Paper 1: Change and Causation Questions

Questions 3 and 4 on Paper 1 are the AO1 + AO2 workhorses of the thematic study. Q3 asks for similarities across two periods (8 marks). Q4 asks why something happened (12 marks). Together they are worth 20 marks — nearly 40% of Paper 1. These questions reward specific detail paired with analytical explanation, and both have tight structural conventions in the Edexcel mark scheme. This lesson teaches how to structure each, shows Grade 4/6/9 responses on a Q4 causation question, and drills the causal connective language that examiners look for.

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Q3 — Explain Similarities (8 marks, AO1 + AO2)

Q3 takes the form: "Explain one way in which [X] in [period A] were similar to [X] in [period B]." For example: "Explain one way in which the treatment of vagrants in the 1500s was similar to the treatment of vagrants in the 1800s."

What the mark scheme rewards

• Identification of a genuine similarity (not a vague "they were both harsh").
• Specific evidence from both periods (named acts, reforms, individuals, dates).
• Explanation of how the similarity works (the AO2 analytical layer).
• Balance — roughly equal treatment of both periods.

Q3 structure (7–8 minute answer, ~150 words)

1. Topic sentence stating the similarity in a single, precise sentence.
2. Period A evidence — 2–3 lines of specific AO1 detail.
3. Period B evidence — 2–3 lines of specific AO1 detail.
4. Analytical link — 1–2 sentences explaining why this is a similarity (causation, continuity of attitudes, persistence of institutions).

Q3 level language

Level	Description
Level 1 (1–2)	Vague similarity, minimal detail from one period only
Level 2 (3–5)	A similarity with some detail from both periods, limited explanation
Level 3 (6–8)	Clear similarity, specific detail from both periods, analytical explanation of WHY the similarity holds

Q3 worked example — topic sentence vs filler

Weak topic sentence: "Both periods were bad for vagrants."

Strong topic sentence: "In both periods, vagrancy was treated as a moral failing of the individual rather than a structural economic problem, leading both the Tudor state and the Victorian state to respond with deterrent punishment rather than economic support."

The strong sentence carries an AO2 analytical claim. It frames the whole paragraph.

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Q4 — Explain Why (12 marks, AO1 + AO2)

Q4 is the highest-value AO1 + AO2 question on Paper 1. It takes the form: "Explain why [X] happened" with two prompt bullets (e.g. "- the work of reformers such as Peel — - public opinion") and a reminder that you may use the prompts and must also use information of your own.

What Q4 rewards

• At least THREE developed reasons/factors (the two prompts plus your own).
• Specific AO1 content in every paragraph.
• AO2 causal analysis — why did each factor CAUSE the outcome?
• Interlinking — acknowledging that factors interacted rather than being listed independently.

Q4 level descriptors

Level	Marks	What it looks like
Level 1	1–3	Basic identification of causes, little explanation, limited specific detail
Level 2	4–6	Simple causes with some evidence, limited causal analysis
Level 3	7–9	Developed causes with specific evidence, explicit causal explanation
Level 4	10–12	Analytical causes with fully developed evidence, showing how factors linked and caused the outcome

Q4 structure (17–18 minutes, ~350 words)

Paragraph	Job	Length
1	Factor 1 (prompt bullet 1) — cause, evidence, analytical link	~100 words
2	Factor 2 (prompt bullet 2) — cause, evidence, analytical link	~100 words
3	Factor 3 (your own) — cause, evidence, analytical link	~100 words
4	Short synthesis — how factors interacted	~30–50 words

Do NOT include an introduction. Do NOT write a conclusion judging which factor was most important (that is a Q5/6 job).

Causal connective language

The language of causation is the language of AO2. Drill these phrases until they feel natural:

Connective	Use
"This caused…"	Direct causation
"As a result…"	Immediate consequence
"Consequently…"	Formal consequence
"This led to…"	Chain causation
"Which meant that…"	Clarifying mechanism
"A further reason was…"	Introducing new factor
"These factors combined because…"	Synthesis
"Crucially, this reinforced…"	Showing how factors interact

A paragraph without causal connectives is description, not analysis. Examiners physically scan for these words.

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Worked Example — Grade 4, 6, 9 on Q4

Question: "Explain why the Bloody Code was reformed in the 1820s and 1830s. You may use the following in your answer: the work of Robert Peel; changing attitudes to punishment. You must also use information of your own." (12 marks)

Grade 4 answer (Level 2, 5 marks)

"The Bloody Code was reformed in the 1820s because Robert Peel reformed it. He reduced the number of capital crimes from about 200 to around 60. This was because people thought hanging for small things like stealing was too harsh.

Another reason was changing attitudes. People started to think punishment should be fairer. This was because of enlightenment. Also juries would let people off because they didn't want them hanged.

So the Bloody Code was reformed because of Peel and changing attitudes."

Why this is Level 2:

• Two factors identified (prompts only; no own factor).
• Some specific AO1 ("200 to 60"), but much is vague.
• Causal language is weak ("was because") rather than developed.
• No synthesis. No third factor. Short and shallow.

Grade 6 answer (Level 3, 8 marks)