Nick Fellows, Principal Examiner and Mike Goddard, History Subject Advisor

We often have questions from teachers on the enquiry aspect of Unit 1 of A Level History, specifically on helping students achieve higher levels. 

In Unit group 1 each unit has two elements, a period study and an enquiry. The enquiry element is added to the beginning or the end of the period to provide increased coherence and coverage of the chosen period of British history. 

In this blog, Principal Examiner Nick addresses the key requirements for the enquiry element and answers some of the questions we are often asked.

Common questions and answers about the enquiry element

Can you explain the basic requirements of this part of the Y100 units?

In the enquiry element, the focus is on the critical use of evidence in investigating and assessing historical questions, problems and issues. 

It’s important to remember that this is the only part of the examined units where students work with primary sources. It’s therefore key that the focus is on the sources – the sources must drive their response. It’s also important that students explain whether the source agrees or disagrees with the issue in the question.

Surely they need to do more than explain the source?

Yes, they need to both: 

• consider the provenance of the source and
• test the content of the source against their own knowledge. 

Provenance is often the weakest part of the candidates’ responses. Some comments are very basic, for example, “it is a diary so they will be giving their true view”. We wouldn’t be very impressed with that at GCSE, let alone A Level! 

I would suggest a couple of sentences on the provenance of each source. Students should explain how the author’s position, purpose, audience or timing affects the value of the source when assessing the issue in the question. 

And for contextual knowledge, students should use carefully selected contextual knowledge to test the claims made in the source. The aim is not to include everything they know, but to use relevant evidence that helps confirm, qualify or challenge the source's view. Again, not too much, and remember it is a source paper. Link the knowledge to the source and show how it supports or does not support the view.

One of the biggest challenges for many students seems to be getting into Levels 5 and 6. Can you explain what’s required for that?

Yes, the mark scheme talks about ‘full analysis’.

But what does that mean? The three things discussed so far – explanation, provenance and contextual knowledge – would take them to the top of Level 4 if done well. 

But for higher levels they need to reach a judgement in light of their analysis as to whether each source, and the sources as a whole, support the view about the issue in the question or do not. 

Many reach a judgement about the issue, but not about whether the sources support the view – they treat the question like an essay for their judgement or simply summarise the views of the sources. 

Examiners want to see a judgement based on the provenance of the sources. Remember we said the sources must drive the response and this is further evidence of that requirement. This means that there should be a judgement about each source in light of its provenance. For example, because it is a diary written by someone who was there does it support the view, or because it was written later, does it support the view? 

Candidates should do that for each source as the last sentence or two of their paragraph on each source.

That will take you to Level 6?

Not necessarily. Where candidates do make these judgements it is usually an overall judgement as to whether the sources, in light of their provenance, support the view in the question and which one least supports it. 

If you like, they reach a judgement just in the conclusion. That will take them to Level 5, and depending on the quality of that judgement so the actual mark in the level is determined. 

To reach Level 6, there needs to be judgement after each source and then an overall judgement based on provenance as to whether the sources do or do not support the view, with some commenting which best and least support the view. 

To summarise the mark levels:

Level 4 

• Explains the source. 
• Considers provenance
• Uses contextual knowledge effectively. 

Level 5

• Does all of the above
• Reaches an overall judgement about how far the sources support the interpretation in the question.

Level 6

• Does all of the above.
• Makes a supported judgement on each source.
• Reaches an overall judgement that compares the value of the sources and explains which are most and least convincing.

Conclusion

The enquiry element is not simply a knowledge question with sources attached. Success depends on keeping the sources at the centre of the response and using provenance and contextual knowledge to evaluate them critically. Students who move beyond explanation and develop clear, supported judgements about each individual source, and the sources collectively, are best placed to access the highest levels of the mark scheme. 

We hope this blog has helped you understand better what examiners are looking for, so you can help students approach the enquiry element with greater confidence and precision.

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About the author

Nick retired from teaching after 27 years to focus on examining and writing textbooks. He has been involved as team leader and principal examiner for Cambridge OCR on the Themes paper since its inception, marking across the full range of topics. He has also run and written numerous INSETs on thematic essays as well as writing Revision Guides and the guidance in the Access to History books on how to tackle the issue of synthesis.

Mike has worked at Cambridge OCR on the history portfolio since 2007. Previously he held roles at Cambridge International Examinations and for an educational publisher. Mike has a degree in Economic and Social History from the University of York and a Masters in Modern History from UCL. In his spare time he enjoys crosswords and snooker.