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Free Revision Course with Unlimited Notes Edexcel GCSE History Revision
History examiners reward clear knowledge + sharp analysis. Practise the exact question types in our course, keep your time balanced across sections, and make your significance and judgement explicit. You’ve got this! 🙌
Table of Contents
What the exam looks like (quick overview)
Paper 1 – Thematic Study & Historic Environment
1 hr 20 mins, 52 marks, 30%.
Two sections: A (Historic Environment)—knowledge + source enquiry; B (Thematic Study)—change/continuity, significance, etc. Options include Crime & Punishment, Medicine, Warfare, or Migrants in Britain (each paired with a site study).Paper 2 – Period Study & British Depth Study
1 hr 50 mins, 64 marks, 40%.
Two booklets: Booklet P (Period Study) and Booklet B (British Depth). You get both booklets at the start and can choose the order—most students should split time roughly 55 mins per booklet.Paper 3 – Modern Depth Study
1 hr 30 mins, 52 marks, 30%.
Section A uses a source + a knowledge question; Section B is one four-part question using sources and interpretations (e.g., Weimar & Nazi Germany).
How to get a Grade 9 🌟 (smart strategies that work)
1) Nail the assessment focus (what examiners reward)
AO1 (Knowledge): crystal-clear facts, precise dates, people, places.
AO2 (Explanation/Analysis): cause, consequence, change/continuity, similarity/difference, significance.
AO3 (Sources) & AO4 (Interpretations): evaluate provenance, context, content; compare how and why interpretations differ.
Build answers that combine accurate knowledge with explicit analysis every time.
2) Use bullet-proof structures
Causation/Consequence: Point → Evidence → Because → Therefore (impact/significance).
Change/Continuity: Then vs. Now + drivers of change (war, government, religion, science, individuals).
Source Evaluation: Content value + Provenance (who/when/purpose) + Context = Judgement.
3) Time like a pro ⏱️
Paper 1 (80 mins): roughly 35–40 mins on Section A (HE), 40–45 mins on Section B (Thematic).
Paper 2 (110 mins): about 55 mins per booklet (Period & British Depth). The board advises you choose the order and manage time yourself—just keep it even.
Paper 3 (90 mins): keep ~35 mins for Section B (the four-parter) after Section A.
4) Upgrade your notes → upgraded marks
Make spec-mapped notes for every bullet in your chosen options.
Add mini case studies (short, specific examples you can deploy fast).
Build theme trackers (e.g., medicine: science/tech, government, individuals, war, religion).
5) Practise the exact question types ✅
Use recent past papers and mark schemes to see what earns Level 3/4. Target common openers like “Explain two consequences…”, “How useful are Sources A and B…?”, “How far do you agree…?”
After each attempt, self-mark against the top level—rewrite one paragraph to hit the next level.
6) Make significance explicit 💡
Don’t just tell the story—prove why an event/person mattered: short-term impact, long-term legacy, breadth of change, affected groups, limits/contradictions.
7) Train for interpretations (Paper 3) 🧠
When tackling interpretations, compare argument and emphasis, explain why they differ (e.g., different sources, dates, historian focus), and judge which is more convincing using precise evidence.
Free Edexcel GCSE History Revision Course 🎁
Jump into our free course made for Edexcel students:
Unlimited notes spaces that match the spec (so you never miss a bullet point).
Walkthroughs of the 2024 predicted exam papers—watch an experienced teacher interpret questions and lay out high-scoring essays step-by-step.
Practice tasks + quick checklists to keep you on track.
Perfect if you’re starting now or want to fill gaps fast. ✨
Go further: upgrade for 2025 & early-access 2026 🔓
Upgrade to the full revision course to unlock:
2025 paper walkthroughs (when released) with examiner-style feedback.
Early access to our 2026 predicted papers, so you get question-type practice before everyone else.
Crime & Punishment c1000–present + Whitechapel c1870–c1900. Edexcel GCSE History Paper 1 (1HI0/10) Revision Guide 🕵️♀️⚖️📚
What Paper 1 looks like (fast facts) ⏱️
Paper: Thematic Study + Historic Environment
Unit: Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing & the inner city
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Exam length: 1 hour 20 minutes | Total marks: 52
Historic Environment (Whitechapel): 16 marks
Thematic Study (Crime & Punishment): 36 marks
Weighting: 30% of the GCSE.
Section A — Whitechapel, c1870–c1900: what to know 🏙️
Context & challenges: extreme poverty (lodging houses, workhouses), crowded slums (“rookeries”), immigration and tension, casual labour at the docks, prostitution, alcohol, gangs — all of which complicated policing. The Metropolitan Police H-Division worked the beat; limited forensics and poor inter-force coordination made investigations (e.g., the Ripper murders, 1888) especially tough. Pearson’s teacher notes emphasise investigative policing just beginning and difficulties caused by overlapping forces.
Typical Whitechapel question types 👍
Q1 (4 marks) — Describe two features of… (e.g., lodging houses / types of crime). Keep it crisp: feature + precise detail ×2.
Q2a (8 marks) — How useful are Sources A and B for an enquiry into…? Judge content + provenance with contextual knowledge.
Q2b (4 marks) — Follow-up enquiry: give a detail to follow up, a question, and a source/type that would help. Be specific.
Section B — Crime & Punishment, c1000–present: the big themes 🧠
You’re tracking change & continuity across four eras:
c1000–c1500 (Medieval): tithings, hue & cry, trial by ordeal; wergild; growing Church influence (sanctuary, church courts).
c1500–c1700 (Early Modern): state power & treason; vagabondage; witchcraft laws; JPs and parish constables; the “Bloody Code” emerges.
c1700–c1900 (Industrial): urbanisation; Bow Street Runners → Met Police (1829); prisons replace the gallows; transportation declines; reformers (Howard, Fry).
c1900–present (Modern): professionalised policing (forensics, fingerprints, DNA, CCTV), new crimes (cyber, terrorism, hate crime), end of the death penalty (1965), probation & community sentences.
Thematic question types & marks ✍️
Q3 (4 marks) — Explain one similarity/difference between two periods. One clear comparison with evidence.
Q4 (12 marks) — Explain why… (causation). Build 3 explained factors; no judgement needed, just strong analysis.
Q5/6 (16 marks + 4 SPaG) — How far do you agree? Make a balanced, evidence-rich argument with a clear judgement. (SPaG is credited here.)
Mini technique planner (copy this into your notes) 🗒️✨
Q1 (4): Feature → precise detail. Repeat twice. ~5 mins.
Q2a (8): Utility = what the sources show + how origin/purpose affects usefulness + context to confirm/challenge. ~10 mins.
Q2b (4): Detail to follow up → focused question → specific source/location. ~5 mins.
Q3 (4): “One similarity/difference was…” → explain how/why with evidence. ~5 mins.
Q4 (12): 3 reasons, each PEELed; link to the question focus. ~15 mins.
Q5/6 (16+4): Intro judgement → 3 analytical paragraphs (2 agree, 1 challenge or vice versa) → decisive conclusion. ~25 mins.
Content checklist for Crime & Punishment ✅
Nature of crime: from petty theft & poaching to people-trafficking, cybercrime, terrorism.
Law enforcement: community systems → JPs & watchmen → Bow Street Runners → Met Police (1829) → detectives, forensics, national coordination.
Punishments: from corporal & capital punishments and Bloody Code → transportation & prisons → rehabilitation & community sentences.
Factors of change: authority/government, religion, science & technology, urbanisation, war, attitudes, individuals & reformers.
How we can help you smash Paper 1 🚀
We’ve built everything around Option 10 so you can revise smart, not hard:
🎥 Free videos + retrieval questions (for this exact unit)
Bite-size lessons for Whitechapel and each crime & punishment era, each followed by high-frequency retrieval quizzes to lock in dates, cases and key terms.
🧠 Predicted papers (Paper-1 ready)
Exam-style papers that mirror the exact structure and mark tariffs (4 | 8 | 4 | 4 | 12 | 16+4). Perfect for timed practice and gap-spotting before mocks.
🧑⚖️ Examiner-led video walkthrough
Watch an experienced examiner interpret the question, analyse sources, and lay out top-band answers (including Q2 utility and Q5/6 judgement). You’ll see exactly what Level 4 looks like and how to get there.
💡 Head to our courses to grab the free videos & retrievals, predicted papers, and the Paper 1 walkthrough now. Your future self will thank you. 🙏
Medicine in Britain, c1250–present + Western Front 1914–18. Edexcel GCSE History Paper 1 (1HI0/11) Revision Guide 🩺🪖✨
Paper 1 at a glance (know this first) 📌
Paper: Thematic Study + Historic Environment
Length: 1 hour 15 minutes | Total marks: 52 | 30% of GCSE (16 marks HE, 36 marks Thematic).
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Structure:
Section A (Historic Environment): British sector of the Western Front, 1914–18 → Q1 (4), Q2a (8), Q2b (4).
Section B (Thematic Study): Medicine in Britain, c1250–present → Q3 (4), Q4 (12), Q5/6 (16 + 4 SPaG).
Section A — The British sector of the Western Front, 1914–18 🧰🧪
Big picture: trench systems (front line → support → reserve), evacuation route (RAP → ADS → CCS → Base Hospitals), organisations (RAMC, FANY), typical injuries (shell fragments, bullets, gas), and medical advances (triage, X-rays, blood banking).
Typical questions & quick tactics
Q1 (4): “Describe two features of …” → Give Feature + precise detail ×2. ~5 mins.
Q2a (8): “How useful are Sources A and B for an enquiry into…?” → For each source: Content ✅ + Provenance ✅ + Context ✅ → brief comparative judgement. ~10 mins.
Q2b (4): Follow-up enquiry → Detail to follow up → Question → Specific source/type → How it helps. ~5 mins.
Section B — Medicine in Britain, c1250–present 🧬🏥
Track change & continuity across four eras:
Medieval (c1250–c1500): Four Humours, miasma, Church influence, Black Death responses; limited public health.
Early Modern (c1500–c1700): Vesalius/Harvey; printing & scientific method begin to shift thinking.
18th–19th C: Jenner (vaccination), Pasteur & Koch (germ theory), Nightingale, anaesthetics/antiseptics, public health acts.
Modern (c1900–present): antibiotics, NHS, imaging, high-tech surgery, lifestyle & government action.
Typical questions & quick tactics
Q3 (4): “Explain one way in which … was similar/different …” → One tight comparison with evidence from both periods. ~5 mins.
Q4 (12): “Explain why …” (+ two stimulus points) → Build three explained reasons (PEEL) using the prompts and your own knowledge. ~15 mins.
Q5/6 (16 + 4 SPaG): “‘[Statement]’ How far do you agree?” → Clear judgement in intro, balanced case across periods, decisive conclusion; accurate historical vocabulary for SPaG. ~25 mins.
Pocket structures you can drop straight into answers 🧩
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Q1 (4):
Feature 1: … Specific detail: …
Feature 2: … Specific detail: …
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Q2a (8):
Source A useful because (content)… Provenance: … Context: …
Source B useful because (content)… Provenance: … Context: …
Mini-judgement: For this enquiry, A/B is more useful because…
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Q2b (4):
Detail to follow up: … 2) Question: … 3) Source/type: … 4) How it helps: …
Q3 (4): “One [similarity/difference] was… because… Evidence (Period A): … (Period B): … Therefore…”
Q4 (12): Reason 1 (because + evidence) → Reason 2 → Reason 3 → brief link back to the question.
Q5/6 (16 + 4): Intro judgement → Agree para → Challenge para → Weigh-up/synthesis → Decisive conclusion.
Smart timing ⏱️
Aim roughly: Q1 5′ | Q2a 10′ | Q2b 5′ | Q3 5′ | Q4 15′ | Q5/6 25′ + a few minutes to check. (Total 1h15.)
Level up with our resources 🎯
Free videos & retrieval questions for every era of Medicine and the Western Front case study — perfect for daily recall and long-term memory.
Predicted Paper 1s that mirror the exact stems and mark tariffs — ideal for timed mocks and last-minute polishing.
Examiner-led video walkthrough of this paper: see how to interpret the question, analyse sources and lay out top-band answers — then copy the structure with confidence.
Migrants in Britain, c800–present + Notting Hill, c1948–c1970. Edexcel GCSE History Paper 1 (1HI0/13) Revision Guide 🌍🏘️✨
Exam snapshot (know this first) 📌
Paper: Thematic Study + Historic Environment
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Time: 1 hour 15 minutes | Total marks: 52
Section A (Historic Environment – Notting Hill): 16 marks
Section B (Thematic – Migrants in Britain): 36 marks (incl. 16-marker + 4 SPaG).
Section A — Notting Hill, c1948–c1970 (Historic Environment) 🧭
What to understand
Context: Post-war migration (Windrush era), housing shortages, exploitative landlords (“multi-let” houses), community organising, and relations with police. Key flashpoints include 1958 Notting Hill disturbances, the Kelso Cochrane murder (1959), and the growth of community responses such as early Carnival initiatives and local activism. The period sits alongside national shifts like the Race Relations Act (1965).
Question types you’ll face
Q1 (4) — Describe two features of… (e.g., housing problems, community groups). Give feature + precise supporting detail ×2.
Q2(a) (8) — How useful are Sources A and B for an enquiry into…? Judge content, provenance, and use contextual knowledge, then give a short comparative judgement.
Q2(b) (4) — Follow-up enquiry table. Provide a detail to follow up, a focused question, a specific source/type, and how it helps.
Drop-in mini-structures
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Q1 (4):
Feature 1: … Specific detail: …
Feature 2: … Specific detail: …
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Q2(a) (8):
A – Content: … Provenance: … Context: …
B – Content: … Provenance: … Context: …
Mini-judgement: For this enquiry, A/B is more useful because…
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Q2(b) (4):
Detail to follow up: … 2) Question: … 3) Source/type: … 4) How it helps: …
Section B — Migrants in Britain, c800–present (Thematic Study) 🧠
The big threads to track
Reasons for migration (push/pull): conquest, empire, persecution, work, education, asylum, EU/globalisation.
Experiences & legal status: treatment by authorities and public, policing, equal-rights campaigns, and the changing legal framework (e.g., Race Relations Act 1965).
Impact of migrants: on culture, economy, urban environments, politics, and public services.
Case studies within the spec (e.g., Liverpool in the 19th century, Jewish East End, Bristol in the mid-20th century) help you anchor arguments with concrete evidence.
Question types you’ll face
Q3 (4) — Explain one way in which… was similar/different… → one tight comparison with evidence from both periods.
Q4 (12) — Explain why… (+ two prompts). Build three explained reasons; use the prompts and your own knowledge. Q5/6 (16 + 4 SPaG) — “[Statement] How far do you agree?” Balance the case across periods, then give a clear, criteria-based judgement; accurate terminology boosts SPaG.
Drop-in mini-structures
Q3 (4): “One [similarity/difference] was… because… Evidence (Period A): … (Period B): … Therefore…”
Q4 (12): Reason 1 (because + evidence) → Reason 2 → Reason 3 → brief link to the question.
Q5/6 (16 + 4): Intro judgement → Agree para → Challenge para → Weigh-up/synthesis → Decisive conclusion.
Level up with our resources 🎯
🎥 Free videos & retrieval questions for every era of Migrants in Britain and the Notting Hill historic environment — perfect for daily recall and long-term memory.
📝 Predicted Paper 1s that mirror the exact stems and mark tariffs above — ideal for timed drills before mocks or the real thing.
🧑⚖️ Examiner-led video walkthrough of this paper showing how to interpret questions, analyse sources, and lay out top-band answers step-by-step.
Anglo-Saxon & Norman England, c1060–88; Option B1. Edexcel GCSE History Paper 2 (1HI0) Revision Guide 🛡️🏰✨
Paper 2 setup (what you sit) 📌
One paper, two booklets: Booklet P = Period study, Booklet B = British depth study (this option). Total exam time 1h45, 64 marks (32 per booklet).
Booklet B (B1) format & marks: You answer Q1(a), Q1(b) and either Q1(c)(i) or Q1(c)(ii). Total = 32 marks.
The exact B1 question styles you’ll see
Q1(a) (4 marks): “Describe two features of…” (AO1).
Q1(b) (12 marks): “Explain why …” with two stimulus points; use your own knowledge as well (AO1 + AO2).
Q1(c) (16 marks): a judgement essay with a statement, e.g. “‘[Statement]’ How far do you agree? Explain your answer.” (choose (i) or (ii); AO1 + AO2).
What to revise for Anglo-Saxon & Norman England, c1060–88 🧠
The course breaks into three big chunks (know key people, places, and changes):
Anglo-Saxon England & the Norman Conquest, 1060–66
Society & power (king, earls, thegns, Witan), Godwins, Edward the Confessor, succession crisis & claimants, Gate Fulford, Stamford Bridge, Hastings, and reasons for Norman victory.William in power: securing the kingdom, 1066–87
Castles, marcher earldoms, landholding changes, revolts (1068–71), Harrying of the North, the Revolt of the Earls (1075), geld tax, and methods of control.Norman England, 1066–88
Feudalism, sheriffs, law and government, Church reform (Lanfranc), and the Domesday Book (1086) — what it was and why it mattered.
Drop-in exam structures (use on the day) ✍️
Q1(a) — 4 marks (Describe two features…)
Feature 1: … Specific detail: …
Feature 2: … Specific detail: …
(Two concise mini-paragraphs = 4/4.)
Q1(b) — 12 marks (Explain why…)
Write three explained reasons (use the two prompts + your own).
Reason 1: … Because: … Evidence: … Therefore (answers the question): …
Reason 2: … (same)
Reason 3: … (same)
Q1(c) — 16 marks (How far do you agree?)
Intro: Overall judgement + criteria (e.g., effectiveness, scale, speed, reach).
Agree paragraph: Point → Because → Specific evidence → Therefore (to criteria).
Challenge paragraph: Point → Because → Evidence → Therefore.
Synthesis: Compare impact across different years/regions/groups.
Conclusion: Decisive judgement tying back to your criteria.
Timing hint for Booklet B (32 marks): ~5–6 min Q1(a), 14–15 min Q1(b), 28–30 min Q1(c), plus a few minutes to check. (Paper 2 totals 1h45 for both booklets.)
Quick content checklist ✅
Power & society: king/earls/thegns; Witan; Danelaw; shire reeves; fyrd; geld tax.
1066 campaign: Fulford → Stamford Bridge → Hastings; leadership, tactics, luck, and Harold’s march.
Control: castles, land redistribution, marcher earldoms, Harrying of the North, taxation.
Government & Church: sheriffs, writs, Lanfranc, Church courts, Normanisation of elites.
Domesday Book (1086): scope, uses (tax, control), limits.
Level up fast with our resources 🎯
🎥 Free videos & retrieval questions mapped to every B1 topic (society, conquest, control, government).
📝 Predicted Paper 2s that mirror the exact B1 format (4 | 12 | 16) so you can practise under timed conditions.
🧑⚖️ Examiner-led walkthrough of this paper: watch how to interpret the question, build reasons, and lay out a top-band 16-marker step-by-step.
Henry VIII and his Ministers, 1509–40; Option B3. Edexcel GCSE History Paper 2 Revision Guide 🛡️🏰✨
Exam snapshot (what you’ll sit) 📌
Paper 2 = 2 booklets: Booklet P (Period Study) and Booklet B (British Depth Study — this one). Since 2025 you get a little extra time: 1h50 total (aim ~55 mins per booklet).
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Booklet B (B3) question formats & marks:
Q1a (2) + Q1b (2): Describe one feature of… (two separate mini-questions).
Q2 (12): Explain why… (use the two prompts and your own knowledge).
Q3/4 (16): “[Statement] How far do you agree?” (choose one and make a clear judgement).
Total for B3 = 32 marks.
What to revise (the three key topics) 🧠
1) Henry VIII & Wolsey, 1509–29
Young Henry: aims, style of kingship; court & government in 1509.
Wolsey’s rise; domestic reform (e.g., Amicable Grant, justice, finances) and foreign policy (e.g., Treaty of London, Field of the Cloth of Gold).
Causes of Wolsey’s fall (annulment failure, faction, prestige).
2) Henry VIII & Cromwell, 1529–40
Break with Rome, Royal Supremacy, the annulment; role of Anne Boleyn.
Dissolution of the monasteries; opposition and the Pilgrimage of Grace.
Cromwell’s reforms, fall and execution (1540). 3) Henry VIII & Government, 1509–40
Changing role of Parliament, the Privy Council, law, finance and local control.
Impact of religious change on society and the crown.
Domes of power: court, factions, patronage, image-making.
Exact setup: stems & drop-in structures ✍️
Q1a (2) & Q1b (2) — Describe one feature…
Template: “One feature was… For example, [precise detail/date/term].”
(Two crisp mini-paragraphs = maximum 4/4 across a+b.)
Q2 (12) — Explain why… (causation)
Template (x3 reasons):
“One reason was… because… For example, … Therefore, this explains why …”
Use both stimulus points and an extra factor of your own. Aim for three fully explained reasons.
Q3/4 (16) — ‘How far do you agree?’ (judgement)
Intro: Overall judgement + the criteria you’ll use (e.g., scale, effectiveness, extent).
Agree paragraph: Point → Because → specific evidence → Therefore (to criteria).
Challenge paragraph: Point → Because → Evidence → Therefore.
Weigh-up: Compare extent/continuity/change across different years/groups.
Conclusion: Clear “mostly/partly/limited” judgement tied back to your criteria.
Timing for Booklet B (55 mins guide): Q1a+b ~5–6′ | Q2 ~18–20′ | Q3/4 ~28–30′, plus a quick check.
High-frequency exam angles to practise 🎯
Why did Wolsey rise (and fall) from power?
Why did Henry secure the Break with Rome and Royal Supremacy?
Why did religious policy change so dramatically in the 1530s?
How far did Cromwell’s reforms change the way England was governed?
How far were the Pilgrimage of Grace and other opposition significant?
(These align with B3 content in the official spec and past papers’ styles.)
Level up fast with our resources 🚀
🎥 Free videos & retrieval questions for every B3 topic (Wolsey, Cromwell, Break with Rome, government & parliament).
📝 Predicted Paper 2s that mirror this exact B3 format (2 | 2 | 12 | 16) so you can drill under timed conditions.
🧑⚖️ Examiner walkthrough of Paper 2 (B3): see how to interpret the question, choose precise evidence, and lay out a top-band 16-marker step-by-step.
Early Elizabethan England, 1558–88; Option B4. Edexcel GCSE History Paper 2 Revision Guide 🦁🎭🚢
What Paper 2 looks like (the essentials) 📌
Two booklets in one exam: Booklet P (Period Study) + Booklet B (British Depth Study — B4). Total time 1h 50m, with 64 marks overall (32 for Booklet B). You can split your time roughly 55 mins per booklet.
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From 2025, the British depth study opener is split for better accessibility. The B4 question pattern is:
Q1a (2) Describe one feature of…
Q1b (2) Describe one feature of…
Q2 (12) Explain why… (with prompts; use your own knowledge too)
Q3/4 (16) ‘[Statement]’ How far do you agree? (choose one)
(Total for B4 = 32 marks.)
What to revise for Early Elizabethan England, 1558–88 🧠
Key Topic 1 — Queen, government & religion, 1558–69
Accession 1558: society & government; Elizabeth’s legitimacy, gender, marriage; financial & religious challenges, French threat.
Religious settlement (1559): aims, features & impact; role of the Church of England.
Challenges to settlement: Puritan challenge; Catholic challenge (nobility, Papacy, foreign powers).
Mary, Queen of Scots: her claim; relations with Elizabeth (1568–69).
Key Topic 2 — Challenges at home & abroad, 1569–88
Plots & revolts at home: Northern Earls (1569–70); Ridolfi (1571), Throckmorton (1583), Babington (1586); Walsingham & spies; MQS executed 1587.
Spain & rivalry: political, religious, commercial tensions; privateering & Drake.
Towards war: Netherlands crisis; Cadiz raid 1587 (‘singeing the King of Spain’s beard’);
Spanish Armada (1588): invasion plans, key events & reasons for English victory.
Key Topic 3 — Elizabethan society in the Age of Exploration, 1558–88
Education & leisure: schooling; sport, pastimes, the theatre.
Poverty & vagabondage: causes of rising poverty; changing attitudes & policies toward the poor.
Exploration & discovery: new navigation/ship tech; motives; Drake’s circumnavigation.
Virginia attempt (1585–87): Raleigh’s role and reasons for failure.
Exact setup + drop-in structures (copy these in the exam) ✍️
Q1a (2) & Q1b (2) — Describe one feature…
Template: “One feature was… For example, [precise detail/date/term].”
(Two tight mini-answers = full 4/4 across a+b.)
Q2 (12) — Explain why… (causation)
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Aim for three explained reasons (use both prompts and one of your own):
Reason 1: … because … for example … therefore …
Reason 2: … because … for example … therefore …
Reason 3: … because … for example … therefore …
Q3/4 (16) — ‘How far do you agree?’ (judgement)
Intro: clear overall judgement + criteria (extent/effectiveness/importance).
Agree paragraph: Point → Because → specific Elizabethan evidence → Therefore (to criteria).
Challenge paragraph: Point → Because → specific evidence → Therefore.
Weigh-up: compare extent/continuity/change across the period.
Conclusion: decisive “mostly/partly/limited” judgement tied to your criteria.
Time guide for B4 (~55 mins): Q1a+b 5–6′, Q2 18–20′, Q3/4 28–30′, then a quick check.
Fast revision checklist ✅
Settlement & Church (1559) → features + impact
Puritan vs Catholic challenges; MQS and plots
Walsingham’s network; Spain, Drake, Cadiz 1587
Armada causes/events/outcome
Poverty laws, education/leisure, voyages, Virginia attempt (why it failed)
Want resources that mirror this exact setup? 🎯
🎥 Free videos & retrieval questions for every B4 topic (settlement, MQS & plots, Spain & Armada, society & exploration).
📝 Predicted Paper 2s built to the current structure (2 | 2 | 12 | 16) so you can practise under timed conditions.
🧑⚖️ Examiner-led walkthrough of B4: watch how to interpret questions, select sharp evidence and lay out a top-band 16-marker.
The American West, c1835–c1895; Option P3. Edexcel GCSE History Paper 2 Revision Guide 🤠🚂🦬
How this paper works (Booklet P) 📌
Paper 2 has two booklets: Booklet P = Period Study (this one) and Booklet B = British Depth Study. You sit both in the same session: 1h50 total; most students split it roughly ~55 mins per booklet.
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Marks & questions for Booklet P (American West) = 32 marks:
Q1 (8 marks): Explain two consequences of…
Q2 (8 marks): Write a narrative account analysing… (+ two helpful prompts)
Q3 (16 marks): Explain two of the following: The importance of… (choose two from three bullets, 8 + 8)
(AO1 + AO2 only; no SPaG on Paper 2.)
What the exact stems look like (real examples)
Q1: “Explain two consequences of new technology for farmers in the American West.” (8)
Q2: “Write a narrative account analysing the developments in the spread of the railroad network in the years c1862–75.” (8)
Q3: “Explain two of the following: The importance of horses… / The importance of John Iliff… / The importance of the Battle of the Little Big Horn (1876)…” (8 each)
What to revise (the 3 Key Topics) 🧠
KT1: Early settlement of the West, c1835–62
Plains Indians’ beliefs & way of life; push–pull factors & migration trails; Mormons; Gold Rushes; Fort Laramie (1851); rising tension/conflict.KT2: Development of the Plains, c1862–76
Homestead Act (1862), Pacific Railroad Act (1862), ranching takes off, law & order, Little Crow’s War (1862), Sand Creek (1864), Red Cloud’s War (1866–68).KT3: Later developments, c1876–95
Open range → ranching changes; Johnson County War; Dawes Act (1887); Wounded Knee (1890); tech & farming; the end of the Plains Indians’ traditional life.
Drop-in structures you can use in the exam ✍️
Q1 — Explain two consequences (8)
Consequence 1: X led to Y because … For example, … Therefore, the consequence was …
Consequence 2: (same pattern).
Marker tip: 4 marks per consequence = clear causal link + specific detail.
Q2 — Narrative account (8)
Opening context (time span): c____–c____ → what changed/was building.
Linked sequence (3–4 steps): Step 1 led to Step 2 which caused Step 3 → outcome.
Finish: brief line that pulls the chain together (why events unfolded that way).
Think cause → development → consequence, not three isolated mini-paragraphs.
Q3 — Importance (two choices, 8+8)
For each chosen bullet:
Point: “X was important because …”
Develop: how it changed the situation (impact on people/policy/pace/scale).
Evidence: precise detail (names/dates/acts/places).
Therefore: nail the difference it made (significance or consequence).
Time guide for Booklet P (~55 mins): Q1 12–13′, Q2 12–13′, Q3 28–30′.
Quick win checklist ✅
Plains Indians: buffalo, horses, land beliefs, tribal structures
Migration & settlement: Oregon/California Trails, Mormons, Homestead Act, RR Act
Cattle industry: McCoy, Iliff, open range → barbed wire & winter of 1886–7
Law & order: vigilantes, sheriffs, marshals; boom towns
Conflict & policy: Little Crow, Sand Creek, Red Cloud, Little Bighorn, Dawes Act, Wounded Knee
Practise with resources that mirror the real paper 🎯
🎥 Free videos + retrieval questions for every American West key topic (perfect for daily recall).
📝 Predicted Paper 2s built to the exact format (Q1 consequences | Q2 narrative | Q3 importance).
🧑⚖️ Examiner-led walkthrough: watch how to interpret the stem, sequence a top Q2 narrative, and hit the importance criteria in Q3 with sharp evidence.
Superpower relations and the Cold War, 1941–91; Option P4. Edexcel GCSE History Paper 2 Revision Guide 💥🛰️📚
How this paper works (Booklet P: Period Study) 📌
You sit Paper 2 as two booklets in one session: Booklet P (Period Study – this Cold War unit) + Booklet B (British Depth Study). For Summer 2025+, total time is 1h 50m for both; most students split it ~55 mins per booklet.
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Marks & question order for Booklet P (P4) = 32 marks:
Q1 (8) — Explain two consequences of…
Q2 (8) — Write a narrative account analysing… (+ two prompts)
Q3 (16 = 8+8) — Explain two of the following: The importance of… (choose two from three bullets)
(Assesses AO1 + AO2 only; no SPaG on Paper 2.)
What the exact stems look like (from real papers)
Q1: “Explain two consequences of the Tehran Conference (1943).” / “… of the Prague Spring (1968).”
Q2: “Write a narrative account analysing the key events of … You may use the following in your answer: [two prompts]. You must also use information of your own.”
Q3: “Explain two of the following: The importance of… [three bullets].” (e.g., Hungary 1956, Czechoslovakia 1968, Gorbachev’s ‘new thinking’).
What to revise (the 3 Key Topics) 🧠
KT1 — Origins of the Cold War, 1941–58: wartime conferences (Tehran, Yalta, Potsdam), growing tension, Truman Doctrine/Marshall Plan, Cominform/Comecon, Berlin Crisis/Airlift, NATO/Warsaw Pact, Hungary 1956.
KT2 — Cold War Crises, 1958–70: Berlin 1958–61 (summits, wall), Cuban Missile Crisis 1962, Czechoslovakia/Prague Spring 1968 + Brezhnev Doctrine.
KT3 — Détente, renewed tension & the end, 1970–91: SALT/Helsinki, Afghanistan 1979 & Carter Doctrine, Reagan & SDI, Gorbachev (glasnost/perestroika), summitry (Geneva/Reykjavík/Washington INF/Moscow), 1989 revolutions, collapse of USSR 1991.
Drop-in answer structures you can use in the exam ✍️
Q1 — Explain two consequences of… (8)
Consequence 1: X led to Y because … For example, … Therefore, the consequence was …
Consequence 2: (repeat the pattern)
Q2 — Write a narrative account analysing… (8)
Opening context: set the period + why tension was rising/falling.
Linked chain (3–4 steps): Step 1 led to Step 2 which caused Step 3 → outcome.
Final line: pull the chain together (why events unfolded like that).
Q3 — Explain two of the following: The importance of… (8 + 8)
Do two bullets separately, each using:
Point: “X was important because …”
Develop: explain how it changed relations/power/tension.
Evidence: names, dates, treaties, places.
Therefore: the difference it made (significance or consequence).
Smart timing for Booklet P (~55 mins) ⏱️
Q1 ~12–13′ | Q2 ~12–13′ | Q3 ~28–30′ (two 8-mark importance answers).
Quick revision checklist ✅
Conferences & early tension: Tehran/Yalta/Potsdam, Iron Curtain, TD/MP, Berlin Airlift
Alliances & control: NATO, Warsaw Pact, uprisings (Hungary 1956, Prague 1968)
Flashpoints: Berlin Wall, Cuban Missile Crisis (causes/events/outcomes)
Détente & after: SALT I, Helsinki, Afghanistan 1979, Reagan/SDI, Gorbachev, INF 1987, 1989–91 endgame
Level up fast with our resources 🎯
🎥 Free videos & retrieval questions for every Cold War key topic — ideal for daily recall and spaced practice.
📝 Predicted Paper 2s that match the exact format (Q1 consequences | Q2 narrative | Q3 importance) so you can rehearse under timed conditions.
🧑⚖️ Examiner-led video walkthrough of P4: watch how to interpret the stem, link events for Q2, and hit “importance” criteria in Q3 with sharp evidence.
Weimar & Nazi Germany, 1918–39; Option 31. Edexcel GCSE History Paper 3 Revision Guide 🇩🇪✨
Exam snapshot (how Paper 3 works) 📌
Length: 1 hour 30 minutes.
Marks: 52 total → Section A = 16, Section B = 32, +4 SPaG (attached to Q3(d)).
Assessed skills: AO1 (knowledge), AO2 (analysis), AO3 (sources), AO4 (interpretations).
The exact question stems & marks you’ll see
Section A
Q1 (4) — “Give two things you can infer from Source A about …” (complete the table with inference + source detail).
Q2 (12) — “Explain why …” (with two prompts; use your own knowledge too).
Section B (use the enclosed Sources B–C & Interpretations 1–2)
Q3(a) (8) — “How useful are Sources B and C for an enquiry into …? Use both sources and contextual knowledge.”
Q3(b) (4) — “What is the main difference between these views?” (use details from both interpretations).
Q3(c) (4) — “Suggest one reason why Interpretations 1 and 2 give different views …” (you may use Sources B & C).
Q3(d) (16 + 4 SPaG) — “How far do you agree with Interpretation 2 about …?” Use both interpretations + context.
What to revise (content overview) 🧠
KT1 Weimar Republic, 1918–29: armistice → constitution, challenges 1919–23 (Spartacists, Kapp, Ruhr, hyperinflation), Stresemann & recovery 1924–29.
KT2 Hitler’s rise, 1919–33: origins of the NSDAP, Munich Putsch (1923) & reorganisation, impact of the Depression, elections, Hitler appointed Chancellor (1933).
KT3 Nazi control & dictatorship, 1933–39: Reichstag Fire, Enabling Act, Night of the Long Knives, police state (SS/Gestapo), propaganda/censorship, opposition.
KT4 Life in Nazi Germany, 1933–39: women, youth (HJ/BDM), workers & the economy, persecution (e.g., Nuremberg Laws, Kristallnacht 1938).
Drop-in exam structures (use these in the exam) ✍️
Q1 Inference (4):
Inference 1: “I can infer that …” Because the source says/shows: “…”.
Inference 2: same again (each inference needs a matching detail).
Q2 Explain why (12):
Reason 1: X happened because … For example, … Therefore …
Reason 2: … (use the prompts)
Reason 3: … (add your own factor)
Q3(a) Utility (8):
Source B – Content: useful because … Provenance: (author/date/purpose) ⇒ … Context: CK supports/challenges …
Source C – Content/Provenance/Context (as above)
Mini-judgement: which is more/less useful for this enquiry and why.
Q3(b) Main difference (4):
“Interpretation 1 emphasises … Interpretation 2 argues … Difference: … (quote/precise detail from each).”
Q3(c) Why they differ (4):
“They differ because of focus/purpose/date/audience/selection of evidence (e.g., coverage of Weimar culture). This affects emphasis, so the views diverge.”
Q3(d) Judgement on Interpretation 2 (16 + 4 SPaG):
Intro judgement + criteria (extent/importance/effectiveness).
Agree with Int. 2: point → because → use Int. 2 lines + context → therefore.
Challenge using Int. 1: point → because → use Int. 1 lines + context → therefore.
Weigh-up & conclusion: decisive verdict tied to your criteria. (Keep SPaG sharp: precise terms & clear paragraphs.)
Timing idea (90 mins): Q1 6′ | Q2 20′ | Q3(a) 12′ | Q3(b) 6′ | Q3(c) 6′ | Q3(d) 35′ + 5′ check.
Supercharge your revision with our resources 🎯
🎥 Free videos & retrieval questions for every key topic (Weimar crises, Hitler’s rise, the police state, life in Nazi Germany).
📝 Predicted Paper 3s matching the exact stems & mark tariffs above — perfect for timed practice.
🧑⚖️ Examiner-led walkthrough of Paper 3 showing how to interpret questions, analyse sources & interpretations, and lay out top-band answers.
USA, 1954–75: conflict at home & abroad; Option 33. Edexcel GCSE History Paper 3 Revision Guide 🇺🇸✨
Exam snapshot (how Paper 3 works) 📌
Time: 1 hour 30 minutes (from Summer 2025).
Marks: 52 total → Section A = 16, Section B = 32 (with +4 SPaG on Q3d).
Skills tested: Knowledge & analysis (AO1–AO2), Sources (AO3), Interpretations (AO4).
The exact question formats you’ll see (wording & marks)
Section A
Q1 (4) — “Give two things you can infer from Source A about …” (table: each inference + source detail).
Q2 (12) — “Explain why …” (You may use the following… You must also use information of your own.).
Section B (uses Sources B–C & Interpretations 1–2)
Q3(a) (8) — “How useful are Sources B and C for an enquiry into … ?” Use both sources and contextual knowledge.
Q3(b) (4) — “What is the main difference between these views?” (use details from both interpretations).
Q3(c) (4) — “Suggest one reason why Interpretations 1 and 2 give different views about …” (you may use Sources B & C).
Q3(d) (16 + 4 SPaG) — “How far do you agree with Interpretation 2 about … ?” Use both interpretations + your knowledge.
What to revise (content overview) 🧠
Civil Rights at home (1954–60): Brown v. Board; Emmett Till; Montgomery Bus Boycott; Little Rock.
Protest, progress & radicalism (1960–75): Sit-ins, Freedom Rides, Birmingham, March on Washington, Civil Rights Act 1964, Voting Rights Act 1965, Black Power, MLK & Malcolm X.
Vietnam abroad (1954–75): reasons for US involvement; Vietcong & US tactics; media & public opinion; Tet (1968); My Lai; Nixon’s Vietnamization; Paris Peace Talks; Fall of Saigon.
(Topics confirmed in the official specification for Option 33.)
Drop-in exam structures (use these on the day) ✍️
Q1 Inference (4)
Inference 1: “I can infer that ….” From the source: “…”.
Inference 2: “I can infer that ….” From the source: “…”.
(Each inference must be backed by a specific source detail.)
Q2 Explain why (12)
Reason 1: Because … For example … Therefore …
Reason 2: (use the first prompt) → because / example / therefore
Reason 3: (use the second prompt or your own factor) → because / example / therefore.
Q3(a) Utility (8)
Source B – Content: useful because … Provenance (who/when/why): … Context: CK supports/challenges …
Source C – Content / Provenance / Context (same pattern)
Mini-judgement: “For this enquiry, B/C is more/less useful because …”
Q3(b) Main difference (4)
“Interpretation 1 argues …, while Interpretation 2 claims ….
Main difference: … (lift a precise phrase/idea from each).”
Q3(c) Why they differ (4)
“They differ because of author/purpose/date/audience and evidence selection. This changes emphasis, so their views diverge.”
Q3(d) Judgement on Interpretation 2 (16 + 4 SPaG)
Intro: Overall judgement + criteria (extent/importance/effectiveness).
Agree with Int. 2: point → because → quote/paraphrase Int. 2 + CK → therefore.
Challenge using Int. 1: point → because → use Int. 1 + CK → therefore.
Weigh-up: which view best explains the whole period and why.
Conclusion: decisive verdict tied to your criteria; keep language precise for SPaG.
Timing idea (for 1h30): Q1 ~7′, Q2 ~20–21′, Q3(a) ~12–14′, Q3(b) ~6–7′, Q3(c) ~6–7′, Q3(d) ~27–30′ + quick check. (Pearson’s 2025 update adds reading/planning time.)
Common pitfalls (and quick fixes) 🛠️
Going outside the date range (e.g., pre-1954 CR examples): stick to 1954–75.
Narrating without linking in Q2: build a cause → development → consequence chain.
Utility ≠ reliability only: tie content + provenance + context to the enquiry focus for Q3(a).
(Highlighted in Pearson’s Paper 3 teaching guide.)
Supercharge your prep with our resources 🎯
🎥 Free videos & retrieval questions for every Cold War/Vietnam & Civil Rights milestone in Option 33 — perfect for spaced practice.
📝 Predicted Paper 3s that mirror the exact stems & mark tariffs above — ideal for timed drills.
🧑⚖️ Examiner-led walkthrough of Paper 3: see how to interpret the stem, analyse sources & interpretations, and lay out top-band answers.