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15 exam-style questions with model answers, plus 20 quick multi-choice questions — every question on the site for this standard, grouped by the 5 pages of notes they come from.
Write a full answer before you reveal the model one — that comparison is where the marks come from. Every block links back to the notes that teach it.
Describe how AS91439 defines a trend and a force, and explain what is not permitted as either.
Explain in depth why candidates keep submitting events and individuals to AS91439, when the definition of a trend is printed in the standard and the box on page 2 says "Historical trend".
Comprehensively analyse the relationship between a trend and the forces that influenced it, and why that relationship is harder to argue than a causal relationship between an event and its causes.
Describe what a continuity is in AS91439, and explain why an essay must include continuities as well as changes.
Explain in depth why a continuity adjacent to the change is worth more than a continuity distant from it.
Comprehensively analyse the distinction between a trend's content and a trend's effects, and why the distinction is harder to hold than it first appears.
Describe how AS91439 expects you to compare two forces, and how historiography is used in this standard.
Explain in depth why two reinforcing forces are harder to prioritise than two opposed forces, and what a candidate should do about it.
Comprehensively analyse why historiography is treated as an Achieved-level expectation in AS91439 when the same subject's other essay external says it is not required even at Excellence.
Describe the two possible structures for an AS91439 essay and how you would choose between them.
Explain in depth why the paragraph describing the trend is the most under-written part of most AS91439 essays.
Comprehensively analyse the risk that a phase-by-phase structure becomes narrative, and how the boundary between analysis and narrative can be defined precisely enough to act on.
Describe how AS91439 exam questions are constructed, and how you would use practice questions effectively.
Explain in depth why the four-year alternation in AS91439 questions should not be used to predict the next paper.
Comprehensively analyse what a "to what extent" question demands that an "evaluate" question does not, and why candidates answer the two identically.