Exam Preparation: Paper 2 Section B Technique

This lesson is about exam technique, not new content. By this stage you should know the period 1558–88 — queens and governments, religious settlement, Mary Queen of Scots, the plots, the Armada, education, leisure, poverty and exploration. What this lesson teaches is how to convert that knowledge into marks under timed conditions.

The Early Elizabethan England depth study is assessed in Paper 2, Section B of the Edexcel GCSE History (1HI0) specification. Section B is worth 32 marks plus 4 marks for spelling, punctuation and grammar (SPaG) — a total of 36 marks — and you have roughly 50 minutes to complete it.

If you can allocate time correctly, structure your answers to match the mark scheme, and avoid the common pitfalls, you can add a full grade to your result without learning a single new fact.

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The structure of Section B

Section B contains three questions, always in the same order.

Question	Type	Marks	Suggested time	Assessment Objectives
Q4(a)	Describe two features of X	4	~5 minutes	AO1
Q4(b)	Explain why X happened	12	~15 minutes	AO1 + AO2
Q4(c) or Q4(d)	"How far do you agree..." — choose ONE of two	16	~25 minutes	AO1 + AO2

Plus 4 SPaG marks awarded on Q4(c)/(d). You can add roughly 5 minutes of planning and checking time inside the 50-minute total.

AO1 is knowledge and understanding of the period. AO2 is explanation and analysis of causes, consequences, change, continuity, similarity and difference.

Timing discipline

Candidates lose marks most often not by not knowing but by not finishing. A rough internal clock:

• 0–5 minutes: Q4(a) — two features, two paragraphs.
• 5–20 minutes: Q4(b) — three developed causes.
• 20–22 minutes: Read both Q4(c) and Q4(d) options; choose the stronger. Plan briefly.
• 22–47 minutes: Write Q4(c) or Q4(d).
• 47–50 minutes: Check SPaG, proper nouns, dates.

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Q4(a): Describe two features (4 marks)

This is a short knowledge question. The mark scheme awards 2 marks per feature: one for identifying the feature, one for expanding it with specific detail.

What a strong Q4(a) answer looks like

Question: Describe two features of the Religious Settlement of 1559.

Answer: One feature was the Act of Supremacy. This made Elizabeth Supreme Governor of the Church of England and required clergy to swear an oath recognising her authority, rather than the Pope's.

A second feature was the Act of Uniformity. This required the use of the 1559 Book of Common Prayer in every parish, with a fine of one shilling for non-attendance at church — a deliberately moderate fine.

Features of a good Q4(a):

• Two distinct features — not two aspects of the same thing.
• Each feature named precisely (the Act of Supremacy, not "something about the church").
• Each feature expanded with one or two pieces of specific detail (a title, a date, a number, a consequence).
• Concise — around 5 lines per feature. Do not explain why or how far; the question does not ask.

Common Q4(a) pitfalls

• Writing a mini-essay. The question is worth 4 marks; it does not need an introduction or a conclusion.
• Giving two versions of the same feature — for example, the Act of Supremacy and the Oath of Supremacy are effectively the same feature.
• Vagueness. "There were laws about church" is not a feature; it is a topic.

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Q4(b): Explain why X happened (12 marks)

This is the central causation question. The mark scheme rewards answers that identify multiple causes, develop each with specific evidence, and link them clearly to the question.

Structure

Aim for three developed paragraphs, each covering one cause. A suggested template:

• Paragraph 1 — Cause 1. Topic sentence naming the cause. Two or three sentences of specific evidence. A concluding sentence linking the cause back to the question.
• Paragraph 2 — Cause 2. Same structure.
• Paragraph 3 — Cause 3. Same structure.
• Brief conclusion (optional). A sentence identifying which cause you think was most important, if this fits naturally.

Causal chains

The highest-marking Q4(b) answers trace a causal chain, not a list. A chain says: "A happened, which caused B, which caused C, which produced the outcome."

Example chain for "Explain why the Spanish Armada failed in 1588":

"Philip's appointment of the Duke of Medina Sidonia — a reluctant commander with no naval experience — meant that the Armada commander had limited ability to adapt the plan when it went wrong. This vulnerability was exposed when communication with Parma broke down at Calais: Medina Sidonia anchored his ships in a vulnerable line, which the English exploited with fireships on 28 July. The Armada scattered in panic, losing its crescent formation, which allowed the faster English ships to attack individual vessels at Gravelines. Command weakness therefore turned a logistical problem into a tactical disaster."

Each step is linked; each step has a specific detail (Medina Sidonia, 28 July, Gravelines); the final sentence returns to the question.

Common Q4(b) pitfalls

• Narrative. Telling the story without analysing causes. Always ask yourself: "Am I explaining why, or am I just telling what happened?"
• Listing without developing. Three one-sentence causes is not a developed answer.
• Irrelevance. Stay inside the date range of the question. If the question asks about 1558–69, do not spend a paragraph on the Armada.

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Q4(c)/(d): "How far do you agree..." (16 marks + 4 SPaG)

This is the big mark. You choose one of two statements and argue how far you agree, using specific evidence for and against.

Structure

The expected structure is an essay of roughly 4–5 paragraphs:

1. Introduction. Briefly restate the statement in your own words, signal your overall position.
2. Argument in favour. Present the strongest case that the statement is true, with specific evidence.
3. Counter-argument. Present the case against, with specific evidence.
4. (Optional) Third factor. A further angle or comparison.
5. Judgement. Reach a supported overall conclusion — this is the single most important paragraph for Level 4.

The Edexcel mark scheme uses a levels-based progression:

• Level 1 (1–4 marks): Basic. Simple or generalised statements; little specific knowledge; no real argument.
• Level 2 (5–8 marks): Simple. Some specific knowledge; answer partly addresses the question; limited analysis.
• Level 3 (9–12 marks): Explained. Accurate and relevant knowledge; clear explanation; some analysis of both sides; judgement is present but may not be developed.
• Level 4 (13–16 marks): Analytical. Sustained analytical argument; precisely used knowledge; balanced treatment of both sides; a developed and supported judgement.

A worked example: grade contrast

Question: "The religious settlement was the most important achievement of Elizabeth's reign 1558–69." How far do you agree?

Grade 4 answer (Level 2 style, ~5–8 marks):