How-To Guide: GCSE Edexcel History - Early Elizabethan England, 1558-88
This resource breaks down each question in the Edexcel GCSE exam on Early Elizabethan England, 1558-88 (Paper 2, B4). It explains what each question is asking, the topics that have come up in past papers, and the best way to structure your answers in order to gain top marks.
This exam is one half of Paper 2, which consists of two separate booklets. There is a B option (British depth study) and a P option (Period study). This guide focuses on the B4 booklet. Candidates have 1 hour and 45 minutes to complete both booklets. We recommend spending 45-50 minutes on each, to allow for some checking time at the end. The total mark for each booklet is 32. This gives an indication of how much time to spend on each question.
The key skills needed for this paper are grouped into two categories: AO1 and AO2. AO1 refers to ‘knowledge and understanding of key features and characteristics’, and AO2 requires ‘analysis of second order concepts: causation, significance, similarity and/or difference, change and/or continuity’. Essentially, to receive AO1 marks, you need to explain what happened. For AO2, you need to take this one step further and think about why this was important. Asking yourself ‘so what?’ whenever you describe an event or process is a great way to prove your analytical skills.
The B booklet has three questions. The following guide breaks down each question in detail.
1. The 2-Marker
Question 1 in the exam is split into two parts and you need to answer both. The format has recently changed. Previously, candidates were asked to describe two features of one event/topic. Now, you are asked to describe one feature each of two different events/topics.
Here is an example question:
1 (a) Describe one feature of the 1572 Vagabonds Act in early Elizabethan England. (2 marks)
1 (b) Describe one feature of education in Elizabethan England. (2 marks)
For this question, you don’t need to provide a long or in-depth answer. You just need to identify one feature, and then provide a brief description. 1 mark is awarded for stating a key feature and 1 mark for knowledge about the feature.
Here is an example answer for question 1(b):
“One feature of education in Elizabethan England was that it was not compulsory. Boys from wealthy families would be educated at home, by a private tutor.”
2. The 12-Marker
This question is often an “explain” one. This means that you will probably be asked to explain the causes or reasons behind something. Causation (the cause/s of something) is what we call a ‘second-order concept’. This means incorporating some analysis. You’re not just explaining what happened, but you’re thinking about why this happened or the significance of this. (Think about the ‘so what?’ question.)
The example question below shows the format this question often appears in:
Explain why Mary, Queen of Scots, was executed in 1587.
You may use the following in your answer:
The Privy Council
Mary’s claim to the English throne
You must also use information of your own.
(12 marks)
The key approach to take with this question is to explain why something happened. It isn’t enough just to state the historical facts, but link these back to the question about why a certain event or dynamic occurred.
You should discuss at least three factors in your answer. Use the two provided in the question and then think of a third or even a fourth, to show that you are using information of your own. Try to use PEEL paragraphs (Point, Evidence, Explanation, Link).
You don’t need to include an introduction for this question unless you want to, but you will need at least three separate paragraphs: one for each factor. It isn’t absolutely necessary, but it would be good to have a concluding sentence or two, to sum up your factors.
6 marks are awarded for AO1 (wide range of specific knowledge of the period and topic stated in the question) and 6 marks for AO2 (analysis of the key second-order concepts, usually causation for this question). Equal weight is given to explaining what happened and then analysing why this was significant.
Past Papers
2018: The increase in exploration.
2019: The failure of the first colony in Virginia.
2020: The Puritan challenge of Elizabeth’s religious settlement.
2021: Challenges to Elizabethan rule in 1558.
2022: Treatment of the poor.
2023: Execution of Mary, Queen of Scots.
2024: Defeat of the Spanish Armada.
Timekeeping
Spend a couple of minutes planning, and around 15 minutes writing.
Structure
First paragraph: Outline your first reason. Explain what happened and why this wa important, then link back to the question (i.e. why did … cause …?)
Second paragraph: Take the same approach as your first paragraph.
Third paragraph: Same approach.
Fourth paragraph (only if you have time!): Same approach.
Conclusion: In one or two sentences, summarise the three/four factors that you have discussed and link back to the question.
The 16-Marker
For the final question in the exam, you get a choice between two options. Only answer one! This question is often structured along the following lines:
“New technology was the main reason why exploration by the English increased in the years 1558–88.” How far do you agree? Explain your answer.
You may use the following in your answer:
Navigational instruments
Sir Francis Drake
You must also use information of your own.
(16 marks)
The key approach to take with this question is to weigh up all of the evidence and form your own opinion. You need to make a sustained judgement to achieve the top marks. This means making a clear and non-contradictory argument. Make it clear in your introduction what your opinion is, support this in the main body of your essay, and re-emphasise again in your conclusion.
Try to use PEEL paragraphs (Point, Evidence, Explanation, Link).
6 marks are awarded for AO1 (wide range of specific knowledge of the period and topic stated in the question) and 10 marks for AO2 (analysis of the key second-order concepts, e.g. causation, consequence, similarities and differences, importance). Your analysis and judgement are important for this question - always think ‘so what?’ when making a point!
Past Papers (two question options)
2018: The effective use of naval tactics by the English during the Spanish Armada - Attitudes towards the poor
2019: Catholic opposition to Elizabeth - Sir Francis Drake and his achievements
2020: Mary, Queen of Scots, and her claim to the English throne - Education in Early Elizabethan England
2021: Rivalry between England and Spain - Leisure activities for the rich and poor in Elizabethan England
2022: The problem of Elizabeth’s legitimacy - Revolt of the Northern Earls and challenges to Elizabeth’s rule
2023: Political rivalry with Spain and English involvement in the Netherlands - Increasing exploration by the English
2024: Challenges to Elizabeth’s religious settlement - Failure of the first colony in Virginia
Timekeeping
Spend up to 5 minutes planning, and around 20 minutes writing.
Planning is important for this question to ensure that you know what argument you are making from the get-go. You won’t be able to receive the top marks if your argument changes halfway through.
Structure:
Introduction (a couple of sentences only)
“I agree that … was the main reason for … because … However, there were also other reasons, such as …”
OR “I disagree that … was the main reason for … Instead, … was a more important factor because …”
First paragraph
“The main reason for … was …”
Expand on this factor - think about the W questions (who/what/where/when/why). Explain what happened (AO1) and why this was significant (AO2).
Second paragraph
“Another reason for … was …”
Take the same approach as your first paragraph. What happened, and why was this important? If you can, counter this with why your main factor was the most important, so that you are providing a coherent argument.
Third paragraph
“A final reason for … was …”
Take the same approach as paragraph 2.
Conclusion
“Overall, I agree that the main reason for … was …, because … ” Summarise the key points behind this factor. Acknowledge the other factors you have discussed, but re-emphasise why the main reason was the most important.
OR “Overall, I disagree that the main reason for … was … Instead, … was more important because …” Take a similar approach to above - summarise the key points behind your main reason, acknowledge that the reason given in the question is also important, and then explain why your reason is the most important one.
Final Pieces of Advice
This exam tests your ability to demonstrate two skills. Firstly, you need to show that you understand and explain key concepts, topics, and events in depth. This requires good historical knowledge. Secondly, you must show that you can analyse these key topics and construct a logical and coherent argument. The ‘so what?’ question is really important. For example, why is this specific event important? What is the significance of this individual? How did this event lead to change? These are the kinds of questions you should ask yourself, particularly in questions 2 and 3.
Keeping to time and planning questions 2 and 3 beforehand will be important. This will ensure that you don’t run out of time, that you discuss everything you want to, and that your argument is logical and reasoned. We recommend that you write the exam in order of the questions, but before you begin, read through each question so that you know what is coming up. Your brain will subconsciously begin to put together an answer for questions 2 and 3 while you are focusing on question 1!
Finally, don’t panic! Even if you don’t feel very confident about one of the questions, you will have some knowledge about something that is relevant to discuss. Whilst you are planning your answers, you will find that things come back to you.
Good luck!
