1. Gold Standard: End of Key Question Assessment (Twentieth Century)

2. In today’s lesson, we’re going to write up the end of key question assessment on the twentieth century… But we’re going to use notes, textbooks and additional research to do this.
…This means that your answers should be gold standard! The answers you write to this assessment can then be used as models for your Crime and Punishment revision.

3. 4-mark question: Explain one way in which smuggling in the twentieth century was different to smuggling in the industrial period.
What similarities could you identify?
Think about: what was being smuggled, and why.

4. What else could you mention? Look at the factors for change…
12-mark question: Explain why there were changes in methods of punishing criminals in the period c.1900 to the present day.
You could use:
Open prisons
Abolition of Death Penalty Act, 1965
You must also use information of your own.
What else could you mention? Look at the factors for change…

5. Government/ lawmakers
How could you link these factors for change to changes in methods of punishing criminals in the period c.1900 to the present day?
Media
Attitudes/beliefs
Wealth/ poverty
Travel/ technology
Urbanization
Church/ religion
Government/ lawmakers
Key individuals

6. What could your POINTS be?
Key thing to remember for questions 2 and 3...
The examples offered in the question (e.g. open prisons and Abolition of Death Penalty Act) are your EVIDENCE; they are NOT your POINTS.
So, in answering question 2, you need to think about what the POINT relating to open prisons and the Abolition of Death Penalty Act is.
What could your POINTS be?

7. What else could you mention? Look at the factors for change…
20-mark question [4 for SPAG]: “Science and technology has had the most important impact on policing in the period c.1900 to the present day.” How far do you agree? Explain your answer.
You could use the following:
DNA technology
Police vehicles
You must also use information of your own.
What else could you mention? Look at the factors for change…

8. Government/ lawmakers
How could you link these factors for change to policing methods in the period c.1900 to the present day?
Media
Attitudes/beliefs
Wealth/ poverty
Travel/ technology
Urbanization
Church/ religion
Government/ lawmakers
Key individuals

9. What else could you mention? Look at the factors for change…
20-mark question [4 for SPAG]: “Miscarriages of justice were the main reason why capital punishment was abolished in 1965.” How far do you agree? Explain your answer.
You could use the following:
Derek Bentley
Ruth Ellis
You must also use information of your own.
What else could you mention? Look at the factors for change…

10. Government/ lawmakers
How could you link these factors for change to the abolition of capital punishment in 1965?
Media
Attitudes/beliefs
Wealth/ poverty
Travel/ technology
Urbanization
Church/ religion
Government/ lawmakers
Key individuals

11. … Then make sure you reach a clear conclusion!
When it comes to questions 2 and 3, thinking of your answer like an iceberg…
Step 1: Deal with the part of the question which is ‘above the surface’. Think about how you will translate the evidence given into points, and explain them.
Step 2: Deal with the part of the question which is ‘below the surface’. Think about the other, lurking factors that are not immediately obvious in the question, such as the factors for change.
… Then make sure you reach a clear conclusion!

12. 4-mark question: Mark Content description 1-2
Simple comment about a difference.
Limited information about the topic included.
3-4
Analysis of features of the period: what was happening at the time to bring about this difference?
Specific, relevant information about the topic and the time period.
(Combines both factors for 4 marks).

13. 12-mark question: Mark Content description 1-3
Simple and undeveloped answer, lacking organisation and relevant contextual knowledge.
4-6
Basic explanation about the reason for the change/continuity.
Limited contextual knowledge of the time period.
Answer lacks structure.
Capped at 5 unless additional paragraph is used.
7-9
Developed explanation (using words such as ‘Therefore’, ‘As a result’ on top of ‘Because’).
Good contextual knowledge of the time period.
Paragraphs well laid-out, using PEE at all times.
Capped at 8 unless additional paragraph is used.
10-12
Analytical explanation (this could be through balance, or considering how effective the factor for change was).
Excellent contextual knowledge of the time period.
Very well-structured answer, including a short conclusion showing prioritisation.
No access unless additional paragraph is used.

14. 20-mark question: Mark Content description Mark Content description
1-4
Simple and undeveloped answer, lacking organisation and relevant contextual knowledge.
No overall judgement.
5-8
Basic explanation about the importance of the factors.
Limited contextual knowledge of the time period.
Answer lacks structure.
Basic overall judgement is given.
Capped at 7 unless additional paragraphs are used.
9-12
Developed explanation (using words such as ‘Therefore’, ‘As a result’ on top of ‘Because’).
Good, relevant contextual knowledge of the time period.
Paragraphs well laid-out, using PEE at all times.
Overall judgement is given with justification.
Capped at 11 unless additional paragraphs are used.
13-16
Analytical explanation (this could be through balance, or considering how effective the factor for change was).
Excellent contextual knowledge of the time period.
Very well-structured answer.
Overall judgement is given, with prioritisation and links.
No access unless additional paragraphs are used.
SPAG 1: Poor.
SPAG 2: Satisfactory.
SPAG 3: Good (plus key terms).
SPAG 4: Outstanding (plus key terms).
Mark
Content description