1. Paper 2 - Elizabeth 1558-88 (20%/ 50 minutes)
Edexcel Exam Skills (9-1 Spec)

2. Q1 - Describe Features Question:
Answer Question 1 and 2. You have 2 minutes.
Now answer QUESTION 2 below. You have 4 minutes.
2. Describe two features of St Patrick’s Catholic College.
1. Name two features of St Patrick’s Catholic College.
Answers?
How did your answers for Question 1 and 2 differ?

3. Here is an example of how this exam question will appear on your exam paper:

4. So what would you need to do in order to get 4 marks?
Let’s see if we can work out from the mark scheme what it is the examiners want from this question type.
So what would you need to do in order to get 4 marks?

5. Add extra detailed information
You can get two marks by simply identifying two features.
To get the extra two marks, for each feature you identify, add a sentence that adds further detail and develops your answer.
Let’s look at an example
P1 - One feature…
P2 – Another feature…
One feature of the religious Settlement was the Act of Supremacy which established an Ecclesiastical High Commission
The job of the Commission was to maintain discipline within the church and enforce the queen’s religious settlement.
Add extra detailed information
Another feature of the Religious Settlement was the Act of Uniformity regarding how church services would be held.
The way church services would be held was written down in the Book of Common Prayer and had to be used in all churches, and those clergy who didn’t do this would be punished.
Keep it short, simple and relevant. Don’t add unnecessary detail, as you will end up running out of time later in the exam when you need longer answers for questions worth more marks.
FOUR SENTENCES ARE ENOUGH FOR FOUR MARKS.

6. Consolidation Activity
How will I apply my knowledge?
And now it’s your turn…… 1. Write the question below. 2. Answer the question, using ALL the tips and advice you have been given. You have six minutes.
Describe two features of the social hierarchy in Elizabethan towns . [4]

7. Describe two features of the social hierarchy in Elizabethan towns. [4]
Feature 1: Wealthy merchants, followed by professionals were at the top. The hierarchy was based on wealth and occupation. Feature 2: Unskilled labourers and the unemployed came at the bottom of society. People higher in the hierarchy had a duty of care towards them.

8. Describe two features of Elizabethan government. [4]
Consolidation Activity
How will I apply my knowledge?
Let’s try one more………
Describe two features of Elizabethan government. [4]

9. Describe two features of Elizabethan government. [4]
Feature 1: The Court was mostly made up of members of the nobility. They would entertain and advise the monarch. Feature 2: The monarch had ‘divine right’. They could declare war and make peace.

10. Question 2: What skills is this question testing?
Explain why the Catholic threat to Elizabeth I increased after 1566.
You may use the following in your answer:
The Dutch Revolt
Mary, Queen of Scots’ arrival in England in 1568
You must also use information of your own. (12)
What skills is this question testing?
Your knowledge and understanding of key features of the period.
Ability to explain the causes of an event.
A couple of sentences on the stimulus provided by the exam board.
‘common sense’ reasons – lacking development and OK.
No real links to the question.

11. Question 2: What skills is this question testing?
Explain why the Catholic threat to Elizabeth I increased after 1566.
You may use the following in your answer:
The Dutch Revolt
Mary, Queen of Scots’ arrival in England in 1568
You must also use information of your own. (12)
What skills is this question testing?
Your knowledge and understanding of key features of the period.
Ability to explain the causes of an event.
2 or 3 paragraphs here.
Candidate has started to make ‘implicit’ links to the question – less generalised than a level 1 answer.
Evidence of own knowledge and points have started to be developed.
However, organisation may be a bit jumbled and points require further development.

12. Question 2: What skills is this question testing?
Explain why the Catholic threat to Elizabeth I increased after 1566.
You may use the following in your answer:
The Dutch Revolt
Mary, Queen of Scots’ arrival in England in 1568
You must also use information of your own. (12)
What skills is this question testing?
Your knowledge and understanding of key features of the period.
Ability to explain the causes of an event.
3 developed paragraphs here with explicit links to the question. Tends to be a clear argument throughout the answer. This can be achieved through the use of topic sentences/ rephrasing the question.
Clear evidence of own knowledge and points have started to be developed.
However, organisation may still be a bit jumbled and some points require further development.

13. Question 2:
Explain why the Catholic threat to Elizabeth I increased after 1566.
You may use the following in your answer:
The Dutch Revolt
Mary, Queen of Scots’ arrival in England in 1568
You must also use information of your own. (12)
What skills is this question testing?
Your knowledge and understanding of key features of the period.
Ability to explain the causes of an event.
3 developed paragraphs here with explicit and consistent links to the question. Analytical, rather than descriptive.
A clear structure. 3 x PEEL paragraphs and conclusion.
Clear evidence of own knowledge and points have started to be developed. All information selected is relevant to the question.

14. Explain why the Catholic threat to Elizabeth I increased after 1566.
Question 2:
Explain why the Catholic threat to Elizabeth I increased after 1566.
You may use the following in your answer:
The Dutch Revolt
Mary, Queen of Scots’ arrival in England in 1568
You must also use information of your own. (12)
Remember to try and make links between your points.

15. Explain why the Catholic threat to Elizabeth I increased after 1566
Explain why the Catholic threat to Elizabeth I increased after You may use the following in your answer: The Dutch Revolt Mary, Queen of Scots’ arrival in England in You must also use information of your own. (12)
The threat to Elizabeth increased after 1566 due to the Dutch Revolt. Elizabeth supported Protestant rebels in the Netherlands when they rose up against Catholic Spanish rule. This revolt was put down by the Duke of Alba’s 10,000 men but the event angered Elizabeth. When Spain put the Council of Troubles into place to ensure loyalty to Catholicism and the Spanish Crown, Elizabeth allowed fleeing Protestants or sea Beggars to harbour in English shores. She also stole the Genoese Loan! Potentially this event could have seen the invasion of Alba’s troops into England to replace Elizabeth with Catholic monarch, Mary Queen of Scots. What could your next 2 paragraphs be on and how could you link them?

16. Q3 Reaching a balanced judgement
How would your approach to the following two questions differ?
1. Do you agree that football is the best team sport in the world?
2. How far do you agree that football is the best team sport in the world?
You would say ‘yes’ or ‘no’ and give all the reasons for your choice
You would give BOTH SIDES of the argument, and then decide HOW MUCH or TO WHAT EXTENT you agree or disagree based on the evidence

17. LET’S DE-CODE THE QUESTION
Here is an example of how this exam question will appear on your exam paper.
STEP 5 - date boundary
STEP 4 – content focus
STEP 1 – spend around 20 mins
STEP 3 -you will need to show WHY you agree/disagree
STEP 2 – ‘balanced judgement required
LET’S DE-CODE THE QUESTION

18. Q3 Plan

19. STEP 1: CONTENT FOCUS .
Now that we’ve decoded the question, we need to ensure we know what the statement is that we have to focus on

20. Step 2 – IDENTIFY CRITERIA – Think: HOW am I going to judge how important it is?
This question-type requires you to reach a judgement on a statement. In order to do this effectively , you need to identify clear criteria for reaching that judgement. Her are some examples of possible criteria you could use for reaching a judgement – it will all depend on the actual question you are given:
You could look at different sorts of consequences, So your criteria would be whether it would have a long-term or short-term consequence. E.g. Would the problem be something that might only have a short-term effect which might decrease over time?
You could analyse how many people were/might be affected by the event. – e.g. Would it cause problems for the majority of people, or would it only affect a few.
To get Level 4 (the top level):

21. Step 3 – ORGANISE – what will go into each side of my argument?
Let’s start planning………

22. The French were a threat as they might invade England
Traditional enemy – plus larger & wealthier
Formed Auld Alliance with other enemy: Scotland
Mary Q of Scots – half-French/half-Scottish – had strong claim to Engl throne
Border with Scotland also hard to defend – constant raids & fighting
In 1559 Engl had lost the port of Calais to France – an important military & trading base – humilating! – Elizabeth wants it back

23. The French were a threat as they might invade England
Traditional enemy – plus larger & wealthier
Formed Auld Alliance with other enemy: Scotland
Mary Q of Scots – half-French/half-Scottish – had strong claim to Engl throne
Border with Scotland also hard to defend – constant raids & fighting
In 1559 Engl had lost the port of Calais to France – an important military & trading base – humilating! – Elizabeth wants it back
Complete this section now – bullet-points are fine – WHY was the threat of invasion such a big problem for Elizabeth?

24. The French were a threat as they might invade England
Traditional enemy – plus larger & wealthier
Formed Auld Alliance with other enemy: Scotland
Mary Q of Scots – half-French/half-Scottish – had strong claim to Engl throne
Border with Scotland also hard to defend – constant raids & fighting
In 1559 Engl had lost the port of Calais to France – an important military & trading base – humilating! – Elizabeth wants it back
Being larger and wealthier – would be easy for France to seize control of England & depose Elizabeth
If France invaded, they might support their ally Scotland and put Mary Queen of Scots on the throne

25. Now it’s time to complete the ‘disagree’ side
Now it’s time to complete the ‘disagree’ side. Let’s start by choosing our 2 key ‘disagree’ points: what other problems did Elizabeth have in 1558 that might be even bigger than the threat of invasion?

26. Now it’s down to you……… Complete the ‘disagree’ side of your plan in the same way as we did for the ‘agree side
Elizabeth’s legitimacy
Financial weakness/lack of money

27. The issue of Elizabeth’s legitimacy was a major problem
Some didn’t believe she was legitimate – her father Henry VIII’s marriage to Elizabeth’s mother seen as invalid by Catholics – divorce from Catherine of Aragon not approved by Pope
She could be overthrown – esp by Mary Queen of Scots with support from other Catholic countries, esp. France
People wouldn’t respect her or take her seriously as a queen

28. Financial weakness was also a significant problem
Engl had fought costly wars & sold off lots of Crown lands to pay for them - before she became Queen
In 1558 the crown = £300,000 in debt – annual income = £286,667
A monarch needs money to rule effectively
She would be reliant on parliament to allow a raise in taxes – this limits her power as they can make demands on her in exchange
The people would resent her for raising taxes

29. Step 4 – WEIGH IT ALL UP & REACH A JUDGEMENT (BASED ON CRITERIA)
Now its time to answer the actual question in our conclusion
Look at your criteria. Look at the evidence on both sides. What’s your verdict?

30. So how would we turn our plan into a written answer?