark
0
1
Target: Source comprehension,
inference and inference support
(AO3)
Descriptor
No rewardable material.
Students do no more than
copy/paraphrase the source.
Award 1 mark at this level for a
piece of information copied or
paraphrased.
Level 2
2-3
e.g. The tanks rolled over the
barbed-wire entanglements and
scared the guts out of the
Germans.
Makes unsupported
inferences.
An inference is a judgement that
can be made from studying the
source, but is not directly stated
by it.
e.g. Tanks were very effective
on the Western Front.
Level 3
4-6
2 marks for one
unsupported inference.
3 marks for two
unsupported inferences.
Makes supported inferences.
A supported inference is one
which uses detail from the
source to prove the inference.
e.g. Tanks were very effective
on the Western Front because
the source says 'The tanks
rolled over the barbed-wire
entanglements'.
4-5 marks for one
supported inference.
5-6 marks for two
supported inferences.
Q3.
What was the purpose of this
poster? Use details of the poster
and your own knowledge to
explain your answer.
Level
Level 1
Mark
0
1-2
Target: Source comprehension
and interpretation, message and
purpose (A01, A02, A03)
Descriptor
No rewardable material
Simple Statement
These are generalised
statements without support from
source or detailed contextual
knowledge.
EITHER
Valid comment is offered about
the message of the source but
without support from the source.
e.g. The source suggests that
the tank has been very
successful.
OR
Answer offers comment about
the source context but relevance
to message/purpose is not
explained.
Level 2
3-5
e.g. Tanks were first used
during the Battle of the Somme,
September 1916.
Supported statement.
These are statements which
identify the message of the
source and give details in
support from the content or
context of the source.
e.g. The poster suggests that
tanks have been very successful
on the Western Front. The
poster shows a tank leading a
British attack on the Western
Front, successfully crossing
no-man'sland and the barbed
wire. The poster also suggests
that it cuts through the wire and
saves lives. Tanks enjoyed
great success during the Battle
of Cambrai in 1917....
Level 3
6-8
Award top of level to students
who identify the message of the
source using detail from both
content andcontext.
Explained purpose
Analysis of the treatment or
selection of the source content
is used to explain the message
and its intention. Purpose is
distinct from message. Purpose
is what the message is designed
to achieve.
e.g. The poster is trying to
convince the public about the
success of the tank in order to
encourage more people to work
in the factories that produce the
tanks. The poster is typical of
the propaganda methods used
by the government during the
war to encourage support and
volunteers. It shows the success
of tanks in creating a
breakthrough in the trench
system, and in bold letters
stresses that it is a matter of
pride to help to build the tanks
especially as, up to the battle of
Cambrai, November 1917, tanks
had not been very effective, with
many breaking down or getting
stuck in the mud...
Award top of level to students
who analyse both the selection
and treatment of the source to
show its purpose.
Q4.
Question Number
Level
Level 1
Study Source B and use your
own knowledge. What was the
purpose of this illustration? Use
details of the illustration and
your own knowledge to explain
your answer.
Mark
0
1-2
Target: Source comprehension
and interpretation, message and
purpose (A01, A02, A03)
Descriptor
No rewardable material.
Simple Statement
These are generalised
statements without support from
source or detailed contextual
knowledge.
EITHER
Valid comment is offered about
the message of the source but
without support from the source.
e.g. The source suggests that
the British are winning the battle
of Mons.
OR
Answer offers comment about
the source context but relevance
to message/purpose is not
explained.
Level 2
3-5
e.g. During the Battle of Mons
the BEF held up the German
advance.
Supported statement.
These are statements which
identify the message of the
source and give details in
support from the content or
context of the source.
e.g. The source suggests that
the British are winning the battle
of Mons because we can see
that the British troops are
moving forward and there are a
number of dead German
soldiers. Moreover, the advance
is being encouraged and led by
St George….
Level 3
6-8
Award top of level to students
who identify the message of the
source using detail from both
content and context.
Explained purpose.
Analysis of the treatment or
selection of the source content
is used to explain the message
and its intention. Purpose is
distinct from message. Purpose
is what the message is designed
to achieve.
e.g. The purpose of the
illustration would be to keep up
morale in Britain by suggesting
that the Battle of Mons was a
great victory for the British with
British troops successfully
driving back the Germans who
suffered heavy casualties. The
illustration was produced in
1915 at a time of heavy
casualties due to the stalemate
on the Western Front when
Britain needed more volunteers
for the armed forces. Such an
heroic illustration, with the figure
of St George, would encourage
more volunteers…
Award top of level to students
who analyse both the selection
and treatment of the source to
show its purpose.
Q5.
Question Number
Level
Level 1
Study Sources A, B and C. How
far do these sources agree
about the fighting at the Battle of
Mons? Explain your answer,
using the sources.
Mark
0
1-3
Target: Source comprehension
and interpretation,
cross-reference (A03)
Descriptor
No rewardable material.
Generalised yes and/or no
answers without support from
the source.
e.g.Responses which say yes
and/or no. In A and B the British
are winning…..
Level 2
4-7
Award top of level to answers
which offer undeveloped yes
and no points.
Answers with support from
the source(s).
1 mark per example quoted.
To achieve 6-7 marks, answers
must identify details which agree
and disagree.
Level 3
8-10
e.g.…Source A agrees with
Source B. Source A suggests
that the Germans were driven
back and suffered heavy
casualties. Source B shows the
BEF advancing and a number of
German dead or wounded.
Source C does not agree
because it suggests that the
British had to retreat and
suffered heavy casualties……
Answers which, in addition,
consider the degree to which
support is provided.
This level could include
evaluation of sources for
reliability/typicality etc.
e.g.… Strong support between
A and B as both suggest British
success at the Marne. Very little
support between B and C as B
is an example of British
propaganda to keep up morale
whereas is a British history of
the Great War which gives a
more realistic view of the
battle…..
Q6.
How far do Sources A and C
support the evidence of Source
B about the use of tanks on the
Western Front? Explain your
answer, using the sources.
Level
Level 1
Mark
0
1-3
Target: Source comprehension
and interpretation,
crossreference (A03)
Descriptor
No rewardable material.
Generalised yes and/or no
answers without support from
the source.
e.g. Sources A and C agree and
disagree with Source B about
the use of tanks on the Western
Front.
Level 2
4-7
Award top of level to answers
which offer undeveloped yes
and no points.
Answers with support from
the source(s).
1 mark per example quoted.
To gain marks above 6 answers
must identify details which agree
and disagree.
e.g. … Source A agrees with
Source B about the use of tanks
on the Western Front. Source B
suggests the tanks have been
very effective in achieving a
breakthrough in the trenches,
with the tanks shown crossing
no-man's – land and the barbed
wire. This is supported by
Source A which says that the
tanks rolled over the
barbed-wire entanglements.
Source C does not agree with
the evidence of Source B.
Level 3
8-10
Source C suggests that tanks
were a total failure during the
Third Battle of Ypres. Source B,
however, gives the impression
that they were successful during
the Battle of the Somme…
Answers which, in addition,
consider the degree to which
support is provided.
This level could also include
evaluation of sources for
reliability/typicality etc.
e.g...Source A strongly supports
the evidence of Source B about
the use of tanks. This is not
surprising as both are typical of
the First World War. Source A is
a typical eyewitness reaction to
the use of the first tanks and
Source B is a typical example of
a government propaganda
poster. Source C strongly
challenges the views of Source
B. This is not surprising as
Source B is a propaganda
poster which exaggerates the
success of tanks and Source C
is an eyewitness account...
Q7.
Question Number
Level
Level 1
How useful are Sources D and
E as evidence of events on the
Western Front in 1914? Explain
your answer, using Sources D
and E and your own knowledge.
Mark
0
1-3
Target: Evaluation of sources for
utility (AO1, A02 and AO3)
Descriptor
No rewardable material.
Judgment based on simple
valid criteria
Comments based on assumed
reliability / unreliability because
source is primary or from an
eyewitness etc.
Or undeveloped comment on
usefulness of content – subject,
amount of detail contained, etc.
Level 2
4-7
e.g. Source D is not useful
because it is only a painting.
Source E is useful because it
was written at the time.
Judgment based on the
usefulness of the sources'
information - answers which
give examples of what source
is useful for or its limitations.
Students extract useful
information from sources.
e.g. Source D is useful because
it suggests that the Belgians
made a heroic defence of the
Liège in August 1914. It shows
determined Belgian troops,
some of whom are wounded, in
defensive positions determined
to hold on to the fortress……
OR
Judgment based on
evaluation of the Nature
/Origin /Purpose of the
sources - answer focuses on
how representative / reliable /
authoritative the sources are.
e.g. Source E is useful because
it is an account written at the
time by the commander of the
BEF to the Minister of War who
should be giving a realistic
summary of the events of the
battle….
Level 3
8-10
Maximum 5 marks if L2 criteria
met for only one source.
Judgment combines both
elements of Level Two,
assessing the contribution
the sources can make to the
specific enquiry.
Answer provides a developed
consideration of the usefulness
of the sources which takes into
account an aspect of its nature /
origin/ purpose (e.g. how
representative/ authoritative/
reliable it is.) The focus must be
on what difference this makes to
what the source can contribute.
It is not enough to say it is
reliable/unreliable / typical.
Comments must be developed
or else mark at L2.
Award 10 marks if evaluation of
both sources meets L3 criteria.
e.g. … Source D has limitations
as evidence of the Belgian
defence. It is a sketch by a
British artist who may well
exaggerate the heroism of the
Belgian troops to keep up
morale in Britain and encourage
more volunteers for the British
armed forces. Source E is useful
because it suggests that the
BEF played a decisive role in
the Battle of the Marne and
forced the German armies to
retreat……
Q8.
How useful are Sources D and
E as evidence of the effects of
artillery attacks on the Western
Front? Explain your answer,
using Sources D and E and your
own knowledge.
Level
Level 1
Mark
0
1-3
Target: Evaluation of sources for
utility (AO1, A02 and AO3)
Descriptor
No rewardable material.
Judgment based on simple
valid criteria.
Comments based on assumed
reliability / unreliability because
source is primary or from an
eyewitness etc.
Or undeveloped comment on
usefulness of content – subject,
amount of detail contained, etc.
Level 2
4-7
e.g. Source D is useful because
it was written at the time.
Source E is not useful because
it is only a photograph.
Judgment based on the
usefulness of the sources'
information - answers which
give examples of what source
is useful for or its limitations.
Students extract useful
information from sources.
e.g. Source D is useful because
it provides details of the horrific
effect of an artillery attack on a
British trench. This was typical
of many attacks which killed or
wounded a significant number of
British soldiers. This account
mentions the death of at least
three...
OR
Judgment based on
evaluation of the Nature
/Origin /Purpose of the
sources - answer focus on
how representative / reliable /
authoritative the sources are.
e.g. Source E is less useful
because it was almost certainly
a photograph used by the British
government for propaganda
purposes to suggest that the
artillery bombardment during the
Somme was very successful...
Level 3
8-10
Maximum 5 marks if L2 criteria
met for only one source.
Judgment combines both
elements of level two,
assessing the contribution
the sources can make to the
specific enquiry.
Answer provides a developed
consideration of the usefulness
of the sources which takes into
account an aspect of their
nature / origin/ purpose (e.g.
how representative/
authoritative/ reliable they are.)
The focus must be on what
difference this makes to what
the source can contribute. It is
not enough to say they are
reliable/unreliable / typical.
Comments must be developed
or else mark at L2.
Award 10 marks if evaluation of
both sources meets L3 criteria.
e.g. … Source D is also useful
because it is an extract from the
diary of a British officer who
would be giving his genuine
thoughts and feelings about the
effects of an artillery barrage.
Source E is also useful because
it provides evidence of the
devastating effects of the British
artillery barrage on the German
trenches during the Battle of the
Somme. However, it gives a
distorted view because most of
the German troops were not
killed or injured as they were
sheltering in dug-outs thirty feet
below the surface...
Q9.
'New weapons were very
effective on the Western Front
during the First World War'.
How far do the sourcesin this
paper support this statement?
Use details from the sources
and your own knowledge to
explain your answer.
Target: (AO1:2, AO2:2, AO3:12)
QWC Strands i-ii-iii
Assessing QWC: For the
highest mark in a level
all criteria for the level,
including those for QWC
must be met.
Level
1
Mark
0
1-4
Spelling, punctuation and
grammar (SPaG): up to 4
additional marks will be awarded
for spelling, punctuation and
grammar.
Descriptor
No rewardable material.
Generalised answer, offers
valid undeveloped comment
without direct support from
sources or own knowledge.
e.g. Sources A and B agree that
the new weapons were
effective. Sources C and F do
not...
QWC
i-ii-iii
Or
Selects details from the sources,
but without direct linkage to the
question.
e.g. Source A tells me about the
first tanks. Source B shows me
a tank in no-mans-land...
2
5-8
e.g. Source A says that the
tanks got across the barbed wire
and frightened the Germans.
Source B shows a tank
successfully crossing
no-man's-land and the barbed
wire. Source C says that most of
the tanks got stuck in the mud
during the Third Battle of
Ypres...
QWC
i-ii-iii
3
QWC
i-ii-iii
Writing communicates ideas
using everyday language and
showing some selection of
material, but the response lacks
clarity and organisation. The
student spells, punctuates and
uses the rules of grammar with
limited accuracy.
Supported answeroffers a
judgment on the hypothesis and
links to relevant details from
sources and/or comments on
the reliability or sufficiency of the
sources.
9-12
Writing communicates ideas
using a limited range of
historical terminology and
showing some skills of selection
and organisation of material, but
passages lack clarity and
organisation. The student spells,
punctuates and uses some of
the rules of grammar with
general accuracy.
Response focuses on the
issuesand reaches a judgement
making direct use of the
contents and/or the reliability or
sufficiency of the sources. At
this level the answer will be
unbalanced and only points of
agreement or disagreement will
be convincingly dealt with.
eg … Sources A, B, D and E
suggest that new weapons were
very effective weapon on the
Western Front. Source A
suggests that the first tanks
successfully crossed
no-man's-land and terrified the
Germans. This evidence is
strengthened by its reliability – it
is an eyewitness account.
Source B provides further
support for the hypothesis
suggesting that tanks were a
great success. However, this
evidence is weakened by its
reliability. It is a government
propaganda poster which
deliberately exaggerates the
success of the tank in order to
encourage people to volunteer
to work in tank factories.......
4
QWC
i-ii-iii
13-16
Writing communicates ideas
using historical terms accurately
and showing some direction and
control in the organising of
material. The student uses
some of the rules of grammar
appropriately and spells and
punctuates with considerable
accuracy, although some
spelling errors may still be
found.
Balanced answer exploring
the evidence for and against
the hypothesis. Material from
the sources is precisely selected
to support the points made.
Award 15-16 marks to
responses which also take into
account the strength of the
evidence from the provided
sources (their contents and/or
reliability or sufficiency) in the
process of coming to an overall
conclusion.
e.g. … As Level 3. However,
Sources C and F strongly
challenge the hypothesis.
Source C suggests that tanks
were ineffective on the Western
Front. They got stuck in the mud
and they had to leave behind
over two hundred derelict tanks.
This evidence is strengthened
by its reliability. It is from a
British tank commander who is
writing in 1920 and will be able
to give an honest view of the
use of tanks at the Third Battle
of Ypres. Source F suggests
that new weapons were not
effective. Machine guns were a
defensive weapon, gas failed to
achieve a breakthrough and
artillery churned up
no-man's-land. This evidence is
strengthened by its reliability. It
is from a school textbook which
should provide a balanced view
of the use of weapons on the
Western Front...
Performance
Mark
0
Threshold
1
Intermediate
2-3
Writing communicates ideas
effectively, using a range of
precisely selected historical
terms and organising
information clearly and
coherently. The student spells,
punctuates and uses the rules of
grammar with considerable
accuracy, although some
spelling errors may still be
found.
Marks for SPaG
Descriptor
Errors severely hinder the
meaning of the response or
candidates do not spell,
punctuate or use the rules of
grammar within the context of
the demands of the question.
Students spell, punctuate and
use the rules of grammar with
reasonable accuracy in the
context of the demands of the
question. Any errors do not
hinder meaning in the response.
Where required, they use a
limited range of specialist terms
appropriately..
Students spell, punctuate and
use the rules of grammar with
considerable accuracy and
general control of meaning in
the context of the demands of
the question. Where required,
they use a good range of
specialist terms with facility.
High
4
Students spell, punctuate and
use the rules of grammar with
consistent accuracy and
effective control of meaning in
the context of the demands of
the question. Where required,
they use a wide range of
specialist terms adeptly and with
precision.
Q10.
Question Number
*
Study all the sources (A to F)
and use your own knowledge.
'The Battle of Mons was the
most important reason for the
failure of the Schlieffen Plan'.
How far do the sources in this
paper support this statement?
Use details from the sources
and your own knowledge to
explain your answer.
Target: (AO1:2, AO2:2, AO3:12)
QWC Strands i-ii-iii
Level
Level 1
Mark
0
1-4
Assessing QWC: For the
highest mark in a level
all criteria for the level,
including those for QWC
must be met.
Descriptor
No rewardable material.
Generalised answer, offers
valid undeveloped comment
without direct support from
sources or own knowledge.
e.g.The Schlieffen failed and the
Germans had to retreat.
Or
QWC
i-ii-iii
Selects details from the sources,
but without direct linkage to the
question.
e.g.Source B shows the
Germans retreating.
Writing communicates ideas
using everyday language and
showing some selection of
material, but the response lacks
clarity and organisation. The
student spells, punctuates and
uses the rules of grammar with
Level 2
5-8
QWC
i-ii-iii
Level 3
QWC
i-ii-iii
limited accuracy.
Supported answer offers a
judgment on the hypothesis and
links to relevant details from
sources and/or comment on the
reliability or sufficiency of the
sources.
e.g. Source A says that the
Germans suffered heavy
casualties and retreated. Source
D shows that the Belgians
defended Liège but it is a biased
painting. Source F says that the
Battle of the Marne finally ended
the Schlieffen Plan…..
9-12
Writing communicates ideas
using a limited range of
historical terminology and
showing some skills of selection
and organisation of material, but
passages lack clarity and
organisation. The student spells,
punctuates and uses some of
the rules of grammar with
general accuracy.
Response focuses on the
issues and reaches a
judgement making direct use of
the contents and/or the reliability
or sufficiency of the sources. At
this level the answer will be
unbalanced and only points of
agreement or disagreement will
be convincingly dealt with.
eg …Sources A and B suggest
that the Battle of Mons was the
most important reason for the
failure of the Schlieffen Plan.
Source A mentions the heavy
casualties suffered by the
Germans who had
underestimated the BEF. This
evidence is reliable because it is
from the memoirs of a German
soldier who fought at Mons and
had no reason to distort what
happened. Source B shows
advancing British troops and
more German casualties.
However, this evidence is not
reliable because it is an
example of British propaganda
to keep up morale and
exaggerates the part played by
the BEF, shown by the use of
the figure of St George…..
Level 4
QWC
i-ii-iii
13-16
Writing communicates ideas
using historical terms accurately
and showing some direction and
control in the organising of
material. The student uses
some of the rules of grammar
appropriately and spells and
punctuates with considerable
accuracy, although some
spelling errors may still be
found.
Balanced answer exploring
the evidence for and against
the hypothesis. Material from
the sources is precisely selected
to support the points made.
Award 15-16 marks to
responses which also take into
account the strength of the
evidence from the provided
sources (their contents and/or
reliability or sufficiency) in the
process of coming to an overall
conclusion.
e.g. … as Level 3. However,
Sources D, E and F strongly
support other important reasons
for the failure of the Schlieffen
Plan. Source D shows the
heroic defence of the Belgian
army at Liège. However, this
evidence is weakened by its
reliability because it is a painting
by a British artist to keep up
morale. Sources E and F
strongly support the importance
of the Battle of the Marne.
Source E highlights the retreat
of the German armies but may
not be a reliable account as the
British commander may
exaggerate the role of the BEF.
Source F provides stronger and
more reliable evidence because
it is from a history textbook
which should give a balanced
account and suggests that it
was changes in the original plan
which led to the Battle of the
Marne and the failure of the
Plan….
Writing communicates ideas
effectively, using a range of
precisely selected historical
terms and organising
information clearly and
coherently. The student spells,
punctuates and uses the rules of
grammar with considerable
accuracy, although some
spelling errors may still be
found.
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