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

The Unit 3 thematic study is a big part of A Level History and we know that in the exam students find it challenging to achieve the top two levels of the mark scheme. The key requirement for the thematic essay questions is synthesis: the linking and comparing of different events, periods or ideas to form a coherent argument. 

In this blog, Principal Examiner Nick Fellows answers Mike’s questions about how candidates can demonstrate synthesis successfully, and shares examples of candidate-style answers.

Common questions and answers about synthesis

Can you explain in a nutshell what we mean by synthesis?

It might be helpful to start by stressing that synthesis builds on the key skills of analysis and the evaluation of issues that have been developed in Units 1 and 2. However, at the higher levels, this takes those skills to the next level. 

Let’s break it down into a number of elements. 

Firstly, it’s the bringing together of evidence from across the whole period. 

Secondly, it’s making comparisons between the events or people you’re discussing for that particular theme. For example, are they similar or different, and in what ways do they show continuity or change across the period you are discussing? 

Thirdly – and this is probably the most important part – it’s explaining how and why those events or people are similar or different, or how they show continuity or change. We want direct comparisons supported by precise evidence. Hopefully the examples shown here will show this clearly.

What common misconceptions should candidates be aware of?

We see many answers where candidates adopt a thematic approach and then go on to say X is similar to Y, but crucially do not explain how or why it is similar. Just using comparative words doesn’t in itself demonstrate synthesis: there must be explanation of how or why the chosen evidence is similar. 

So when students simply explain a range of events in a paragraph, even if the approach is thematic and the explanation is good, that is not synthesis and will get responses, at best, to level 4.

Is synthesis always demonstrated by explaining similarities/differences over time?

Much depends on the question, and on the specific unit 3 option. In most cases it will be similarity or difference or continuity/change over time, but in some units comparisons can be effectively made between regions – for example in Y312 on Witchcraft or in Y305 with the Renaissance. Comparisons over time can still be made on these units, but often comparing regions better illustrates the point the candidate is making.

How many examples should candidates use?

This is a difficult question and there is no hard and fast rule. Firstly, it’s the quality of the explanation of the comparisons that will determine the level. You can use a lot of comparisons, but if they are weak or underdeveloped they wouldn’t get into the top level. Most responses cover three themes, so if we use that as a guide it will give us a useful point of focus. 

For a Level 6 answer we look for well-developed synthesis in most paragraphs. The comparisons need to be well-explained, with a couple in each paragraph and in the conclusion, where a judgement is reached. So six or seven well-developed comparisons would be a fair benchmark. It’s also worth remembering that we don’t need the whole period to be covered in every paragraph, but there must be some balance of coverage of the entire period across the whole answer.

Are there any tips for students who find this difficult?

We know students can find synthesis a difficult skill to learn, but as teachers we can help students with this. I think what we shouldn’t do is just as important as what we should do. 

If we want students to make comparisons between periods, events and people, then it makes sense to teach the course thematically. Teaching chronologically can give the impression that we want chronological responses. 

And don’t tack comparisons on the end of the course. To give the impression that synthesis is the focus, make sure you get your students to make comparisons every lesson. This will emphasise its importance in the unit and it should become second nature to them.

Examples of candidate-style work

Although most answers do follow a thematic approach now, that does not automatically create synthesis, nor does the use of words or phrases such as “similarly”.

Example 1: Russia and its Rulers (Y318) 

We see lots of responses where the word similarly appears but with no explanation as to why the issues being discussed are similar. Let’s take this example about Russia and oppression: 

Stalin was the most notorious of all the rulers when it came to oppression. Millions were sent to Gulags and the Purges removed many senior officials from all walks of life, particularly among the armed forces, which considerably weakened Russia’s defence capabilities in the late 1930’s. Alexander III was also similar in that he used the Okhrana to remove potential political opponents following the assassination of his father, Alexander II. He also introduced the Statute of State Security in 1881 which sanctioned the greater use of repression and Russification was also introduced to control discontent among minority groups. Therefore, both rulers used repression to control opponents. 

This is not synthesis as there is no real explanation as to how and why the repression was either similar or different. The answer could be improved by comparing the reasons for the repression or its scale. 

Example 2: Civil Rights in the USA (Y319) 

Let’s consider an example where there is comparison over time. This example discusses Native American rights: 

In terms of land, the most important turning point was the Dawes Act which was more important than the Indian Reorganisation Act as that simply confirmed the continuation of the allotment act and assimilation policy, which had been established by the Dawes Act. The Dawes Act was also significant as it ended the reservation policy, which was again more important than the Reorganisation Act because the reservation policy, although it had seen the amount of land that Native Americans could live on dramatically reduced, had at least allowed some Native American customs and culture to continue. There was some progress by the end of the period as Native Americans had reclaimed some of their lost land, but these successes were limited and therefore the Dawes Act was more important. 

In an actual answer students would probably develop the last point with more examples, but as you can see there are direct comparisons and explanations.

Example 3: Witchcraft (Y312) 

In the witchcraft paper, many of the comparisons are between different regions. 

This question required students to explain why women were more likely than men to be persecuted as witches and argues that their roles in the economy was a key factor:

The nature of women’s employment throughout the period and their role as healers meant they were accused of witchcraft. Women had developed a reputation as ‘wise’ or ‘cunning folk’ and for healing, but when disease struck or people died unexpectedly, they were often blamed. Elizabeth Matlock was prosecuted for witchcraft in Cambridgeshire in 1566 and similarly Appoline Behr was from Lorraine was prosecuted in 1580 and Gilly Duncan from East Lothian in 1650, showing this pattern continued throughout the period. These women were all untrained and unlicensed healers, the reason why they were persecuted and a clear example of how these accusations continued throughout the period. 

The response has gone further than simply listing three examples; it has explained the similarity in terms of the reasons for their persecution. Obviously, we would want to see these types of examples developed throughout the response and not simply appearing in one paragraph.

Conclusion

Ultimately, strong performance in Unit 3 depends on the ability to move beyond description and demonstrate genuine synthesis. This means selecting evidence from across the period, making clear and meaningful comparisons, and clearly explaining similarities, differences or changes. By embedding comparison into everyday lessons and encouraging students to think comparatively from the outset, teachers can help students build the analytical confidence needed to reach the highest levels of the mark scheme.

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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.