1. Section 1: What is ‘developed’ explanation?
Focus: AO1 & AO2
Question types: all those that demands analysis and explanation of second order concepts, underpinned b knowledge and understanding.
In what ways…
Which of the following…
Write an account…
How far do you agree with the statement?
Explain the significance of…
Compare…In what ways are they similar?
Has X been the major factor in…
Explain what was important about…
The main change was…

2. Teaching about knowledge, understanding and second order concepts (AO1&AO2)
Three stages in historical thinking
Evaluate
Students reach a balanced, relevant and justified judgement (Level 3/4 skill)
Explain
Students use extended reasoning and knowledge to demonstrate an understanding of second-order concepts. They may also show understanding of sequencing and connections. (Level 2/3 skill)
Identify
Students state, assert, and/or describe relevant causes, consequences, similarities (Level 1 skill)
AO1
Students need to demonstrate knowledge and understanding of key features and characteristics of the period of history they have studied
AO2
Students need to explain and analyse historical events and periods using second-order concepts. The second-order concepts include: cause, consequence, change, continuity, similarity & difference, significance

3. IDENTIFY EXPLAIN FACTOR
To reach a level 2 students need to explain and answer the actual question
IDENTIFY
FACTOR
EXPLAIN

4. Understanding the concept of ‘explanation’
Explaining concepts
Why did Germany hate the military terms of the Treaty of Versailles?
A student had to consider this statement as part of a 16 mark question about why the Germans resented the Treaty of Versailles. Students needed to identify and explain a range of factors, this was one:
So what?
‘They hated the fact that their army had been reduced to 100,000 men because this was not many and it meant that they had a small and weak army.’
Question: Does this answer count as historical explanation?

5. Understanding the concept of ‘explanation’
Explaining concepts
Why did Germany hate the military terms of the Treaty of Versailles?
‘They hated the fact that their army had been reduced to 100,000 men because this was not many and it meant that they had a small and weak army.’ This would make them vulnerable to attack because Germany was surrounded by heavily armed neighbours.

6. Evaluative Questions
There are four ‘evaluative’ questions. There are three 16 mark questions, which are tested at the end of Paper 1 Section B, Paper 2 Section A and Section B and there is one 12 mark question, which appears at the end of Paper 1 Section A.
Their approach is very similar to the ‘explaining concept’ questions in their approach, as they require the students to identify and explain factors using second-order concepts of either: cause, consequence, change and/or continuity. The only difference is that they ask the student to make a sustained judgement.