how to structure gcse history essay

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GCSE History Essay Techniques

GCSE History essays are difficult. For many students taking GCSE History, how to structure your GCSE History essays and source responses are often the most challenging parts of the course. Learning core facts and remembering key dates for the GCSE History course are relatively straightforward. Analysing and evaluating the importance of various factors, reasons and causes are a lot more difficult and these skills take time to develop.

Below are some templates of how to structure your GCSE History essays and source based questions (N.B. the suggested timings may vary between exam boards, but the structure will remain the same).

What can you learn from source X about…..?

You need to make  two inferences , explained and supported with quotes if a written source or select details if it is a picture. Spend about 6 minutes on this 4 mark question

Describe how…..This is a describe / key features question

You need to make at least two statements that are well supported by own knowledge and presented in separate paragraphs. Say “Firstly….” then “Secondly…” Spend about 8 minutes on this 6 mark question

“Explain the effects of…” This is a consequence question

You need to clearly explain two or more consequences that are set out in separate paragraphs and are supported by well selected and relevant own knowledge. Show links between the consequences for full marks and assess the extent of change. How much of an impact did it have? Spend about 12 minutes on this 8 mark question

“How did X change between….” This is a change or development question.

You need to explain  two or more changes  that developed something or affected something, showing how one led to the other for full marks. You need to support your answer by bringing in your own knowledge and that you put each change in a separate paragraph. It is crucial that in your answer you refer to what the situation was like  before  to make it clear to the examiner that you understand what changed. Spend about 12 minutes on this 8 mark question

For further details about GCSE preparation, GCSE History essays, GCSE mock exams, GCSE Revision Booster courses or private tuition bespoke to your requirements, please contact us .

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A Guide to Standard Grade History: Essay Writing

A Step-by-Step Guide to Writing Essays in

Standard Grade History*

A Brief Guide

The Essays: Information

The essays at Standard Grade are worth eight marks. You may hear them being referred to as “8 Markers” or “8 Mark essays”. They contribute to your Knowledge and Understanding mark, and they will be in one of the three different contexts in the paper. You will be given a choice of two different questions.

What will the question be?

It is almost impossible to tell. I managed to predict the correct context AND question, but only out of sheer luck. They are designed to push you, and make sure that you know the course inside out. If you ever progress to Higher, you will find this is mostly the case as well.

How are the marks awarded?

Well, like so:

• One mark for a reasonable introduction (1)
• A mark for each coherent point. (Ie, not just any old drivel) (6)
• One mark for a balanced conclusion. (1)

In order to achieve the full eight marks, you must meet the criteria above.

What do I do if I can’t answer the question?

Write down as much as you can that springs to mind. If you can make a decent introduction, you’ve already got a mark. Quite frankly, it would be rare if you didn’t know ANYTHING about the questions. Remember, this isn’t a test of your english skills, it’s a test of how much of the standard grade history course you know and can apply.

The essays have a really simple structure. It merely consists of an introduction, six essay points and then the conclusion. But, here we will go through step-by-step of the essay structure, to ensure that you know what to do.

Let’s assume that we are answering the 2008 essay question for this guide: “ (ii) Explain the impact upon people’s lives of immigration into Scotland”

Introduction

In the introduction, you always have to include the following:

• A very stubble reference to the question, which means basically including the question. Briefly summarise what you are going to answer.
• Background information on the topic at hand. You don’t need to write a whole story of “how it was before then”, just a brief summary.

So, here is a introduction that I have written up that would be deemed as appropriate for the essay:

Life in Scotland was very different before masses of people started immigrating to Scotland. There was a lack of culture variety but, much more jobs were free and available for Scots . There were both positive and negative impacts that this had on the Scottish people, and the immigrants themselves.

This is a preview of the whole essay

Short, simple and varied. If you have the ability to balance out your essay with both positive and negative aspects about the subject at hand (given that it’s in the right context), then you will surely get full marks.

Essay Points

This is probably the hardest bit of the essay, but you’ll surprised how simple it actually is. This is where you have to recall your own knowledge, put it into essay form and more importantly, answer the question.

I’ve found that the following little formula helps:

For each point (paragraph) in your essay, I suggest you write in the following format:

• (Joining word) These are good for liking up your essay. Things like: Firstly, secondly, moreover, furthermore, on the other hand, also, but, to further this point, in conclusion, lastly…these make your essay seem a lot more professional.
• Point . When you start your paragraph, basically just say what happened/what formed/who done whatever. No waffle needed. Also, you must referrer to the question at some point in the essay!
• Back-up/Evaluation . Why did that (your point) change peoples lives? Did it lead on to something else? How effective was it? Do you have any evidence? It’s not really enough to just tell a story of what happened, it’s much better to back up your point with some evidence or evaluation (or both!).

Note: If you are trying to have a varied essay, even out the points. If it’s a case of positive or negative, have three positive points and three negative points.

Here is the next six points of the essay written out with this formula.

Firstly , immigration into Scotland had a positive impact on Scots because when the Irish immigrated into Scotland, they helped with the development of the railway lines and canals. This proved to be an positive impact on peoples  lives in Scotland because it enabled transport for leisure and importing goods much more accessible, therefore helping the country as a whole.

Secondly, immigration into Scotland had a positive impact on Scots because Italians who immigrated managed to introduce a different variety of exotic and healthy foods into the typical Scottish diet . This proved to be an positive impact on peoples lives in Scotland because it improved the awful diet that the Scottish people had, which in turn, improved their health as a whole.

Furthermore , immigration into Scotland had a positive impact on the Scottish people because many experienced nurses and doctors immigrated to Scotland to help improve the health of the Scottish people.   This proved to be an positive impact on peoples lives in Scotland because it obviously helped make Scots much more healthier, and be able to have a more healthy life style.  

But on the other hand , immigration into Scotland had a negative impact on the Scottish people because hostility grew between both the Protestant and Catholic churches and the Jewish church . This proved to have an negative impact on peoples lives in Scotland because it led to many fights and disputes, therefore creating a cultural void in Scotland.

Moreover, immigration into Scotland had a negative impact on the immigrants because they were deemed responsible for taking up a lot of jobs, therefore leading to unemployment for Scots. This proved to have a negative impact on Scotland peoples lives in because it caused dispute between the groups, which still go on today.

Lastly , immigration into Scotland had a negative impact on the immigrants because sometimes they were unwelcome and Scots would harass them all the time. This proved to have a negative impact on peoples lives in Scotland because it gave an impression that Scotland was an unfriendly nation, which put off a lot of people from immigrating to Scotland.

As you can see, you don’t need to make it over complicated. But, here are some general tips for writing the essay points:

• Try to make it sound professional. The people who will be marking your paper will be more than likely quite good at english. If you can include good sentence structure, grammar and punctuation, then you’ll be fine.
• DO NOT WAFFLE. This gives an impression that you don’t know what you are writing about.
• Never speak in first person. You only do this in the conclusion.
• Remember to write the correct question number in the margin.
• Remember to count how many points you have done, sometimes people forget this and end up doing eight by mistake, when you only need six.

So, you’ve finally got the worst part over with and your at the conclusion. This is a nice way to give your essay that good finishing touch. But, the key to a successful conclusion is to have:

• A balancing summary.
• A point from your essay that you think that contributes most to the factor being written about, and why you think it contributes the most.

Here is a sample conclusion.

In conclusion, I think that immigration had an negative impact on peoples lives in Scotland. Whilst some of the negatives stand out from the rest, the most negative impact would have to be the fact that immigrants were being deemed for taking up Scots’ jobs, therefore creating a cultural void that still exists today.

• Write out as many practice essays as you can.
• Memorize 6 things about each topic, and more.
• Look over other essays and improve your technique, you will be amazed on how much you can pick up on.
• In the exam, read the question carefully and pick the right question AND WRITE THE NUMBER IN THE MARGIN . If you don’t, you might not get any marks for your essay.
• Reading never does any good! Make spider diagrams, write out the points or even read them out to yourself when revising and will definitely remember them.
• Good luck, and remember to ask your teacher if you are struggling!

(Essay in full, answer to 2008 question “ Explain the impact upon people’s lives of immigration to Scotland ”)

Life in Scotland was very different before masses of people started immigrating to Scotland. There was a lack of culture variety but, much more jobs were free and available for Scots. There were both positive and negative impacts that this had on the Scottish people, and the immigrants themselves.

Firstly, immigration into Scotland had a positive impact on Scots because when the Irish immigrated into Scotland, they helped with the development of the railway lines and canals. This proved to be an positive impact on peoples  lives in Scotland because it enabled transport for leisure and importing goods much more accessible, therefore helping the country as a whole.

Secondly, immigration into Scotland had a positive impact on Scots because Italians who immigrated managed to introduce a different variety of exotic and healthy foods into the typical Scottish diet. This proved to be an positive impact on peoples lives in Scotland because it improved the awful diet that the Scottish people had, which in turn, improved their health as a whole.

Furthermore, immigration into Scotland had a positive impact on the Scottish people because many experienced nurses and doctors immigrated to Scotland to help improve the health of the Scottish people. This proved to be an positive impact on peoples lives in Scotland because it obviously helped make Scots much more healthier, and be able to have a more healthy life style.  

But on the other hand, immigration into Scotland had a negative impact on the Scottish people because hostility grew between both the Protestant and Catholic churches and the Jewish church. This proved to have an negative impact on peoples lives in Scotland because it led to many fights and disputes, therefore creating a cultural void in Scotland.

Lastly, immigration into Scotland had a negative impact on the immigrants because sometimes they were unwelcome and Scots would harass them all the time. This proved to have a negative impact on peoples lives in Scotland because it gave an impression that Scotland was an unfriendly nation, which put off a lot of people from immigrating to Scotland.

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GCSE History: How to Write a Strong Essay

Mastering essay writing and writing the best gcse history essay you can..

Writing a strong essay is an important skill for success in GCSE History. The ability to analyze and evaluate historical events, sources, and interpretations is essential to achieving good grades in this subject. In this blog post, we will discuss some tips and strategies for writing a strong essay in GCSE History, which will help you to demonstrate your understanding of the subject and achieve good grades.

Tip 1: Understand the Question

The first step in writing a strong essay is to fully understand the question. This means reading the question carefully and making sure that you understand what is being asked of you. Try to identify key words and phrases that will help guide your research and writing. This will ensure that your essay is focused and relevant to the question.

Tip 2: Research Thoroughly

Research is an essential part of writing a strong essay in GCSE History. Make sure to gather a wide range of sources, including primary and secondary sources, and evaluate them critically. It is important to consider different perspectives and interpretations of the historical event or topic you are writing about. This will help you to develop a well-informed and nuanced argument.

Tip 3: Plan Your Essay

Once you have completed your research, it's important to plan your essay. This includes outlining the main points you want to make, the evidence you will use to support them, and the structure of your essay. Having a plan will help you to stay focused and organized when writing your essay. It will also ensure that your essay has a clear and logical structure.

Tip 4: Use a Clear and Persuasive Argument

A strong essay in GCSE History should have a clear and persuasive argument. This means presenting a thesis statement and using evidence to support it. Make sure to use specific examples and evidence from your research to back up your argument. This will demonstrate your understanding of the subject and will make your essay more convincing.

Tip 5: Use Historical Terms and Concepts Correctly

GCSE History is a subject that requires a good understanding of historical terms and concepts. Make sure to use them correctly and in the right context. This will demonstrate your understanding of the subject and will make your essay more persuasive. It will also ensure that your essay is clear and easy to understand.

Tip 6: Proofread and Edit Your Work

Finally, it's important to proofread and edit your essay before submitting it. This means checking for spelling and grammar errors, making sure that your argument is clear and well-supported, and that you have cited your sources correctly. Proofreading and editing your essay will ensure that it is well-written and error-free.

Conclusion:

Writing a strong essay in GCSE History requires a good understanding of the question, thorough research, a clear and persuasive argument, the correct use of historical terms and concepts, and a careful proofreading and editing process. By following these six tips, you will be able to write a strong essay that demonstrates your understanding of the subject and will help you to achieve good grades in GCSE History. As the famous historian and writer, Barbara Tuchman, said, "Writing is thinking. To write well is to think clearly. That's why it's so hard." Keep practicing and keep improving!

How to write the best essay you can for GCSE History

It can be difficult to find tips on writing the best essay for gcse history; that's where ucademy comes in. ucademy is an educational community which lets you learn effectively using the leading evidence based techniques. you simply login to your ucademy course, and then you can follow the in-depth session(s) on the best ways to study and prepare for gcse and beyond.

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The founder of Ucademy, Usman Rana, attended the 3rd lowest ranked school by grades in Birmingham, where most students didn't achieve their GCSE grades.

Usman went onto study at the University of Oxford and at the University of Birmingham. Since founding Ucademy, we have supported an audience of 10,000+ for GCSE and A-level across the world, been featured in The Telegraph, and have helped students achieve places in competitive courses such as Medicine or at Oxford.

Quite the journey! You can read more on this  by clicking Here!

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GCSE History

Our extensive collection of resources is the perfect tool for students aiming to ace their exams and for teachers seeking reliable resources to support their students' learning journey. Here, you'll find an array of revision notes, topic questions, fully explained model answers, past exam papers and more, meticulously organised to simplify your search.

AQA GCSE History: The Period Study (Paper 1: Section A)

Aqa gcse history: wider world depth study (paper 1: section b), aqa gcse history: thematic study (paper 2: section a), aqa gcse history: british depth study (paper 2: section b), edexcel gcse history: the thematic & historic environment (paper 1), edexcel gcse history: period study (paper 2, booklet p), edexcel gcse history: british depth study (paper 2, booklet b), edexcel gcse history: modern depth study (paper 3), ocr gcse classical civilisation, ocr gcse history a, ocr gcse history b (schools history project), ocr gcse history: ancient history, wjec eduqas gcse history, wjec gcse history, articles and resources for gcse history students.

Find Your Perfect Revision Routine for GCSEs

How many gcse options can (and should) you choose, gcse grade boundaries: everything you need to know, gcse results day 2024, discover the secret to effective gcse revision, got questions we've got answers, what do you do in gcse history.

The GCSE History course covers a wide range of time periods whichever exam board is studied. All options include studying History from three eras - medieval, early modern and modern; over three time scales, short, medium and long; and in three geographical contexts. British History must form 40% of the course.

How to revise for History GCSE?

Start early as there is a lot of content over many time periods with many key dates and facts, so it is easy to confuse them. Starting early and revising each unit as they are completed will help you to distinguish between time periods. Work out which areas you find the most challenging so that you can focus on them using strategies such as the Save My Exams revision notes, mind maps and flashcards. You can then complete past papers and Save My Exams original topic questions to test yourself again. The questions in History are unlike questions in other subjects so it is important to practice the different types of questions you will face.

How to answer GCSE History questions?

The structure is key to answering GCSE History questions. Ensure that when you have made a point you then explain it fully and support it with examples, you need to be able to elaborate on your answer to demonstrate thorough understanding. In source-based questions ensure that you include different interpretations and apply them within your answer. You also need to ensure that you discuss the provenance of the sources provided - who is the author? Where is the source from? Look carefully at the command words in the question these will help you to understand what you need to include - in 'do you agree' questions you need to ensure that you reach a conclusion and give your opinion.

How to get a 9 in GCSE History?

The grade boundary in 2022 for a grade 9 was around 75% across the exam boards. To achieve a grade 9 you must ensure that you start revision early, read around the subjects covered from other sources and ensure that you structure your answers clearly. You need to demonstrate throughout the paper that you have a thorough knowledge and an excellent understanding of the content.

How many History GCSE papers are there?

This depends on the exam board. Edexcel and OCR specifications have 3 papers whereas the AQA GCSE has two papers.

How long is History GCSE exam?

This depends on the paper and the exam board. The two exams for AQA are 2 hours. For Edexcel Paper 1 is 1 hour and 15 mins whereas Paper 2 is 1 hour and 45 mins. The OCR papers are between 1 hour and 1 hour 45 mins.

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• Revision notes >
• A-Level History Revision Notes >

How to structure a History essay?

When structuring a history essay, there are several key elements to consider to ensure that your essay is well-organized and effectively communicates your arguments and ideas. Here’s a general structure that you can follow:

• Introduction: The introduction is the first part of your essay, and it should introduce the topic you will be discussing and provide some context for your reader. It should also contain your thesis statement, which is the central argument you will be making in your essay.
• Body: The body of your essay should be organized into several paragraphs, each of which should focus on a specific aspect of your argument. Each paragraph should begin with a topic sentence that introduces the main idea of the paragraph, followed by supporting evidence or examples. Make sure you organize your paragraphs in a logical and coherent way.
• Counterarguments: It is essential to address the counterarguments to your thesis statement, which may include different interpretations of the events or different theories. You should address them and provide evidence to show why they are not as valid as your argument.
• Conclusion: The conclusion is the final part of your essay, where you should summarize your key arguments and evidence. Avoid introducing new information in the conclusion. The goal of your conclusion is to demonstrate the significance of your argument and leave your reader with something to think about.
• Citations: Citations are essential in history essays. You must provide a bibliography to give credit to the sources you used. You can use different citation styles, but it is important to be consistent.

Remember, a well-structured history essay should be clear, concise, and well-supported by evidence. Good luck!

The best way to structure a history essay is to start with a clear introduction that provides context and states your thesis. Then, organize the body of your essay into paragraphs that focus on specific aspects of your argument and provide evidence to support your points. Finally, conclude your essay by summarizing your key arguments and demonstrating the significance of your thesis.

The number of paragraphs in a history essay depends on the length of the essay and the complexity of the argument. However, a typical history essay will have an introduction, several body paragraphs, and a conclusion. Each body paragraph should focus on a specific aspect of the argument and provide supporting evidence.

Yes, it is important to address counterarguments in your history essay to demonstrate that you have considered different perspectives and interpretations of the events. However, you should also provide evidence to show why your argument is more valid or persuasive than the counterarguments.

A good thesis statement for a history essay should clearly state your argument and provide a roadmap for the rest of the essay. It should be concise, specific, and debatable. Make sure you can support your thesis with evidence from primary and secondary sources.

Yes, it is essential to include citations in your history essay to give credit to the sources you used and to demonstrate your research skills. Make sure you use a consistent citation style and include a bibliography at the end of your essay.

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How to get a 9 in GCSE History

7 Plus, 8 Plus, 11 Plus, 13 Plus, Biology, Chemistry, Geography, Maths, Physics & Science

October 19th, 2022 Last updated: March 26th, 2024

As a part of our continuing series focused on GCSE subjects, we are pleased to present Chloe's guide for students aiming to achieve a Grade 9 in History.

How do I get a 9 in GCSE History?

Choosing History for GSCE is a great decision.

History is an interesting and varied subject that not only provides you with knowledge of past events, but also gives you a multitude of transferable skills. Studying History will improve your ability to prioritise information, form critical opinions of events and analyse sources- all of these skills are vital for any subject and will be things colleges and universities will be particularly seeking.

Part of the draw of History is the chance to go in depth into topics ranging from the Cold War to American Independence, however this creates the challenge of not only having to learn a large volume of information, but also having to apply it in a relevant, analytical and critical way, including key dates and events to back up your argument.

Being able to achieve this will set you well on the way to getting a 9.

According to the Department for Education: ‘To achieve grade 9, students’ evidence will show that they have securely met all the statements within the grade 8 descriptor, with stronger performance in most or all aspects of the grade 8 statements. You should therefore make sure you are familiar with these grade descriptors!

So, here are our 6 top tips to help you achieve a Grade 9!

Meet our History Teacher-Tutors

Tip 1 – Mocks Matter

Use your mocks.

Your mocks are a practice for the actual exam.

They are an unmissable opportunity to get an idea of what grades you are on track to get. Revising for your mocks in the way you intend to revise for the actual exam will show you what areas you need to work on, and can help you create useful targets.

It’s always tempting to look at your total mark or grade when you get your test papers back from your teacher. Really, though, this is of secondary importance. What’s most important is looking closely at those areas where your teacher (or tutor) has given you specific, targeted points to address. 

Understanding where you can improve means you can then try to ensure you include this on the next attempt and the result should be an improvement. It might take time (and your grades may go backwards before they go forwards), but it’s an essential part of being a student. 

If you are unsure on a point of feedback, try and make time to speak with your teacher to ensure you really understand where you need to improve, and crucially, how to do it.

Tip 2: Know it, don’t wing it

History is one of the most knowledge-intensive subjects, so make sure you dedicate time to really understand and know the content and context of your period.

Due to the large amount of content, you will need to make sure you are consistently reviewing the content to ensure it does not become hazy or vague.

To achieve a 9 in GCSE History you need to demonstrate to the examiner you have an excellent understanding of your course. Rudimentary or simple errors repeated throughout an essay, are likely to bring an assessment’s total marks down, rather than up. The odd error is probably fine, but an important date or evaluative point, which just seems out of place, will limit your chances of consistently being rewarded with the highest marks.

Tip 3: Excellent Essay Structure is Essential

Hone your essay structure.

At GCSE, having good essay technique goes a long way. It allows you to make sure you have included everything you need to produce a substantial answer, and it makes it clear and easy for the examiner to read and mark. Having an essay that is all over the place and lacks flow will mean the examiner is more likely to miss the point you are making.

A good structure to stick to is  PEEL:

Point: What is the point you are making? e.g On the one hand, the Battle of Stalingrad was the most important event of the Second World War.

Example/Evidence: What knowledge have you got that backs up this point? Are there any key events or dates you can include. e.g For example, the Hitler Youth indoctrinated children into believing Nazi ideologies.

Explanation: What does your evidence/ example show? Normally by physically writing  this shows…  or  this suggests….  you will be explaining! e.g This suggests that Germany was frustrated with the Treaty of Versailles as they blamed the Weimar Government for being too weak….

Link: Here you need to make sure the paragraph you have written ties in with the question. and links to your next point. It is almost a mini conclusion for your paragraph. A lot of the essays you need to write will be along the lines of ‘to what extent do you agree…’. For this type of question, you need to decide what your line of reasoning is. It is a good idea to have an opinion either way, but also include some counter arguments. In other words, you want to have a balanced argument, but it still be clear what your opinion is. Make sure you include a conclusion that sums up your essay and highlights your view.

As you develop as a historian you might be able to use PEEL in a more flexible and naturalistic way, but you should always ensure the same content, balancing evaluation and explanation, remains.

Tip 4: Revise in the Right Way

Get your revision right.

Although getting a 9 is more than just regurgitating information onto your page, you’re going to struggle to reach for that grade if you don’t have breadth and depth in your knowledge. There is a lot to remember, so effective revision is key.

Here are some ideas:

• Condensing your notes – to do this you need to read through your notes and summarise each section into a couple of sentences. This ensures that you have read and taken in the information, and then thought about what it means in a way that you can simplify it. Once you’ve done this, try going through the condensed version and condense it further.
• Flash cards – put key dates, places, people and facts on flashcards with a short description on the back and get someone to test you, or test yourself.
• Mind maps- write a topic in the middle of the page, and then brainstorm everything you can remember without looking at your books on the page. Then go back with a different colour and using your book, add the things you missed. When you revise next time, start with the topics you forgot to include.
• Make your own exam questions and answers- this is effective because it is getting in the head of the examiner. Go through your notes and think about possible questions for each section of information. Write these down, then in a few weeks have a go at answering them.
• Past papers- if you really want a 9, going through every past paper you can find, and then looking at the mark scheme or getting your teacher to mark it will help you understand where you need to improve.

Tip 5: Work Consistently

You need to do your best.

Getting a 9 takes a lot of work. It is designed to be the highest grade and reward only the select few. You need to really want it and be willing to put in the effort to get there. Deciding you want a 9 two months before your exams, when you’re predicted a 5 is going to be tricky to make happen.

But if you’re in your first year of GCSEs and you’re already predicted 6+, then a 9 is potentially within your reach.

Planning a schedule early can make a huge difference and ensure that you go can consolidate older content in time for the exams. It’s also important to give yourself some downtime so you can approach your studies well rested and motivated.

Tip 6: Use the Exam Board’s Resources

How do different exam boards differ?

Whilst all of the exam boards expect a similar standard and cover similar content, there are some key differences between them, depending on the themes and concepts

AQA History Papers

AQA loosely splits the exams into a paper on Britain and a paper on the wider world. For paper 1, students have the opportunity to study Russian communism, Independence in the USA and Germany through the world wars. Paper 2 has a focus on Britain, looking at the Normans, Elizabethans and the British empire. Past Papers: AQA | GCSE | History | Assessment resources

OCR History Papers

OCR has three papers. Paper 1 looks at International relations in Britain, then there is a choice of studying China, Russia, Poland, USA or South Africa in more depth. Paper 2 focuses on the theme of War and Power in Britain. Paper 3 looks at the impact of the empire and reformation on Britain. Past papers: GCSE – History B (Schools History Project) (9-1) – J411 (from 2016) – OCR

Edexcel History Papers

This is split into Paper 1, which is a British thematic study looking at medicine, crime and punishment and war. Paper 2 looks at Russia, Germany, China or the USA.

Past papers: Edexcel GCSE History (2016) | Pearson qualifications

Grade boundaries for History GCSE

These vary depending on the year, the exam board and the specific paper. Here is a guideline based on the 2022 papers: Grade 9: 73% Grade 8: 67% Grade 7: 60% Grade 6: 52% Grade 5: 44% Grade 4: 38% Grade 3: 27% Grade 2: 16% Grade 1: 8%

Bonus Tip: Have an Opinion!

If there is one thing human beings are good at, it’s having opinions.

The difference between a great essay and a piece of technical explanation, is an opinion. The examiner will want to see not only that you know things and that you can evaluate them, but that you also have an opinion  of them! 

‘Balanced’ pieces that use the term ‘I both agree and disagree’ don’t really tell us much and when you think about it, don’t really make sense. You should opt for one side over the other while still presenting the other side’s position in a fair manner. You should then show why that position is wrong and answer the question throughout!

Final Thoughts

 Overall, getting a 9 in History is difficult but not impossible. It is definitely achievable if you have been successful at KS3, enjoy History as a subject, and are willing to put lots of consistent work in. With effective revision and practice, you’ll likely be able to achieve the grade you’re hoping for!

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How to structure a History essay? :(

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How to answer a “to what degree/extent” essay question

One of the most popular question types to appear on History assessment tasks is one that starts with the phrase, “To what extent/degree...”.

Despite the fact that it appears so frequently, particularly on exam papers , some teachers and students are not sure how to correctly write a response to it.

Thankfully, "to what degree/extent" questions are relatively easy to understand and to write a sophisticated response to, as long as you know what they are specifically asking you to do.

In this blog post, I will explain what such questions are asking you to do and give you some practical tips on how to write an essay response to a “To what extent/degree” question so that you feel confident in your assessment pieces.

Watch a video explanation:

Watch on YouTube

Understanding the question

First of all, it is crucial to understand the purpose of the word “degree” or “extent” in this kind of question. Regardless of which of the two words are used, they mean exactly the same thing: they are asking you to assign a degree of importance to how influential or important a particular factor is regarding the topic at hand.

A useful way of conceptualising the degree of importance , is to think of a simple scale that you could measure it against:

Most of the time, a "to what degree/extent” question is ultimately asking you to decide a single factor’s importance in comparison to another, potentially equally important factor. In other words, you need to argue which of two things is the most important.

Therefore, you will say that one of the two factors was “ to a greater degree ” important, while the other is “ to a lesser extent ” important.

It is rare that this kind of question will require you to say that only one factor was the only important element in regards to a topic. Any event in history is a complex combination of multiple factors, and it is too simplistic to assign only one factor to any topic.

That is why this kind of question is so popular with essays about historical causation , consequences or significance in History exams. These topics acknowledge that there are multiple factors which contributed to a historical event or idea. 

Example essay questions

Sometimes, the question itself will provide you with the two elements that it wants you to compare. For example:

“To what degree was political ideology more important in Hitler’s rise to power than the economic conditions in Germany in the early 1930s?” 

As you can see in this “to what degree” question, it is asking you to decide whether “political ideology” was “more important” than “the economic conditions in Germany in the early 1930s”. Therefore, in your answer to this question, you need to clearly state which you think was “more important”.

Here is another example: 

“To what extent did the Black Death in 14th century Europe decrease the papacy’s cultural influence in comparison to the political scandals within the curia?” 

Once more, it is easy to identify what you are being asked to decide between: whether “the Black Death in 14th century Europe” or “the political scandals within the curia” was more important in causing the decline of “the papacy’s cultural influence”.

However, sometimes an essay question will only give you one factor, in which case you will need to choose the second factor to compare it against.

For example 

“To what degree was Julius Caesar’s assassination the result of his own hubris?” 

In this example, the question only gives you “his own hubris” as one important element. Therefore, you will need to decide, based upon your own historical knowledge and the sources supplied, something else to compare it against.

It is still important, though, that you still come to a conclusion about which of the two elements was the most important.

How to structure your answer to the question (the hypothesis)

Once you have identified the two elements you are going to compare in your answer, you need to decide which of the two you are going to assign most importance to.

When you write your answer to the essay question (which will become your hypothesis ), you have to ensure that you clearly state which of the two options you have decided is the most important. You can use the following cues to identify the greater and lesser factors:

“[Factor 1] was, to a greater degree , more important in [the Topic] than [Factor 2] because...” 

“[Factor 1] was the main cause of [the Topic] despite the role of [Factor 2] because...” 

“While [Factor 2] did play a role in [the Topic], [Factor 1] was by far the most significant element because...”

As you can see in these example structures, you need to:

• clearly state the two topics you’re comparing
• mention the topic to which they relate
• have a clear decision about which of the two factors are most important to the topic

Also, don't forget to provide clear reasons for your decision after the “because” in your hypothesis.

How to structure your essay

 Once you have decided which of the two factors was the most important and which was the least important, then you can start planning your essay paragraphs .

Since essays typically require you to follow the standard five-paragraph structure ( introduction paragraph , three body paragraphs , and a conclusion paragraph ), you know that you will have three body paragraphs available for arguing your decision.

• In two out of your three body paragraphs, provide two separate reasons for why one factor was the most important  
• In the third of your body paragraphs, talk about the lesser contributing factor  

This helps us to use a simple structure to respond to a “to what degree/extent” essay question:

Here is a visual representation of the structure to help you:

By dividing your three body paragraphs in this way, you devote two-thirds of your essay to the most important of the two factors, and then one-third to the lesser of the two factors.

At the start of each body paragraph, then, you need a clear topic sentence that provides a reason why this factor was important. Ensure that you have two separate reasons to support the factor you’ve chosen as the most important, and one for the lesser of the two factors.

For example: 

Topic sentence for body paragraph 1: 

“[Factor 1] was the most important element in [the Topic] because...” 

Topic sentence for body paragraph 2: 

“Another reason that [Factor 1] was the most important element in [the Topic] is because...” 

Topic sentence for body paragraph 3:  

“To a lesser degree, [Factor 2] was important to [the Topic] because...”

Some rare exceptions

The advice provided above will serve you well in replying to almost all “to what degree/extent” essay questions. However, here are some rare exceptions which you might need to watch out for, along with some quick advice for how to deal with them.

Some questions may ask you to compare three separate factors. On these occasions, the question is probably guiding you to argue that all three factors were of equal importance. Typically, you can assign each factor to a body paragraph and provide one reason why each element was a contributing factor.

Some questions may ask you to only assign a degree of importance to only one factor, without expecting you to provide a second alternative. In short, if this happens, it is probably a poorly written question.

Essay questions that require the analysis and explanation of only one factor should probably be a “how” or “why” question, rather than a “to what degree/extent” question. Firstly, check with your teacher about if they really do only want one factor considered and ask how they intend for you to answer the question.

Additional resources

For additional resources on how to write all the elements in a History essay, please check out the following scaffolding guide , which has examples of full paragraphs to help you out. 

For advice on other kinds of exam questions, read over the exam question advice section .

Write a comment

Kim Brett ( Tuesday, 01 September 2020 23:32 )

As always, you've got your finger on the pulse, Michael. My students at Our Lady's College Annerley really appreciate your posts. Best wishes

History Skills ( Wednesday, 02 September 2020 02:13 )

My absolute pleasure, Kim. So good to hear that your students are finding the information helpful. Please say 'hello' to them for me and tell them I wish them all the best for their upcoming assessment.

Jeffery ( Friday, 18 December 2020 16:41 )

Hello, I am unsure how to formulate a thesis to this question, can you help me. "To what extent were the American colonists justified in revolting against England?"

Mutsawashe (Tuesday 15 June) ( Tuesday, 15 June 2021 15:29 )

please help me answer this question,"how far did the Germans benefit from the social policy ".My answer should start with ,the Germans benefited from the social policy to a lesser extent. So what comes next.

sharon odawa ( Thursday, 02 September 2021 01:12 )

my question is."to what extent does common and equity law a source of kenya"please help

maddison ( Sunday, 07 November 2021 03:06 )

this has literally saved me so much time on my assessments.

Karina Doherty ( Wednesday, 10 November 2021 17:26 )

It is possible to ask a well written 'to what extent' question that does not require a comparison, but only asks students to provide a judgement about a degree of success. There will naturally be a discussion about factors that limited the success or impact of a particular event or policy, but this is not really a comparison. The question could still be a perfectly valid and well-written.

Christina ( Monday, 13 June 2022 02:19 )

Great advice! Would be great if you correct the reference to a hypothesis. The correct word hers is "thesis".

Queenest ( Wednesday, 12 October 2022 17:41 )

Thank God I came across this article. It has been a blessing to me. Thank you so much

Ishmael ogechi ( Wednesday, 28 June 2023 10:59 )

Can an extent be used in questionnaire construction to elicit responds from respondents? Please may I know the firs scholar that used this term or introduced it in research work and when? Thank you.

Joy ( Wednesday, 18 October 2023 08:32 )

Can a ''to what extent'' question be used for the prevalence of the disease in two different parts of the world?

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Guide to GCSE results for England, summer 2024

Grading has continued as normal in summer 2024, following the return to pre-pandemic standards last year. Overall GCSE results are similar to summer 2023.

Today, students in England are receiving more than 5.6 million GCSE results. Students’ grades have been determined by their performance in their exams and assessments. These qualifications provide students with trustworthy evidence of their achievements so they can move forward in their education or training.  

Grading has continued as normal this summer, following the return to pre-pandemic standards last year. It is important that grades reflect what students know, understand and can do, to support students in making the right choices about their next steps. 

The Chief Regulator at Ofqual, Sir Ian Bauckham CBE, said: “Consistent, rigorous standards of grading are producing consistent results.   

“It is evidence that we have settled back into a pattern of dependable and trustworthy results.”

Key points 

Grading has continued as normal this summer and standards have been maintained from summer 2023.   

GCSE entries have increased by more than 250,000 compared with summer 2023. There has been an increase in the 16-year-old population since 2023, and there are more entries from post-16 students this summer for GCSE English language and maths. The changes to the post-16 cohort are reflected in the GCSE English language and maths results published today. 

Overall GCSE results are similar to 2023. Outcomes at grade 7 and above are 21.7% compared with 21.6% in 2023, and outcomes at grade 4 and above are 67.4% compared with 67.8% in 2023. 

The results for GCSE French, German and computer science reflect the small adjustments we required exam boards to make this summer.

Today (22 August 2024) we are publishing: 

a summary of results (below) 

infographics about this year’s GCSE results  

interactive visualisations of outcomes by centre type, variability in school and college GCSE results, GCSE outcomes in England, an interactive map of England showing GCSE results in different subjects by grade and county and GCSE grade combinations 

results of the 2024 National Reference Test

As normal, the Joint Council for Qualifications (JCQ) has  published results in England for GCSE , overall and by subject. These results are also shown in our  interactive visualisation .

Centre type results 

Ofqual has updated its interactive visualisation to show GCSE results for different types of school and college compared with previous years, overall and by subject. The centre type categories are based on the  national centre number (NCN) register  and are self-reported by schools and colleges. Our interactive visualisations only include those schools or colleges that have entries for a particular subject in every year from 2018 to 2024. 

Overall results for all types of school and college are broadly similar to 2023 at grade 7 and above and grade 4 and above. When students take exams, the same assessment arrangements apply to everyone. Differences in outcomes are therefore likely to reflect longstanding trends in the pattern of results for different centre types. Changes compared with 2023 will reflect changes in attainment or changes in the cohort of students taking qualifications across different types of centre. For example, more post-16 students took GCSEs this summer compared with 2023, and these students typically make up the majority of GCSE entries in further education establishments and colleges.

Cumulative percentage outcomes by centre type – grade 7 and above

Cumulative percentage outcomes by centre type – grade 4 and above

Centre variability 

Ofqual’s interactive visualisation shows the level of variation in schools’ and colleges’ GCSE results compared with 2023. We know that, in any year, individual schools and colleges may see variation in the proportion of students achieving particular grades compared with previous years. This can be due to many different factors, including differences in the mix of students entered for particular qualifications, different teaching approaches, changes in teaching staff or teaching time, and changes to qualifications.   

Our interactive visualisation allows users to explore variation in centres’ results for different age groups and sizes of centres.

GCSE French, German and computer science 

This summer we required exam boards to award GCSE French, German and computer science more generously .  

The positive adjustments in French and German follow our detailed review of an extensive evidence base as part of our work on inter-subject comparability, and subsequent announcement in 2019, that we would seek  to align grade standards in GCSE French and German with Spanish . Exam boards were required to make small positive adjustments in French at grades 7 and 4, and in German at grades 9, 7 and 4. This follows adjustments in both subjects at grades 9, 7 and 4 in summer 2023. The adjustments were taken into account during awarding and are reflected in results. We did not require exam boards to make a further adjustment at grade 9 in French this summer, as the evidence suggests that there was broad alignment with Spanish in summer 2023.

For GCSE computer science we conducted an extensive programme of research considering grading standards over time , given the changes that have been made to the qualification in the short time that it has been available (the first awards were in 2012). Our research suggests that standards may have become slightly more stringent through the period from 2014 to 2019, likely due to the changes to the qualification and the context during this period. We therefore required exam boards to award more generously this summer at grades 9, 7 and 4, to reflect the findings of the research. These small adjustments were taken into account during awarding and are reflected in results.

Equalities analyses 

As well as the results breakdowns published today, Ofqual will be repeating the equalities analyses that we have published since 2020 . Ofqual makes this information available so that the whole sector can understand qualification results and use this to inform policy making and practice. These detailed analyses consider whether the gaps between results for different groups of students have changed compared with previous years, while controlling for a range of student characteristics. It is important that these analyses control for as many student characteristics as possible, so that meaningful conclusions can be drawn from the results. This does mean, however, that it is not possible for us to complete these analyses ahead of results being issued, because final data from exams is only available very close to results days. We will publish our equalities analyses as soon as we can, in the autumn. 

When students take exams, the same assessment arrangements apply to everyone – students’ grades are solely determined by the number of marks they achieve in the assessments, and the same rules apply to everyone taking the same qualification. The gaps between results for different groups of students are therefore likely to reflect long-standing trends in attainment, and any changes this year will reflect changes in attainment. Differential patterns of achievement in qualifications reveal, rather than create, educational disparities. They are an important part of the evidence needed for addressing those disparities.

Grade boundaries 

Exam boards have set grade boundaries this summer based on a combination of data and qualitative evidence. As in any year, there has been an important role for examiner judgement. Expert examiners have reviewed the quality of students’ work compared with previous years.  

Grade boundaries typically change each exam series and are often different between exam boards. This reflects any differences in the difficulty of the assessments. If an exam paper is harder the grade boundaries will be lower, and if an exam paper is easier the grade boundaries will be higher. This is important to ensure that students are not advantaged or disadvantaged based on the exam paper that they sit. This means that some grade boundaries are lower than 2023, while others are higher. 

Grading has taken place as normal this summer and standards have been maintained from summer 2023. Students can therefore be confident in the grades they receive, irrespective of the grade boundaries or how they compare with last year.

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