GCSE History Period study network event - script for recording
Slide 1
Welcome to this Edexcel GCSE History Network Session. The theme of this recorded session is the Period Study, part of Paper 2.
My name is Ben Armstrong, I am a subject specialist for Pearson. Please remember that although you will not be able to submit questions during this session, as it is a recording, at the end you will see the contact details to speak to the History team if you need further support.
The Period study was the component that the largest proportion of students did not sit in summer 2022, and many teachers are now returning to delivering it again after a break. This session is intended as a refresher on the key features of the Period study, its purpose, content structure and assessment model.
Slide 2
This GCSE History feedback event will allow you to:
•	remind yourself of the purpose, content structure and assessment model for the Period study
•	review student exemplar answers from the 2022 series
•	share teaching ideas and strategies that might help in the classroom
Slide 3
Before getting into the substance of the session, we’d like to mention this summer’s series and then give you a quick update on the 2023 exam series.
It is an interesting statistic that only 35% of students sat the Period study in summer 2022. During the live session, we asked delegates to say why this was the case. The most popular three reasons were that there is a lot of breadth of content, that the questions on the Period study are the most different from those on the other papers, and that the order of teaching in some centres meant that the Period study was the logical option to drop.
Perhaps these comments match your own experience. If so, this is the right session for you as we will get to grips with the demands of the paper today.
Slide 4
A few notes on the Summer 2023 series.
The DfE and Ofqual have released the plans for 2023, and the aim is to have a normal session. This means that all four topics will be assessed, and the two parts of Paper 2 will return to being one paper.
As a result of the return to a normal session, the entry code calculator has been updated to revert to pre-pandemic codes, plus the addition of new codes to include Migrants in Britain. If you are responsible for exam entries, please make sure that you have the up-to-date calculator.
The provisional timetable has been released. Note that Paper 1 is before half term – we hope teachers prefer this to 2019, when all three papers were sat within 8 days just after half term.
Slide 5
Let’s turn our attention to the focus of the session, by looking at the nature of the Period study.
Slide 6
The Period study is a response to the DfE description, shown in the blue box. It says that “Period studies should focus on a substantial and coherent medium time span of at least 50 years and require students to understand the unfolding narrative of substantial developments and issues associated with the period.”
The key part of the DfE quote is the “unfolding narrative”. Students should think about the sequence of events and how those events are connected. This includes looking at the causes, consequences and effects which link each development within the wider narrative.
The content structure underpins this, with three sections that are chronologically arranged and have internal development links across the whole period of the topic. This narrative focus should be borne in mind when we look at the questions and then at exemplar answers.
Slide 7
In discussing this slide in the live sessions, the general pattern of responses was in line with the national patterns. The majority teach Superpower Relations, and the second largest group is the American West.
It was nice to hear some positive feedback about students enjoying the content and finding it engaging. However, there were also some comments about the challenges of responding to the specific question types on the paper and also the challenge of teaching with a narrative focus.
Slide 8
A brief reminder that there were some changes made to the American West content in summer 2021. Likely you already know about them. But if not, I would encourage you to take a look at the links on the slide for training and updates. The changes were there to clarify and reorganise the content, as well as to remove some inconsequential content.
Additionally, the last bullet point on the slide notes possible future language amendments and a draft option for next reform. Language amends will be for first teaching Sept 2023 and first assessment June 2025 – main change will be replacing the term Indians. The draft option for reform aims to bring Indigenous perspectives more clearly to the front of the option. If you have any feedback or suggestions, please contact Mark Battye at Edexcel.
Slide 9
Let’s now turn our attention to the specific makeup of the paper.
Slide 10
The Period study is part of Paper 2, along with the British Depth study. The two parts together have 1 hour and 45 minutes, so students can divide the time in half with 50 minutes per paper and 5 minutes to check an answer. Of course, it is up to students how they divide their time. The Period study, which comprises half of Paper 2, has 32 marks and makes up 20% of the overall qualification. 
It is of note that Paper 2 is wholly AO1 and AO2 as it has no sources and interpretations. AO1 is the assessment of students’ knowledge and understanding of the period. AO2 is the assessment of the explanation and analysis of the period. These two AOs account for 70% of the overall GCSE qualification.
Slide 11
Let’s take a look at the questions on the paper. Like all the Edexcel GCSE History papers, the questions are formulaic, which means that students know what to expect.
The first one focuses on consequences, the second on an analytical narrative, and the third on importance. Each question is worth 8 marks, with students answering two options for question 3 so it has a total of 16.
Slide 12
All three questions relate to the importance of the ‘unfolding narrative’ (which is a key difference from the depth studies). Although only one of the questions is writing an analytical narrative, all three rely on an understanding of how events link together through the period.
Q1 and Q3 are covering similar ground, but with a focus on different second-order historical concepts. Q1 addresses consequence, which is what happens as a result of the event or development, and Q3 addresses importance, which is about the impact of the event and its consequences. In simple terms, we could say that Q1 is about “what happened as a result of an event…” and Q3 is about “what difference did it make (or not make)”
Question 2 is an analytical narrative, and we will return to that concept in a few moments.
Slide 13
When marking the Period study, there are certain common themes which crop up in low-level responses.
In Question 1, a common issue is students not recognising the event or development in the question, meaning that they rely on generalities or do not answer at all. This shows the importance of ensuring that students recognise the concepts named in the specification.
In Question 2, there is often a specific date range, so details outside of this time frame will not be rewarded.
In Question 3, the focus needs to be on the significance of X specifically for Y. For example, a question asking about the impact of an event on international relations needs to have a focus on the significance for international relations. Answers which talk about importance in general terms are unlikely to go beyond Level 2.
Slide 14
We will now focus on each question in turn. The first question is about consequences.
Slide 15
The question will ask for two consequences of an event, development or idea. Each is marked separately.
The mark scheme is divided into AO2 and AO1. As with all Edexcel GCSE History mark schemes, markers take each strand or bullet point in turn to decide the best level. Then when they have a level for each bullet point, they decide the best-fit mark, which means the mark that overall reflects the two strands. For example, if the answer were to get Level 2 in both AO1 and AO2, this would mean an overall Level 2 mark of 4. On the other hand, if one was to be awarded Level 2 and the other Level 1, the best-fit mark would be Level 2, 3 marks. 
Note that Level 1 is for a generalised, simple comment on a consequence with generalised information. Level 2 requires an explanation of a consequence which is supported by specific information.
To focus on the concept and analysis for Level 2, it is a good idea for the student to ask ‘what happened as a result of this event’.
Please note as well that AO2 (analysis) is always first in the level descriptor because AO1 (knowledge and understanding) must be relevant and used to support the analysis; answers that do not display valid analysis for Level 2 in AO2 cannot be awarded a mark beyond Level 1, because the specific knowledge they may have used is not supporting an analytical explanation.
Slide 16
It is crucial to understand that a consequence is not simply an event that happened afterwards. The answer must explain the link in order to explain how the consequence resulted from the event in the question.
There are two example answers in the delegate booklet on pages 2-5. Pause the recording whilst you read answer A, which is about two consequences of Gorbachev’s new thinking. There is also a second answer, B, which is about the Homestead Act. Once you press play we will discuss answer A. We will not talk about B in this session, but there are examiner comments in the delegate pack on the last page. I suggest you press pause now to give yourself time to read the script.
Slide 17
As you likely thought when you read it, Answer A was awarded Level 2, 4 marks for each consequence, for a total of 8 marks. The examiner feedback summarises why this is.
The first consequence shows that Gorbachev’s policies of glasnost and perestroika weakened the USSR’s sphere of influence in eastern Europe, leading eventually to collapse of communism in many of those countries.
The second consequence focuses on the international situation and shows that reduced tension and improved relations with the USA were a consequence of Gorbachev’s new approach.
In both cases, the link between Gorbachev’s ‘new thinking’ and subsequent developments is made clear and supported with specific detail.
It is worth noting that this answer is on the long side, and longer than many students will answer. The length is not the reason why it got full marks, and a shorter answer could have shown the same qualities as this answer. 
Slide 18
It is always a good idea to read the examiners’ reports for the topics you teach, as they contain good feedback on the paper, as well as examples of student answers that were awarded different levels.
The Period study reports emphasised the importance of students not writing overly lengthy answers for Question 1. The space is deliberately limited on the paper to help students to avoid writing too much, and there are only 4 marks per consequence no matter how much detail is added. Writing too much in Question 1 sometimes affects the quality of later answers.
Additionally, the report points out that answering by identifying several simple or generalised points will not result in a higher level. Level 2 is only accessed through more thorough explanation and detail of the two consequences, not by additional Level 1 points.
Slide 19
Now we can turn our attention to Question 2, the analytical narrative.
Slide 20
This question from P1 can be used to illustrate how the question works. In this question, there are four elements. Firstly, we have the topic or situation: the conquest of Mexico by Cortes. Then we have a date range of 1519-20, which limits the time frame to a specific period. We have a focus, which is Montezuma’s actions, rather than focusing on Cortes’ actions, for example. Finally, we have two stimulus point, Tenochtitlan and Catholic symbols. These might be useful in helping students plan their answer.
Slide 21
What is an analytical narrative?
The answer should show how events unfolded to reach a specific outcome. This is not simply a timeline of identifying a sequence of events, as in ‘this happened, then this happened.’ Connectors like ‘and then’ or ‘next’ do not necessarily make the answer an analytical narrative.
Higher-level answers make the link between the key events clear. One way is by language like the examples on the slide, such as:
‘Which meant that they …’
‘When they saw what had happened they …’
‘They felt threatened and therefore they …’
‘These actions convinced X that he had to ….’
These are just examples, there are many ways of using language to show links. One thing that can help is to think about how second-order historical concepts like causation and consequence can explain links between stages in the narrative.
Slide 22
As with the earlier comments, there are certain common tendencies amongst low-level answers. These include:
Providing detailed background information – this is unlikely to be rewarded and often wastes time.
Not recognising the time frame of the question – details outside the time frame are likely to be irrelevant.
Answers containing irrelevant information are unlikely to be seen as a coherent or organised answer and thus are unlikely to be awarded Level 3.
Slide 23
One feature worth highlighting is the use of paragraph breaks. Examiners are looking for an organised account, and naturally many teachers encourage the use of structures with paragraphs. This can be a good idea if it helps students to address three areas of content. However, it is important to avoid paragraphs which simply give detailed or descriptive accounts of events which do not link into the narrative being created. Instead of paragraph breaks introducing totally new points, there should be an ongoing thread between the different paragraphs to construct a single, coherent analytical narrative.
Some phrases to link the paragraphs together could include:
‘The next year…’
‘X’s response to this was…’
‘The situation changed when…’
‘Nothing was done until…’
This is different to many other answer types, where paragraphs often introduce counter-arguments or different points of content.
Slide 24
Question 2 is also one of the questions, along with the 12- and 16-mark questions on other papers, which have stimulus points. By stimulus points we mean the two bullet points with the question. These are intended to remind candidates of aspects of content that they may want to use.
Candidates can use any combination of own knowledge and the stimulus points, including not using the stimulus points at all. However, regardless of the combination, answers should cover three aspects of content in order to show breadth and depth of answer. Without the three aspects of content, candidates will be unable to reach Level 3 or the top mark in Level 2.
Slide 25
You will now have a chance to do a marking exercise using the delegate booklet, pp.6–12. There are two answers, C and D. As before, we will only discuss the first of the two in this session, but there are comments at the back of the delegate book for the second answer. Before you pause the recording, let’s take a look at the mark scheme.
Slide 26
As with question 1, we have a strand for AO2 (analysis) and then a strand for AO1 (knowledge). The AO2 strand in the mark scheme becomes increasingly coherent, organised and analytical, with clear linkage to the outcome in Level 3. In AO1, the supporting detail is increasingly specific, relevant and wide-ranging. Note also the maximum marks for candidates who do not cover three areas of content, this is the italicised writing in Level 2 and Level 3.
Now pause the recording and take your time with answers C and D in the delegate booklet.
Slide 27
Answer C received full marks.
You may have noticed that the start of the answer does go earlier than the dates in the question. However, there is relevance to the period in the question and it swiftly moves to the relevant time frame. Also, this candidate mentions specific information without getting bogged down in excessive description. For example, note how it mentions John Illiff but does not lose the thread of the analytical narrative.
The answer provides a clear sequence of events in the years c1876–1890, with accurate detail explaining the changing situation and leading to the outcome in 1890.
Notice key phrases that have been used connecting various stages within the narrative: phrases like ‘as a result of this’, ‘consequently, this had a negative impact’, ‘then, in 1886–87’; ‘which greatly decreased’, ‘following this’, ‘from this point’.
Since there are three areas of content and Level 3 for both AO2 and AO1, this is awarded L3 8 marks.
Slide 28
The third and final question is the significance question.
Slide 29
This question is the only one on the Period study with a choice. Candidates will have three options and they should choose two of them.
Here we have an example from the Superpower Relations paper. It asks:
Explain the importance of the Marshall Plan (1947) for relations between East and West.
Note that this is not just asking about consequences or general importance. There will always be a focus in the question. Learners should consider what difference did X make for Y, in this case what difference the Marshall Plan made for relations between East and West, rather than just how important the Marshall Plan was in general. If students answer without linking X to Y, the Marshall Plan to relations between East and West, then they cannot progress beyond Level 2.
There are potentially some circumstances where a valid response would be that the importance was that no difference was made, but this would be unusual. If the answer that no difference was made was accurate, then it would be rewarded.
Slide 30
Here we have the mark scheme for this question. As with the others, we have the strands of AO2 (analysis) and then AO1 (knowledge and understanding). The AO2 strand progresses from simple, generalised answers with limited organisation and development, through to an explanation with an analysis of importance. It also requires a line of reasoning that is coherent and logically structured at Level 3, which should be in relation to the question focus of the importance of X for Y. 
AO1 similarly progresses from limited knowledge of the topic, through to accurate and relevant information, which is relevant to the analytical answer being made to the question.
Slide 31
Now you have a chance to look at another answer, but this is a little different. So far you have seen full mark answers. Answer E is a Level 2 answer. Have a look at it and decide firstly why it is Level 2, and secondly, what advice you could give to a student to improve it to Level 3. There is also a script F if you want to read it, though we won’t discuss it in this session. The answers are in the delegate booklet on pages 13–17. I suggest you pause the recording now to give yourself time to read the answer.
Slide 32
So the answer is high Level 2. You might note that it includes valid specific detail and suggests that it was an important policy. It also offers some explanation of the impact of the policy on relations between East and West.
How could it reach Level 3? Both the analytical focus (AO2) and the use of knowledge (AO1) could be improved as this is Level 2 in both assessment objectives.
The examiner feedback notes that it could explore the wider aims of economic stability and support for democracy in other countries, or the impact on the existing divisions between the allies. The answer explains that the Plan made the USSR suspicious and that war was a possible outcome; it could go on to explain how it drew Western countries together and exacerbated the rivalry between East and West, putting pressure on the USSR to offer similar support to the satellite states.
Slide 33
Having looked at the three questions in the Period study, how can you put your knowledge into practice? The following slides have a few suggestions for teaching strategies. You might want to pause the recording and consider how to use them for your own teaching.
Slide 34
These ideas focus on making links. For example, the first suggestion involves giving students cards with a consequence of an event, and students have to explain the link between the event and the consequence. The second is similar, but students are asked to decide whether or not there is a link between two events or developments. Remember, you can pause the recording to give yourself time to think about how you could use these suggestions with your classes.
Slide 35
Here are some suggestions for focusing on consequences. My favourite one is the second option, where students are asked to identify one intended and one unintended consequence of an event. The other four suggestions also focus on helping students to identify and analyse the consequences of an event.
Slide 36 
These three steps are a single process, rather than three separate ideas, helping students to see the sequence of events for a narrative but also the links between them. Something I like to do with my class is to create the sequence, then alter the time period in the question and see if the sequence is still valid. This can be useful for helping students to focus on the time period in the question.
Slide 37
Here are four more ideas. If you pause the video to read them, you might find one or more that you can use with your class to focus on the concept of sequencing events.
Slide 38
Here are three suggestions for focusing on the importance of X for Y, which is the focus of Q3. With this question and these activities on the screen, I like to do the activity, in identifying impacts, and then change the Y part of the question to see if the identified points are still valid with a different focus.
Slide 39
If you haven’t already accessed the Paper 2 guide, it has more useful teaching ideas and common problems and barriers for students learning the Period study. There are also paper guides for the other two papers. These are part of the free resources on the Edexcel website. I would encourage you to take a few minutes to browse the free resources on the website and see which ones could help to support your teaching. 
Slide 40
Since this is a recording of the network session, I can’t respond to questions, but please feel free to send your questions to the Edexcel history team.
Slide 41
This slide contains the contact details that you need to contact Mark Battye with any enquiries. He is the History subject advisor. You can also sign up to receive email updates for any new resources or specification updates.
Slide 42
Thank you for your time in watching this recorded network event. We hope to see you at a future event, either live or as a recording.