NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
History
A Guide to Higher History:
For teachers and lecturers
[HIGHER]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications (NQ).
Users of all NQ support materials, whether published
by Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Please note that this resource currently refers to the old Higher History
qualification first offered in 2010 and NOT the new National Qualifications
which have been developed to meet the aims of Curriculum for Excellence.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for History.
© Learning and Teaching Scotland 2009
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
Contents
Introduction
4
Section 1: A quick guide to the arrangements
5
Section 2: Essay writing
18
Section 3: Extended essay
26
Section 4: Sources
30
Appendices
31
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INTRODUCTION
Introduction
Higher History has undergone significant change. In 2007, a more explicit
marking approach for the extended essay was introduced, while the
introduction of a 20-mark essay in Paper 1 was implemented for the 2008
examination. The success of the more rigorous marking approach for the
extended essay led to the introduction of marking guidelines for Paper 1 for
the 2009 examination. For the 2011 examination diet onwards, Scottish
History will become a compulsory element of the Higher.
This guide to Higher History has been envisaged as a supportive tool, to
provide additional guidance for the revised arrangements document (effective
from 2010 onwards with the first examination in 2011), while drawing
together existing knowledge and practice into one document. The guide fully
reflects Curriculum for Excellence, as well as the role of assessment.
It is recognised that this guide cannot prescribe; rather it is intended as a tool
to aid both teachers and students. It aims to be a working document for the
practitioner, providing the crucial preparatory support in the delivery of
Higher History. It offers a platform for continued professional and curricular
development that would ultimately hone what is being delivered as well as
how it is being delivered.
In addition, this guide has been written as part of a series of support materials
produced by Learning and Teaching Scotland to support the all -encompassing
nature of change that has taken place in Higher History.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Section 1: A guide to the arrangements
Higher History: British & European and World
Introduction
Both units have identical learning outcomes and both are assessed in Paper 1
of the final examination. The units require students to:
 apply knowledge and demonstrate understanding of a hist orical issue in a
selected context
 evaluate a historical issue in a selected context.
The contexts cover the broad periods of medieval, early modern and later
modern history. In terms of Paper 1, the questions answered may relate to any
historical period. There is a free choice of contexts within each section.
The units are specifically designed to encourage students to explain and
comment on historical developments and events; to respond to historical
issues by way of reasoned argument; and to come to a conclusion that has
been reached using valid historical evidence. Emphasis is placed on the skills
of communication and independent thinking.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Contexts
British
European and World
Medieval
Church, State and Feudal
Society
The Crusades, 1071–1204
Early
modern
The Century of Revolutions,
1603–1702
The American Revolution,
1763–1787
or
or
or
The Atlantic Slave Trade
The French Revolution to 1799
Britain, 1851–1951
Germany, 1815–1939
or
Italy, 1815–1939
or
Russia, 1881–1921
or
USA, 1919–1968
or
Appeasement and the Road to
War to 1939
or
The Cold War, 1945–1989
or
Later
modern
or
Britain and Ireland, 1900–
1985
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Higher History: Scottish History
Introduction
The Scottish History unit seeks to build knowledge and understanding of
historical themes on a chosen context. It also seeks to develop the skills of
historical-source handling and independent thinking. Students will become
skilled in source handling, requiring them to analyse sources by interpreting
them, comparing them and by placing them int o their historical context.
Students will further hone their source-handling skills by explaining
historical developments surrounding the sources and evaluating the reliability
and usefulness of the sources.
This unit will be assessed in Paper 2 of the fi nal examination and requires the
student to:
 evaluate sources with reference to their provenance and content
 evaluate sources with reference to their wider historical context.
Scottish History units
Students will have the opportunity to learn one of the following units:
1.
The Wars of Independence, 1286–1328
2.
The Age of the Reformation, 1542–1603
3.
The Treaty of Union, 1689–1740
4.
Migration and Empire, 1830–1939
5.
The Impact of the Great War, 1914–1928
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Assessment
Unit assessments (NABs)
Unit
Assessment
Total
number
of marks
Pass
mark
Time
allowed
Historical study:
British
One essay (from a
choice of three)
20
10
1 hour
Historical study:
European and
World
One essay (from a
choice of three)
20
10
1 hour
Scottish History
Three questions (from
four) based on four
(out of five) sources
20
10
1 hour
External assessment
Unit
Paper
Task
Marks
Time
allowed
1 hour
and 20
minutes
Historical study:
British
1
Answer one essay from
a choice of three
20
Historical study:
European and World
1
Answer one essay from
a choice of three
20
Scottish History
2
Answer four questions
based on five sources
30
1 hour
and 25
minutes
Extended essay
–
Answer one question
of student’s own choice
in extended piece of
writing
30
2 hours
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Learning and teaching
Essential learning and teaching approaches
The following approaches are in line with the arrangements document and
fully reflect the aims and rationale behind Higher History.
 Students should engaged in wide-ranging, independent reading, relevant to
their historical studies.
 Students should analyse primary and secondary source material. They
should:
– interpret historical source material
– evaluate historical source material.
 Students should record information in a systematic fashion from a variety
of sources:
–
–
–
–
books
lectures/teacher exposition
electronic media
audio-visual materials.
 Students will become acquainted with relevant historical terms and
concepts.
 Students should participate in formal and informal discussion and debate
based on and informed by historical evidence and knowledge. Students
will develop the ability to think independently and make informed
judgements. Exercises should take the form of:
– informal discussion in groups or as a class
– formal, prepared debate.
 Students should develop the skills for extended writing, encompassing
descriptive and analytical essays or equivalent responses of differing
lengths.
 Teachers should employ formative assessment strategies.
 Students should exercise critical thinking.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Learning outcomes
Historical studies: British & European and World
Outcome 1
Apply knowledge and demonstrate understanding of a historical issue in a
selected context.
Performance criteria:
Students must:
(a)
(a)
(b)
(c)
The knowledge selected from
recall is relevant.
The knowledge selected
demonstrates accurate
understanding of the issue.
The knowledge is applied to
address a specific historical issue.
(b)
(c)
have a good knowledge and
understanding of the topics
and issues studied
be able to select relevant,
accurate and appropriate
recalled knowledge
apply knowledge and
understanding to address a
specific historical event/issue
or theme.
Outcome 2
Evaluate a historical issue in a selected context.
Performance criteria:
Students must:
(a)
(a)
(b)
(c)
(d)
(e)
10
The historical issue is placed in
context.
The explanation is valid in terms
of the historical issue being
addressed.
The response is appropriately
structured.
The evaluation makes use of
historical evidence.
The conclusion is relevant to the
issue and is supported by the
evidence presented.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
(b)
(c)
(d)
use their knowledge and
understanding to place a
specific
event/issue/development in
its correct historical context
be able to explain and analyse
the event/issue or theme
be able to clearly structure
their answer, ensuring good
use of comprehensive and
robust evidence
use relevant evidence to back
up their explanation/analysis.
SECTION 1: A GUIDE TO THE ARRANGEMENTS
Scottish History
Outcome 1
Evaluate sources with reference to their provenance and content.
Performance criteria:
Students must use their
knowledge and understanding of
the topic to:
(a)
(a)
(b)
(c)
The evaluation of one source
takes account of its origin and
purpose.
The evaluations interpret the
content of the sources.
The comparison of two sources
demonstrates understanding of
their content.
(b)
(c)
evaluate a range of primary
and secondary sources, taking
into account their origin and
purpose
correctly interpret the content
of the source(s)
make comparisons between
sources, both overall and in
detail.
Outcome 2
Evaluate sources with reference to their wider historical context.
Performance criteria:
Students should use their own
knowledge and understanding of
the period to:
(a)
(a)
(b)
(c)
The evaluations of the sources
relate to the historical
developments and events through
recall.
The evaluations present balanced
views of the sources.
The evaluations of the sources
demonstrate understanding of the
wider context.
(b)
(c)
place source(s) in their wider
context and assess possible
contextual implications
present a balanced view of
the source(s)
consider the wider contextual
background to which the
sources relate.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Articulation with Curriculum for Excellence
‘The purpose of...Curriculum for Excellence is to improve the learning
attainment and achievement of children and young people living in Scotland
… and acquire the full range of skills and abilities for growing, living and
working in the contemporary world.’
Successful learners
with:
 enthusiasm and motivation for
learning
 determination to reach high
standards of achievement
 openness to new thinking and
ideas
Communication:
 Extended writing – essay and
extended essay.
 Use of relevant historical terms and
concepts.
 Development of debate and
discursive skills.
and able to:
 use literacy, communication
and numeracy skills
 use technology for learning
 think creatively and
independently
 learn independently and as part
of a group
 make reasoned evaluations
 link and apply different kinds
of learning to new situations.
Numeracy:
 Understanding of time and historical
sequence.
 Analysis of statistical data.
Thinking creatively:
 Forming opinions/conclusions.
 Debate and discussion – lines of
relevant argument.
 Extended essay.
Independent learning:
Increasing responsibility for own
learning as course progresses.
 Evidence of independent research in
preparing for the extended essay.

Make reasoned arguments:
 Making informed
judgements/conclusions.
 Interpreting source material.
Link and apply learning:
 Many of the skills in history are
transferable.
 Tangible links to skills for learning,
skills for life and skills for work.
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Confident individuals
with:
 self-respect
 a sense of physical, mental and
emotional wellbeing
 secure values and beliefs
 ambition
Relate to others:
 Developing skills of empathy to
inform judgement.
and able to:
 relate to others and manage
themselves
 pursue a healthy and active lifestyle
 be self-aware
 develop and communicate their own
beliefs and view of the world
 live independently as they can
assess risk and make informed
decisions
 achieve success in different areas of
activity.
Manage themselves:
 Students have to take
responsibility for their own
learning.
Communicate own beliefs and
views:
 Forming and communicating
argument in debate and
discussion.
Make informed decisions:
 Interpretation and evaluation of
historical sources.
Achieve success in different areas
of activity:
 Key skills of planning and
organising, critical thinking and
communication are transferable
skills.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Responsible citizens
with:
 respect for others
 commitment to participate
responsibly in political, economic,
social and cultural life
and able to:
 develop knowledge and
understanding of the world and
Scotland’s place in it
 understand different beliefs and
cultures
 make informed choices and
decisions
 evaluate environmental, scientific
and technological issues
 develop informed, ethical views of
complex issues.
Develop knowledge and
understanding of the world:
 Knowledge and understanding is
developed by studying human
activity and development, and
its contribution to shaping the
modern world.
Understand different cultures and
beliefs:
 Study the way of life of the
people of Scotland, Britain,
Europe and the world at times in
the past.
 Scottish History unit will
facilitate a greater
understanding of Scotland’s
place within the world.
Make informed choices and
decisions:
 Analysis of the effect of human
activity on the world and in
society in the past.
Develop informed ethical views of
complex issues:
 Debate, discussion and personal
reflection on issues raised by
historical content.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Effective contributors
with:
 an enterprising attitude
 resilience
 self-reliance
Communicate in different ways:
 informally and formally
 as an individual and as part of a
group.
and able to:
 communicate in different ways and
work in different settings
 work in partnership and in teams
 take the initiative and lead
 apply critical thinking in new
contexts
 create and develop
 solve problems.
Work in partnership and in
teams:
 to complete course tasks
 to discuss and debate historical
issues.
Apply critical thinking in new
contexts:
 Apply historical knowledge and
understanding to analyse current
world problems or issues.
Create and develop:
 new ideas/analysis of historical
concepts.
Problem solving:
 using evidence to support
historical judgements
 by applying knowledge and
understanding to consider
current world problems or
issues.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Articulation with Assessment
Assessment is an integral part of learning and teaching in Curriculum for
Excellence. It can provide an overarching picture of a young person's
progress and achievements as they develop the knowledge, skills and
attributes needed for learning, life and work.
Further support on the role of assessment, implicitly reflecting the purposes
and principles of Curriculum for Excellence, can be found in ‘Building the
Curriculum 5: A Framework for Assessment’. This was designed to help
those with a responsibility for learning and teaching.
A streamlined and coherent system of assessment is required to ensure
students, parents, teachers and other professionals have the necessary
feedback regarding students’ learning and development needs. The underlying
principles of assessment have, to a large extent, been borne out of Assessment
is for Learning (AifL), which was founded on a research evidence base that
emphasised four big ideas about learning. Students learn best when they:
 understand clearly what they are trying to learn, and what is expected of
them
 are given feedback about the quality of their work, and what they can do to
make it better
 are given advice about how to make improvements
 are fully involved in deciding what needs to be done next, and who can
give them help if they need it.
The AifL Programme applies a bottom-up approach to developing a
streamlined and coherent system of assessment, through action research
undertaken by teachers in schools, to provide parents, teachers and other
professionals with the feedback they need on students’ learning and
development needs.
The list below shows various ways in which teachers and lecturers may cover
some of the key elements in assessment.
Sharing learning/assessment criteria
 Use of essay marking sheet (Appendix 2: Higher History extended essay
feedback sheet)
 Clear learning outcomes for each lesson or topic shared with students.
 Students involved in identifying and agreeing task success criteria, eg for
debate.
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SECTION 1: A GUIDE TO THE ARRANGEMENTS
Feedback
 Making use of both verbal and written feedback to inform next steps. This
will perhaps be based mostly on performance in debate and discussion as
well as submitted essays and source responses.
 Feedback is clear and builds on previous advice. Retaining a copy of
individual student’s essay marking sheets would be a helpful way to
achieve this.
Peer and self-assessment
 Students should judge their own performance against the learning
intentions and success criteria. Students can keep a record of their own
comments on assessed work in their jotters.
 Students could pair up with a ‘critical friend’ who can provide positive
feedback and suggestions for development.
Questioning
 Current practice of higher-order questioning to provoke debate and
discussion.
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SECTION 2: ESSAY WRITING
Section 2: Essay writing
Introduction
The assessment for Paper 1 in Higher History focuses on essay writing.
Students are required to answer two questions worth 20 marks each. From
2009 onwards, detailed marking instructions will be provided for Paper 1 on
the Scottish Qualifications Authority (SQA) website.
Key areas
SQA have highlighted three key areas in Paper 1.
Students need to:



address clearly the questions set
demonstrate understanding/deployment of historical analysis – rather than
a narrative/descriptive approach
structure answers, particularly with regard to introductions and
conclusions.
Types of essay question
Students must recognise what is expected of them in each question. It is
imperative they do not ‘shoe-horn’ prepared set answers into examination
questions. Instead, students must have a clearer understanding of how to
analyse questions. A better knowledge of question stems would help them
achieve this.
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SECTION 2: ESSAY WRITING
There are two main types of question.
1.
Evaluating factors to explain historical developments
In the Arrangements document these issues are identified in the detailed unit
descriptors as beginning ‘An evaluation of the reasons for…’
These questions will always have an isolated factor, the importance of which
candidates are expected to evaluate in relation to the other causes of a
historical development.
Examples of this type of question
(The isolated factor is italicised)
 To what extent was the growth of democracy in Britain after 1860 due to
social and economic change?
 How far can Robespierre alone be blamed for the Reign of Terror in
France from 1793 to 1794?
 How important a part did the First World War play in the decision to grant
votes to women?
 How far was the growth of Irish nationalism the main reason for the
increasing tension in Ireland up to 1914?
Answers to these essay titles require a careful weighing up of the various
pieces of evidence involved in order to come to a balanced conclusion.
Students may want to compare the importance of various factors. A balanced
judgement should be given in weighing up a ll key pieces of evidence.
Students must support their main points with robust evidence.
On occasion this type of question may be introduced by a quotation, but the
style of answer is exactly the same.
 ‘The need for labour on West Indian plantations was the sole reason for
the development of the Atlantic Slave Trade’. How valid is this view?
 ‘Simply part of the post-war desire to isolate America from the outside
world.’ How far does this explain changing attitudes towards immigration
in the USA during the 1920’s?
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SECTION 2: ESSAY WRITING
2.
Making an assessment (judgement)
In the Arrangements document these issues are identified in the detailed unit
descriptors as beginning ‘An assessment of …’
This type of essay asks for a balancing of the evidence and arguments for and
against the success, effectiveness or nature of a development.
Examples of this type of question
 How justified is the view that the American War of Independence was a
global conflict?
 How successfully did British governments achieve their aims in foreign
policy before the outbreak of the Czechoslovakian crisis in 1938?
 To what extent was there a real growth in Italian nationalism between
1815 and 1850?
 How effective were the increased powers of the federal government, as
adopted in the New Deal, in solving the social and economic problems of
the1930s?
On occasion this type of question may be introduced by a quotation, but the
style of answer is exactly the same.
 ‘Poor, brutal and without hope.’ How accurate is this view of the lives of
peasants in the middle ages?
 ‘The main role of the Church in medieval society was more political than
religious.’ How valid is this statement?
 ‘Bullying and bluff.’ How accurate is this description of the methods used
by the fascist powers to pursue their foreign policy aims in the years after
1933?
In these essays, students have to answer the question by showing their
understanding of the question and by presenting a balanced assessment and a
valid conclusion which results from their presented evidence. Students should
come to an overall judgement based on the arguments presented in the body
of the essay.
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SECTION 2: ESSAY WRITING
Differentiating types of question
It is crucial that candidates are able to tell which type of question is which. It
is possible that both an evaluation and an ass essment of a development may
appear in the same question paper, for example:
 To what extent was the growth of democracy in Britain after 1860 due to
social and economic change?
 ‘By 1928, Britain was a fully democratic country.’ How accurate is this
view?
Although both questions are on the growth of democracy, an answer to the
former which recites the stages of the growth with little or no explanation of
their causes may not merit any marks whatsoever.
It is also worth noting that using stems to identi fy types of question may not
be helpful to candidates. ‘To what extent…’ or ‘How far…’ may introduce
either an evaluation of causes or an assessment of effectiveness or success.
Structure of an essay
The 20 mark essay should consist of four key elements .
1.
Introduction





Sets out the issue clearly in its wider context.
Identifies the relevant factors – pointing the reader/examiner in the
direction the essay is going to take.
Demonstrates a solid line of argument.
Captures the reader’s interest and attention.
Links up with the main, development section.


Should not answer the question.
Should not present any information that is not addressed in main body.
2.
Knowledge and understanding/evidence (in the development)




There is a coherent development focused directly on the question.
Short paragraph for each relevant point/theme made.
Written factually, using information as evidence.
Knowledge should be accurate, relevant and full; used to address the
question.
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SECTION 2: ESSAY WRITING


The argument flows in a logical, continuous fashion, for example
arranging paragraphs chronologically or thematically from weakest to
strongest argument.
Each paragraph links to the next one so that the theme is maintained.



Does not jump about.
Paragraphs should not be too short or too long.
Should not use quotations to present basic points of knowledge.
3.
Argument (in the development)







Quality of thought should be revealed by the arguments and evaluations
demonstrated in answering the question.
The argument is relevant to the question and relates explicitly to the
terms of the question.
A case is argued.
It makes the various distinctions required by the question.
All elements of the question are responded to, particularly any isolated
factors.
Explains, analyses, debates and assesses.
Evidence is integrated into a sustained analysis.
Provides a sustained, balanced argument.
Awareness is shown of alternative interpretations and historical debate.
Clarity and fluency of argument are apparent.
Sophistication of language.

Does not simply describe or narrate.
4.
Conclusion




A balanced conclusion is achieved
Summarises the arguments and reinforces them.
Directly answers the question or addresses the issue, providing a valid,
balanced explanation and conclusion.
An overall judgement should be made direct ly related to the question.

Does not simply summarise main ‘facts’.
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A GUIDE TO HIGHER HISTORY (H, HISTORY)




© Learning and Teaching Scotland 2009
SECTION 2: ESSAY WRITING
How essays are marked in Paper 1
In marking Paper 1 essays a student will be rewarded according to the
following:
1.
Knowledge and understanding
Up to 6 marks can be allocated when relevant knowledge is used to
address an essay question.
Marks are credited for each accurate, full point of knowledge made.
Each point in turn should be substantial and relevant. Extended
development (whereby a student develops a point of knowledge further)
can also be credited.
2.
Argument/evaluation
Up to 10 marks can be allocated for the quality of thought revealed in
the answer, exemplified by the arguments and evaluation conveyed in
the essay.
Argument/evaluation is marked holistically, with clearly identifiable
criteria employed:
0–1 marks
The style is narrative and descriptive.
There is little or no clear attempt to answer the
question set.
2–3 marks
A mainly narrative and descriptive style is employed.
There are brief attempts to answer the question.
4–5 marks
The style demonstrates some analysis, although
elements of narration may prevail.
6–7 marks
The style is analytical, with evidence used to develop
and support a line of argument.
The line of argument is focused directly on the
question.
8–10 marks
The evidence is integrated into a sustained analysis.
The argument is sustained and balanced, with some
awareness of alternative interpretations and/or
historical debate.
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SECTION 2: ESSAY WRITING
3.
Structure
Up to 4 marks can be allocated for the appropriateness and
organisation of the answer.
Structure is marked holistically, with clearly identifiable criteria
employed:
24
0 marks
There is no identifiable attempt to establish context or
relevant factor.
The development is unstructured or random.
There is no attempt to provide an answer in terms of
the question.
1 mark
There is some attempt to establish context or relevant
factors.
There is an attempt to develop an answer, although
there may be some significant omissions.
The conclusion may be implicit.
2 marks
The introduction establishes the context and indicates
relevant factors and outlines a line of argument.
There is an identifiable development of the answer.
The conclusion is a summary linked to the question.
3 marks
The introduction establishes the context, indicates
relevant factors and outlines a line of argument.
There is a coherent development related directly to the
question.
The conclusion is clearly based on the evidence
presented, and is directly linked to the question.
4 marks
The introduction clearly sets the issue in its wider
context, indicates relevant factors and demonstrates a
solid line of argument.
There is a coherent development focused directly on
the question.
The conclusion is balanced, summarising the
arguments and coming to an overall judgement related
directly to the question.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
SECTION 2: ESSAY WRITING
Exemplification
To support teachers in marking activities, examples of student work are
available on the SQA Understanding Standards website at
http://www.understandingstandards.org.uk . You may consider accessing
this website as part of a continuing professional development activity as it
provides opportunities for teachers to mark a broad range of answers.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
25
SECTION 3: EXTENDED ESSAY
Section 3: Extended essay
Introduction
The extended essay is the coursework
element of Higher History and counts for
nearly one-third of the overall grade – 30
marks out of a total of 100.
It is really just a longer and more in -depth
version of a Paper 1 essay. Students choose
an essay title themselves from a context
studied, research it, draw up a 200 -word
plan (which may be word-processed) and
then formally write the essay under
examination conditions within 2 hours with
only the help of their plan. Both the plan
and the essay are submitted to SQA.
Purpose
The extended essay allows students to:




develop their interest in a particular area of the syllabus
further develop and hone their research skills
provide an opportunity for students to work independently
demonstrate their ability with fewer constraints being placed on time and
memory retention.
Timing
Most schools and colleges will begin work on the extended essay in the
spring term. Although there is no reason why preparation for the extended
essay cannot begin earlier, it is probably more advisable to wait until students
have a better grasp of the course content and historical skills before starting
preparations.
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SECTION 3: EXTENDED ESSAY
SQA advise that a total of 8 hours of class time should be allocated to the
extended essay to allow students to plan and research. Schools and colleges
should check the extended essay submission deadline and plan carefully,
especially since many of them will also be undertaking their preliminary
examinations in the spring term.
Choosing an essay title
Students can choose either an essay title they have tackled as part of their
classwork or an issue of their own choosing.
Beware
 Essay titles must relate to the Higher syllabus. Schools and colleges






should check the arrangements carefully.
Titles must be a question and should address an issue.
Essay titles should be kept relatively straightforward, otherwise they will
be too difficult to answer.
Whole classes should not tackle the same two or three issues – this may
lead to a compromise in originality.
The student should work independently as far as possible. It is recognised
that some students may require more support. However, schools and
colleges should remember that the work should be the student’s own.
It is not permissible to have worked from a group/class plan or a plan
produced by the teacher/lecturer. Similarly, it is not permissible to use
as a plan a marking scheme for a past SQA question paper. While it is
recognised that several students within a school or college may tackle a
particular topic, the essay titles should be different (eg by varying an
isolated factor) and the order of paragraphs and the quotes used are
expected to differ. Where the above practices are detected, they will
deemed plagiarism and may have marks deducted or the marks for the
component being disallowed.
Students should be informed in advance of any planning of their essay, of
the potentially serious consequences of infringement of any of the
conditions specified above.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
27
SECTION 3: EXTENDED ESSAY
The plan
Students are allowed to use a 200-word plan in helping them write their
extended essay, as the extended essay is not primarily designed as a memory
test.
Beware
 Up to 10 marks can be deducted should a plan go over the word limit.
 The plan must be words – pictures, codes and text message language are
not allowed. However, mind maps and use of colour are allowed.
 The plan should not simply be a list of ‘facts’, but should also show the
organisation and flow of the essay.
Preparation
In preparing students for the formal extended essay exa mination, it is
advisable that they are given the opportunity to write their extended essay
first at their leisure and then in the set exam time. This will ensure that they
are well prepared, allowing both practitioners and students to gauge the
success of the essay structure, argument, deployment of quotes etc. More
importantly, a timed class trial will identify any issues with completing the
essay in 2 hours.
Students must have completed the plan and the flyleaf before writing the
extended essay.
Writing the extended essay
Individual schools and colleges are free to choose
the date and time of the formal extended essay
examination, as long as it is before the deadline
for submission. During the formal examination,
the following conditions must be observed:
 The extended essay must be written on A4 paper supplied by the
school/college.
 The formal extended essay examination must be a single continuous period
of up to 2 hours.
 Students must not take in any materials other than their plan. They must
not write on the plan during the writing up.
 Students must not receive any help during the formal extended essay
examination.
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A GUIDE TO HIGHER HISTORY (H, HISTORY)
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SECTION 3: EXTENDED ESSAY
How the extended essay is marked
The extended essay (since 2007) is marked on three key elements:
Structure
Argument
Knowledge
6 marks
For structure (S), marks are awarded for the
overall quality, using criteria statements for the
structure, introduction and conclusion.
12 marks
Marks are awarded for the overall quality of the
argument (A), using criteria statements. There is a
higher and a lower mark in each range and these
should be used to reflect the degree to which the
criteria are met.
12 marks
Marks for knowledge (KU) are awarded for each
recognisable and relevant point, up to a maximum
of 12 marks. Points that are developed may be
credited with 2 marks.
A full exemplar of a marked extended essay is available on the SQA secure
site (http://secure.sqa.org.uk/secure/1624.html).
An adapted extended essay marking grid is provided in Appendix 2 to aid
teachers in marking practice extended essays before the final writing up
session. It is hoped that this is a useful tool in helping teachers to support
improving performance.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
29
SECTION 4: SOURCES
Section 4: Sources
Sources are the basic materials of the historian. From them the historian
tries to describe explain and analyse historical events and
developments. In Higher History, from 2011 onwards, the source paper
(Paper 2) will consist entirely of Scottish topics. There will be a
minimum of two primary and two secondary sources within the five
sources in the paper. The length of written sources will range from 120
to 180 words. There will be four questions, each of which will relate to
a different issue in the unit, so that the whole unit will be examined
each year.
Between them, the four questions will sample the four issues boxed in
the detailed descriptors. The issues and the sub-issues derived from
them are laid out in the course assessment specification, which is
contained in the specimen question paper. The order of sampling will be
the same in all the contexts. The background and perspective will not
be examined directly.
The source evaluation question will be worth 5 marks; there will up to 2
marks available for evaluating provenance and content and for
providing appropriate recall. It will relate to one of the issues directly
or indirectly, and have the stem ‘How useful is Source X as evidence
of…’
The source comparison question will be worth 5 marks; there will be up
to 2 marks available for an overview and up to 4 marks available for
comparisons of detail. The latter should be along the lines of the
developed comparisons at Standard Grade or Intermediate 2. It will
relate to one of the issues directly or indirectly, and have th e stem ‘To
what extent do Sources Y and Z agree about…’
The two source-contextualisation questions will each be worth 10
marks. One will have the stem ‘How fully…’ and will relate to the
whole issue. The other will have the stem ‘How far…’ and relate to o ne
of the three sub-issues within the issue. There will be up to 4 marks
available from the source bearing the question, and up to 7 marks for
appropriate recall used to support the evaluation.
A marking grid is contained in Appendix 3.
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A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
APPENDICES
Appendices
Appendix 1a: History Higher essay feedback sheet
Name
Class
Essay title
Structure (S)
Mark
 as
appropriate
Criteria
No identifiable attempt to establish context or relevant factor.
The development is unstructured or random.
There is no attempt to provide an answer in terms of the
question.
There is some attempt to establish context or relevant factors.
1 mark
There is an attempt to develop an answer, although there may
be some significant omissions.
The conclusion may be implicit.
2 marks The introduction establishes the context and indicates relevant
factors and outlines a line of argument.
There is an identifiable development of the answer.
The conclusion is a summary linked to the question.
3 marks The introduction establishes the context, indicates relevant
factors and outlines a line of argument.
There is a coherent development related directly to the
question.
The conclusion is clearly based on the evidence presented, and
is linked directly to the question.
4 marks The introduction clearly sets the issue in its wider context,
indicates relevant factors and demonstrates a solid line of
argument.
There is a coherent development focused directly on the
question.
The conclusion is balanced, summarising the arguments and
coming to an overall judgement related directly to the question.
Comments:
0 marks
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
31
APPENDICES
Argument (A)
Mark
 and/or
award grade
as
appropriate
Criteria
0–1
marks
2–3
mark
4–5
marks
6–7
marks
The style is narrative and descriptive.
There is little or no clear attempt to answer the question set.
A mainly narrative and descriptive style is employed.
There are brief attempts to answer the question.
The style demonstrates some analysis, although elements of
narration may prevail.
The style is analytical, with evidence use d to develop and
support a line of argument.
The line of argument is focused directly on the question.
8–10
The evidence is integrated into a sustained analysis.
marks
The argument is sustained and balanced, with some awareness
of alternative interpretations and/or historical debate.
Comments:
Knowledge (K)
Mark
Criteria
0–6
marks
Up to 6 marks are allocated when relevant knowledge
is used to address an essay question.
Marks are credited for each accurate, full point of
knowledge made. Each point should be substantive
and relevant.
Extended development can also be credited.
Comments:
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A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
Award
appropriately
APPENDICES
Target box
Completed by the student, to identify – using qualitative feedback – steps for
improvement.
Total mark
K
A
S
Total
/6
/10
/4
/20
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
33
APPENDICES
Structure
Appendix 1b: History Higher essay marking matrix
34
D
C
B
A
A+
A++
≤9
10/11
12/13
14/15
16/17
18–20
There is some
organisation of the
response.
An attempt is made
at an introduction,
development and
conclusion. This
may be implicit.
A recognisable
attempt is made at an
introduction,
development and
conclusion.
There is a coherent
introduction,
development and
conclusion.
There is a coherent
structure with an
introduction,
development and
conclusion.
There is a coherent
structure directly focused
on the issue.
There is minimal
establishment of
context or line of
argument.
Some attempt is
made to establish
context and/or line
of argument.
A recognisable
attempt is made to
establish context
and/or line of
argument and/or
factors to be
developed. There is a
clear attempt to
address the
topic/issue.
The introduction
establishes the
context,
demonstrates a
solid line of
argument and
indicates relevant
factors to be
developed.
The introduction
clearly establishes
the context,
demonstrates a
solid line of
argument and
indicates relevant
factors to be
developed.
The introduction is
substantial and clearly
sets the issue in its wider
context, establishing a
coherent line of
argument and taking into
account a range of
relevant factors to be
developed.
A conclusion is
linked to the
topic/issue. It may
be implicit.
The conclusion is a
summary linked to
the topic/issue. It
may be implicit
throughout the
essay.
The conclusion is an
explicit summary
linked to the
topic/issue.
The conclusion is
clearly based on the
evidence presented
and directly relates
to the topic/issue.
The conclusion is
directly related to
the topic/issue and
clearly based on the
arguments and
evidence presented.
The conclusion is clear
and balanced,
summarising the
arguments, and coming
to an overall judgement
directly related to the
topic/issue.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
Argument/evaluation
Knowledge
APPENDICES
D
C
B
≤9
10/11
Knowledge is
mostly irrelevant.
Relevant
knowledge
included, but some
points are
irrelevant.
Frequent
inaccuracies.
A few inaccuracies
included.
There is some
comment that
recognises the
topic/issue.
Some meaningful
comment is used
that recognises the
topic/issue.
Some evidence is
used with meaningful
comments that
recognise the
topic/issue.
The style is
narrative and
descriptive in
approach.
The overall style is
narrative and
descriptive in
approach.
There is a clear
awareness of the
topic/issue to be
addressed.
Knowledge is
accurate and relevant.
A
A+
A++
The knowledge
included is relevant
and contributes to
the main argument.
The knowledge
included is accurate
and relevant,
helping drive the
analysis of the
topic.
The knowledge included
is accurate and skilfully
selected demonstrating
an excellent knowledge
of topic as well as its
historiography.
The evidence is
used to lead the
development of the
line of argument.
The evidence is
integrated into a
developed and
sustained analysis.
There is some
awareness of areas
of debate.
The evidence is
integrated into a
developed, fluent and
sustained analysis. There
is awareness of different
interpretations.
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
35
APPENDICES
Appendix 2: History Higher extended essay feedback sheet
Name __________________________________________
Class ___________
Essay title:
Structure (including introduction
and conclusion)*
Argument/evaluation*
D
C
B
A
A+
A++
1
2
3
4
5
6
1–2
3–4
5–6
7–8
9–10
11–12
*Based on band descriptions; circle as appropriate.
Evidence (up to 12 marks, based on valid points)
Additional comments (as appropriate)
Evidence:
Argument:
Structure:
General:
Mark
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A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
APPENDICES
Appendix 3
Marking grid for Paper 2
1.
How far does Source A explain …
Feature of marking
Mark allocation
Use of source
Up to 4 marks
Use of relevant recall
Up to 7 marks
10 marks
Marks
given
Overall
mark
Comments:
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
2.
To what extent do Sources B and C agree about …
Feature of marking
Mark allocation
Overall comparison
Up to 2 marks
Direct comparisons
Up to 4 marks
5 marks
Marks
given
Overall
mark
Comments:
………………………………..………………………………….…………………
…………………………………..………………………………………………….
………………………………………………………………………………….......
A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009
37
APPENDICES
3.
How fully does Source D explain …
Feature of marking
Mark allocation
Use of source
Up to 4 marks
Use of relevant recall
Up to 7 marks
10 marks
Marks
given
Overall
mark
Comments:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
4.
How useful is Source E as evidence of …
Feature of marking
Mark allocation
Evaluation of provenance
Up to 2 marks
Evaluation of content
Up to 2 marks
Evaluation of relevant recall
Up to 2 marks
5 marks
Mark given
Overall
mark
Comments:
……………………………………………………………………………………….
………………………………………………………………………………………
………………………………………………………………………………………
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A GUIDE TO HIGHER HISTORY (H, HISTORY)
© Learning and Teaching Scotland 2009