Ancient History 2025 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the extended response answer booklet to develop a plan that will assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response, rather than just at the beginning
• sustain their judgements, where applicable, throughout the response with a clear connection to the question
• use relevant evidence and interpretation to support the response where applicable
• integrate a source within the response if it is provided in the question, rather than referring to it only at the beginning or the end
• communicate ideas and information using historical terms and concepts accurately
• present a sustained, logical and cohesive response that addresses the question
• review their response to ensure that it addresses the question requirements.

Question 1

In better responses, students were able to:

• provide accurate details of specific features of the eruption of Mount Vesuvius, for example, pyroclastic flows and surges, the mushroom-shaped cloud, super-heated gasses, ash and pumice
• make clear links between certain aspects of the eruption, for example, identify the main phases of the eruption and then expand on the features within each phase.

Areas for students to improve include:

• ensuring that they have a clear understanding of what the phrase ‘features of the eruption’ means, that is, ‘features’ refers to the volcanic eruption of Mount Vesuvius, rather than the consequences of the eruption such as the nature of deaths and the destruction of buildings
• distinguishing between features of the eruption that are relevant to the question and the general impact of these features on Pompeii and Herculaneum
• referring to specific features of the eruption, rather than providing general information such as ‘the eruption of Mount Vesuvius was significant’.

Question 2

In better responses, students were able to:

• respond to the question about the value of graffiti as evidence of life in Pompeii, for example, noting that it provides an understanding of people’s opinions about politics, occupations and social status
• incorporate relevant evidence from Source A to support their response, for example, citing ‘the boring scribbles of so many writers’ as evidence of the amount of graffiti in Pompeii
• integrating other examples of graffiti to support the response and linking these to broader points about Pompeiian life, for example, mentioning specific pieces of graffiti as evidence for gender, politics, occupations and the economy.

Areas for students to improve include:

• providing an explanation by connecting ‘the value of graffiti’ with ‘evidence of life in Pompeii’
• reading Source A carefully to understand its meaning and extracting relevant information to support their response
• providing specific points of relevance to Pompeii to support their response, rather than making very general points that could apply to any graffiti of any era
• linking Source A and other examples of graffiti to what they reveal about life in Pompeii
• incorporating examples of graffiti, rather than using inscriptions on buildings and graves, to support their argument.

Question 3

In better responses, students were able to:

• provide a clear explanation about what the evidence reveals about industries in Pompeii and Herculaneum, for example, fishing, garum sauce manufacture, baking, olive oil production
• integrate evidence from Source B to support their explanation, for example, identifying that the discovery of bronze fishhooks, and fishhooks found in the Macellum within the Forum at Pompeii, suggest that the fishing industry played a significant role in Pompeii’s economy
• use Source B to make clear links to other industries related to fishing such as the garum manufacturing industry, by mentioning specific evidence, for example, garum bottles and the mosaics associated with garum merchant Marcus Umbricius Scaurus
• integrate evidence from both Pompeii and Herculaneum, for example, mentioning that the discovery of bakeries (pistrina) and carbonised loaves of bread in both Pompeii and Herculaneum indicates that there was a successful baking industry in the region
• use evidence for other industries such as bronze making, fast-food shops (thermopolia), olive oil and wine production, to demonstrate that industries were highly developed
• refer to the broader picture of what industries reveal about Pompeii and Herculaneum, for example, their contribution to employment and the economy.

Areas for students to improve include:

• referring to specific evidence to illustrate general examples, such as the Bakery of Modestus in Pompeii, the sea creatures mosaic from the House of the Geometric Mosaics in Pompeii, or the Grand Taberna in Herculaneum mosaics
• incorporating evidence from both Pompeii and Herculaneum to support their response
• incorporating specific pieces of evidence about industries to support their response, rather than listing examples of evidence that relate to industries
• engaging directly with the question by explaining what evidence reveals about industries in Pompeii and Herculaneum, rather than explaining what industries in Pompeii and Herculaneum reveal about everyday life.

Question 4

In better responses, students were able to:

• address the question directly by linking new technologies to how they have contributed to an understanding of Pompeii and Herculaneum, for example, recognising that new technologies expand the knowledge available to historians about everyday life, the economy and private buildings
• include a thematic topic sentence for each paragraph, rather than making either Source C or D the focus for an entire paragraph, for example, ‘New technology contributes to new information being uncovered about Pompeii and Herculaneum which broadens our understanding of the sites’
• integrate Sources C and D into their response to support the response, for example, ‘DNA extraction helps to confirm the “diverse backgrounds” (Source C) of people living in Pompeii’ and ‘the use of AI technology has allowed for writing to be identified for the first time from ancient scrolls found in Herculaneum’ (Source D)
• use relevant sources and examples to provide evidence to support the response, for example, the use of 3D digitisations, virtual reality, DNA evidence for diets, ground-penetrating radar and portable x-rays, specific projects such as the Swedish Pompeii Project and the Pompeii Cast Project which have both applied new technology
• make links between specific examples of technology and how they improve our understanding of Pompeii and Herculaneum, for example, digitisation by the Swedish Pompeii Project allows for the non-invasive reconstruction of a number of houses to better understand their layout and function and the Pompeii Cast Project has used portable x-rays to show that certain plaster casts have been mislabelled and misinterpreted by historians.

Areas for students to improve include:

• responding to the question and linking their examples of technology to the question, for example, linking the use of the x-ray fluorescence instrument ELIO in Herculaneum as an example of non-invasive technology that can improve the visibility of faded wall paintings
• incorporating short phrases from the sources, rather than describing or copying large parts of them. For example, referring to Source C by saying, the researcher was able to ‘disprove or challenge some of the previous narratives’ through technology used to extract DNA from 14 casts, and in reference to Source D, focusing on the use of AI technology to assist with deciphering the text on scrolls
• relying entirely on Sources C and D in the response. For example, it is unnecessary to summarise every point of a long written source as part of the response.
• using other relevant sources to show how new technology contributes to understanding Pompeii and Herculaneum, for example, use by the Pompeii Cast Project of medical imaging technology such as x-rays, CT scanners and laser scanners on plaster casts to debunk myths about how the casts were made and what they depict.

General feedback

Students should:

• use a range of relevant historical terms and concepts that directly relate to the question
• use the mark value for each part of the question to determine how much to write
• use additional evidence as well as the source provided (c)
• support their points with specific written and/or archaeological sources to demonstrate an understanding of the sources of evidence for each society
• apply syllabus terminology in their responses, for example, boule, rather than Council of 500.

Question 5 – New Kingdom Egypt society to the death of Amenhotep III

In better responses, students were able to:

• accurately identify the concept of maat during this period and link its importance to the society and the role of the pharaoh (a)
• explain the different roles and status of scribes during this period using their own knowledge and specific historical references, for example, tomb scenes or Egyptian literature (b)
• assess the significance of Egyptian beliefs and practices about death, using a range of historical terms, concepts and relevant sources (c)
• refer to and integrate the provided interpretation throughout their response, supporting their assessment with their own knowledge (c)
• use relevant historical terms specific to New Kingdom Egypt that directly relate to the question.

Areas for students to improve include:

• distinguishing between the concept of maat and the goddess Maat (a)
• providing more than a general description of the roles or status of scribes during this period (b)
• assessing, rather than describing, burial customs and beliefs about death, and not only recounting mummification or afterlife beliefs (c)
• referring to and using the interpretation provided, rather than recounting it in a generic way (c)
• referring to examples from the period, for example, relevant tombs or pharaohs, rather than out-of-period examples such as Tutankhamun or Akhenaten.

Question 6 – New Kingdom Egypt society during the Ramesside period

In better responses, students were able to:

• identify the concept of maat and link it to the society and the pharaoh’s role during this period (a)
• explain what tomb robberies reveal about aspects of Egyptian society, for example, the economy or declining royal authority, with accurate reference to Deir el Medina and the roles of Ramesses IX and XI (b)
• assess the impact of the pharaoh during the Ramesside period using examples from across the period (c)
• integrate the provided interpretation throughout their response, using their own knowledge to support their assessment (c).

Areas for students to improve include:

• distinguishing between the concept of maat and the goddess Maat (a)
• providing explanation of the tomb robberies during this period with accurate reference to the society (b)
• providing information about the impact of the pharaoh, rather than a general description of their role (c)
• referring to and using the interpretation provided, rather than recounting it generically (c)
• using precise and relevant historical terms and examples to address the question
• referring to specific examples from the period.

Question 7 – Society in Israel from Solomon to the fall of Samaria

In better responses, students were able to:

• outline the diverse role of the army in Israel, including defence at fortified cities as security points, mobile field forces remaining with the king or advancing armies (a)
• provide an explanation of the varied roles of the Jerusalem temple and priests in opposition to Israel, for example, the temple as a political and religious rival to Israel’s cult centres or priests as guardians of orthodoxy (b)
• make a clear judgement about the success of the economy (c)
• use the given source and more than one other source to support their response (c).

Areas for students to improve include:

• explaining the roles of the temple and priests in opposition to Israel, rather than explaining the roles of the temple and priests generally (b)
• developing depth of response by providing examples when making a judgement (c)
• using sources in addition to the provided source to support the response (c).

Question 8 – Persian society at the time of Darius and Xerxes

In better responses, students were able to:

• outline the role of the hazarapatis accurately (a)
• explain funerary customs and tombs clearly, and what they reveal about Persian royalty, referring to specific sites and their own knowledge (b)
• assess the varying roles of women during this period using relevant evidence from a range of sources (c)
• refer to and integrate the provided interpretation throughout their response, supporting their assessment with their own knowledge (c).

Areas for students to improve include:

• understanding key terms such as hazarapatis and the role in Persian society (a)
• avoiding generic descriptions of funerary customs with limited reference to relevant terms and concepts (b)
• providing a clear assessment, rather than a general description, of women in Persian society, with reference to sources and appropriate terminology (c)
• referring to and using the interpretation provided, rather than recounting it generically (c).

Question 9 – Society in China during the Han Dynasty 206 BC–AD 220

In better responses, students were able to:

• outline the main features of transport in China, for example, the extensive road network including the straight road system, canal and river transport, or horse-drawn chariots and carts (a)
• explain the religious role of the emperor, for example, the son of heaven, patron of Confucianism or ensuring cosmic balance (b)
• make a judgement about the importance of Han social structure referring to ideas of stability through social hierarchy, sustaining the economy or upholding Confucian ideology (c).

Areas for students to improve include:

• providing transport features specific to China during the Han Dynasty, rather than general statements about transport in the ancient world (a)
• providing an explanation, rather than a description, of the role of the emperor (b)
• making a judgement about social structure, rather than providing a description of the different levels within the social structure (c)
• referring to and using the interpretation provided, rather than recounting it generically (c).

Question 10 – Bronze Age: Minoan Crete

In better responses, students were able to:

• explain what is known about the nature and identity of more than one deity in Minoan Crete (b)
• assess a number of features of the economy of Minoan Crete (c)
• refer to a range of sources, including the interpretation provided, about the economy of Minoan Crete and draw conclusions about the features of the economy from these examples (c).

Areas for students to improve include:

• identifying multiple features of palace complexes and accurately describing these features (a)
• clearly explaining what is known about the potential nature and identity of deities, rather than focusing on areas of debate or problems of evidence (b)
• focusing on deities rather than general aspects of religion (b)
• providing an assessment of the features of the economy in Minoan Crete that goes beyond a statement that they were important (c)
• assessing features of the economy not mentioned in the interpretation provided (c).

Question 11 – Spartan society to the Battle of Leuctra 371 BC

In better responses, students were able to:

• outline accurately the role of the ekklesia with reference to specific roles of voting by acclamation on major decisions regarding war, peace and foreign policy and electing officials (a)
• explain different methods of controlling the helots, for example, having limited freedom, being targeted by the krypteia, or collective treatment at the syssitia (b)
• interact with the interpretation and provide other sources to support their judgement (c)
• assess a number of features of Sparta’s education and training regimes, including physical, military and ideological areas (c)
• communicate clearly using historical terms and concepts (c).

Areas for students to improve include: 

• demonstrating knowledge of key historical terms that are identified in the syllabus and not confusing the ekklesia with the ephorate, gerousia, krypteia or other Spartan terms (a)
• focusing on the methods of controlling the helots, rather than describing the role of the helots (b)
• integrating sources in the response, rather than just referring to writers in a generic way (c).

Question 12 – Athenian society in the time of Pericles

In better responses, students were able to:

• provide an outline showing accurate knowledge of the role of the boule (a)
• identify and explain the impact of the Athenian empire on the economy of Athens in this period (b)
• assess the importance of Athenian cultural life clearly and use a range of sources, including the interpretation provided, to support conclusions (c)
• provide an accurate response assessing aspects of cultural life to demonstrate understanding of the topic (c).

Areas for student to improve include:

• engaging with the demands of the question, in this case, the ‘role of the boule’, rather than providing other features such as its membership or location (a)
• providing an assessment of a number of aspects of Athenian cultural life, rather than stating the cultural life was important (c)
• using relevant sources, including the interpretation provided, to assess the importance of aspects of Athenian cultural life (c).

General feedback

In better responses, students:

• select and name explicitly one important event during the career of the personality and provide historical detail to demonstrate an informed understanding as to how this one event positively and/or negatively affected the personality (b)
• use appropriate historical details and concepts, in addition to historical knowledge, to demonstrate an informed description, explanation, or discussion relevant to the personality
• attribute sources correctly when used in the response.

Question 13 – Egypt: Hatshepsut

In better responses, students were able to:

• provide clear and accurate description of Hatshepsut’s promotion of cults other than Amun and demonstrate knowledge of specific acts of worship and construction for various deities, such as Hathor at Deir el-Bahri or Pakhet at Speos Artemidos, showing awareness of her broader religious activity (a)
• identify one important event accurately and link this to its significance to the career of Hatshepsut, for example, the Punt expedition demonstrates how this achievement strengthened her legitimacy through economic success, divine approval, and political authority (b)
• provide several reasons for the changes in both Hatshepsut’s titles and images over time and connect shifts to her political consolidation and divine kingship claims, including the adoption of the title ‘King of Upper and Lower Egypt’, and the presentation of male iconography, for example, the nemes headdress and false beard, to demonstrate informed understanding of her evolving representation (c).

Areas for students to improve include:

• ensuring that responses address Hatshepsut’s promotion of cults other than Amun, rather than giving generalised discussion of her religious policies or focusing on the Amun cult, for example, describing her promotion of specific deities such as Hathor and Anubis to demonstrate understanding of her wider religious activity (a)
• following the direction of the question by selecting one clear event, such as the Punt expedition, rather than referring to ongoing achievements like the building program, and showing show how the chosen event was significant to Hatshepsut’s career, rather than to her reign more generally (b)
• ensuring that responses explain the reasons for changes in her titles and images and giving multiple causes, rather than focusing only on her transition from queen to king and go beyond recounting or describing what Hatshepsut did
• including relevant historical detail to show understanding of why changes occurred across Hatshepsut’s reign, rather than lapsing into descriptive narrative (c).

Question 14 – Egypt: Akhenaten

In better responses, students were able to:

• provide clear and accurate description of artistic representation of the natural world and focus on natural features such as Nilotic scenes, as well as increasing realism and depictions of flora and fauna, representative of Akhenaten’s reforms (a)
• identify one important event accurately and link this to its significance to the career of Akhenaten, for example, Akhenaten’s move to Akhetaten and it’s political, religious and economic significance to his career (b)
• provide several reasons why both Akhenaten’s title and images changed over time, for example, the Amarna reforms, the elevation of Akhenaten’s link to the Aten, his self-deification and change from tradition to orthodoxy
• support their response with relevant examples to demonstrate accurate understanding of the changing titles and images of Akhenaten (c).

Areas for students to improve include:

• ensuring that the description addresses the appropriate section of the syllabus, rather than just depictions of Akhenaten and the royal family (a)
• following the direction of the question in addressing one significant event, rather than general actions over his rule, such as the Amarna reforms and ensuring that significance was linked to the career of Akhenaten, rather than to the period in general (b)
• ensuring that multiple reasons are given for both changing titles and images of Akhenaten, rather than attributing all change to the Amarna reforms
• incorporating historical detail relevant to the question to demonstrate their understanding of changes to titles and images over the entirety of Akhenaten’s career, rather than lapsing into descriptive narrative (c).

Question 15 – The Near East: Sennacherib

In better responses, students were able to:

• provide an informed, clear and accurate descriptions of the Assyrian concept of kingship, recognising its ideological, religious, and moral foundations, for example, having absolute power as a divinely appointed mediator, being a wise shepherd for the people and promoting justice (a)
• select and explain a significant event from Sennacherib’s career, demonstrating why it was important within the broader context of his reign (b)
• present a well-structured and detailed discussion of both the manner and impact of Sennacherib’s death, demonstrating accurate historical knowledge about his assassination, the ensuing succession, and its implications for the subsequent rebellion and civil war within his kingdom (c).

Areas for student improvement include:

• describing the concept of kingship with reference to Assyrian ideology and values rather than personal traits alone (a)
• following the directive of the question by selecting one important event from Sennacherib’s career and providing sufficient historical detail to demonstrate its role and significance and to explain why the event mattered, rather than simply describing what occurred (b)
• distinguishing clearly between the manner and impact of Sennacherib’s death (c)
• providing accurate historical detail to demonstrate understanding of plausible theories surrounding the circumstances and motives of his assassination, and show awareness of how his death led to immediate or short-term consequences, rather than only broader or long-term legacy issues (c)
• addressing all parts of the question explicitly and avoiding generalised or narrative responses by incorporating relevant historical details, such as dates, names, and events to demonstrate understanding.

Question 16 – The Near East: Xerxes

In better responses, students were able to:

• provide an informed, clear and accurate descriptions of the Persian concept of kingship, recognising its ideological, religious, and moral foundations such as truth (arta), divine favour from Ahuramazda, and the king’s role as absolute monarch and protector of order (a)
• link these ideas to Xerxes’ actions and policies, using examples such as royal inscriptions, building programs, and administrative practices to illustrate how the concept of kingship was expressed during his reign (a)
• select and explain a significant event from Xerxes’ career, demonstrating why it was important within the broader context of his reign (b)
• present a discussion of both the manner and impact of Xerxes’ death, demonstrating accurate historical knowledge about his assassination, the ensuing succession, and its implications for Achaemenid stability (c)
• communicate ideas clearly, using applicable historical terms and evaluative language throughout.

Areas for student improvement include:

• addressing all parts of the question explicitly and avoiding generalised or narrative responses by incorporating relevant historical details, such as dates, names, and events to demonstrate depth of understanding
• describing the concept of kingship with reference to Persian ideology and values, rather than personal traits alone (a)
• following the directive of the question by selecting one important event from Xerxes’ career and providing sufficient historical detail to demonstrate its role and significance and to explain why the event mattered, rather than simply describing what occurred (b)
• providing accurate historical detail to demonstrate understanding of plausible theories surrounding the circumstances and motives of his assassination, and showing awareness of how his death led to immediate or short-term consequences, rather than broader or long-term legacy issues (c).

Question 17 – China: Qin Shihuangdi

In better responses, students were able to:

• focus on the importance of the tomb of Qin Shihuangdi (a)
• follow the directive of the question by selecting one important event from Qin Shihuangdi’s career and provide sufficient historical detail to demonstrate its role and significance and to explain why the event mattered, rather than simply describing what occurred (b)
• provide a range of examples for discussion regarding the nature of the relationship between Qin Shihuangdi and court officials, for example, the highly centralised, authoritarian and legalist ideology, officials existing to implement, rather than challenge, imperial authority, or the functional but coercive manner of enforcing, rather than earning, loyalty (c)
• communicate ideas clearly, using appropriate historical terms and evaluative language throughout.

Areas for students to improve include:

• avoiding a description of the tomb of Qin Shihuangdi (a)
• ensuring the chosen event in his career is significant enough to develop a response in line with the mark value of the question (b)
• focusing on the discussion of the nature and relationship between Qin Shihuangdi and court officials, rather than describing the role of court officials (c).

Question 18 – Greece: Pericles

In better responses, students were able to:

• identify and provide specific historical details and concepts to demonstrate an informed understanding of Pericles’ role in the development of Athens (a)
• identify one important event in Pericles’ career and provide historical detail to demonstrate how this affected his career in a positive or negative way, for example, to stabilise his political position, get re-elected or to eliminate political rivals (b)
• identify and name correctly at least two prominent individuals who had a positive or negative relationship with Pericles, and the type or nature of this relationship, for example, political or personal (c).

Areas for students to improve include:

• referring to relevant historical details such as events, dates, people, legislation, programs that directly link to Pericles’ identified role in the development of Athens (a)
• linking the significant event chosen to Pericles’ career, rather than to his life or to Athens in general (b)
• selecting prominent individuals who had a direct relationship and effect on Pericles during his life (c)
• providing responses that go beyond only including biographical information about prominent individuals in Pericles’ life
• demonstrating an understanding of the association between Pericles and the nominated prominent individual (c).

Question 19 – Greece: Alexander the Great

In better responses, students were able to:

• identify correctly one or more aspects of Alexander’s education, including the experiential education, for example, Co-Regent, Chaeronea provided by Philip II, and provide the necessary historical detail of the areas focused upon in instruction of Alexander (a)
• identify and provide historical details of one significant event in Alexander’s career and link this to how it positively or negatively affected his career, for example, the destruction of Thebes in 335 BC served as a deterrent to other Greek poleis considering rebellion and served to consolidate his control over the Greek mainland (b)
• address both the manner (poison, illness) and impact of Alexander’s death with historical detail, providing a discussion on the plausibility of different theories concerning his death in addition to the short-term impacts of his death (c).

Areas for students to improve include:

• demonstrating an understanding of the type of education Alexander received from Aristotle, Lysimachus, Leonidas, the Royal School of Pages (a)
• following the direction of the question to choose one important event in Alexander’s career and providing historical detail to explain the role this played (b)
• providing historical details to show an understanding that there are a variety of plausible theories concerning how Alexander died, in addition to knowing how his death resulted in immediate and short-term consequences, rather than referencing long term influences or legacy matters (c).

Question 20 – Rome: Tiberius Gracchus

In better responses students were able to:

• provide an informed description of Tiberius Gracchus’ education, for example, his family background, his mother Cornelia being Scipio Africanus’ daughter, her focus on education during his upbringing, Tiberius Grachhus’ connection to Diophanes the orator and Blossius the philosopher, his military service in Spain and his rise to the tribunate in 133 BC (a)
• communicate clearly using a range of applicable historical concepts and terms specific and relevant to Tiberius Gracchus
• provide an informed explanation relevant to the question about one significant event in Tiberius Gracchus’ career, for example, his military service in Spain, his tribunate (b)
• provide a well-developed and informed discussion about both the manner (assassination) and impact of Tiberius Grachhus’ death (c)
• demonstrate accurate historical knowledge and understanding about Tiberius Gracchus’ death and the impact of this for the late Roman Republic (c).

Areas for student to improve include:

• distinguishing between Tiberius Gracchus and Tiberius, the later Julio-Claudian emperor.

Question 21 – Rome: Julius Caesar

In better responses, students were able to:

• provide an informed description of Julius Caesar’s education, for example, his experiential education under his mother, father and Marius, his tutelage under Marcus Antonius Gnipho and Apollonius in Rhodes, Caesar’s early military service in Asia Minor, and his religious education through priesthoods (a)
• communicate clearly using a range of appropriate historical concepts and terms specific and relevant to Julius Caesar
• provide an informed explanation relevant to the question about one significant event in Julius Caesar’s career, for example, the formation of the First Triumvirate, his campaigns in Gaul, or the crossing of the Rubicon (b)
• provide a well-developed and informed discussion about both the manner and impact of Julius Caesar’s death (c)
• demonstrate accurate historical knowledge and understanding about the manner of Julius Caesar’s death (assassination) and the impact of this for the fall of the Roman Republic and the rise of Augustus’ principate (c).

Areas for student to improve include:

• answering the terms of the question, rather than providing a broad discussion about Julius Caesar’s legacy to the modern world (b,c).

Question 22 – Rome: Agrippina the Younger

In better responses, students were able to:

• link Agrippina’s Julio‑Claudian lineage, marriages, especially to Claudius, and patronage networks to the foundation of her power (a)
• select a clearly defined event, for example, marriage to Claudius, elevation as Augusta, removal from the palace, and explain its significance for her career with relevant historical information (b)
• demonstrate informed understanding by connecting specific details of family, marriage, and events to broader concepts of imperial women’s influence and limitations (a,b)
• identify the manner of Agrippina’s death, link it to her deteriorating relationship with Nero, and analyse its impact on his reign and the Julio-Claudian dynasty (c)
• support arguments with precise historical evidence and integrate analysis.

Areas for students to improve include:

• linking each factor clearly to the basis of Agrippina’s power, rather than providing generalised statements about lineage or marriage (a)
• choosing one well‑defined event and explaining why it was significant (b)
• linking the manner and impact of her death together and moving beyond description to evaluate consequences for Nero and the wider imperial court (c).

General feedback

Students should note that all of the topics and each of the options required them to provide a judgement. This judgement should be something more than a simple adjective and should shape the whole response, incorporating historical information that supports the judgement, evaluative language tailored to the needs of the question, and an argument that is sustained across the length of the response. Students are encouraged to use some space in the response booklet to plan their work.

Question 23 − New Kingdom Egypt to the Death of Thutmose IV

In better responses, students were able to:

• focus on reunification while looking at different areas of queens’ contribution, for example, bearing heirs, acting as regents and militaristically (a)
• examine the concept of a warrior pharaoh and its use as a propaganda tool across domains such as the military and upholding ma’at (b)
• present an argument that was sustained regarding contribution to reunification (a)
• present a sustained argument regarding the importance of the warrior pharaoh image (b)
• integrate relevant primary and secondary evidence to develop a well-supported argument
• use appropriate historical terms and concepts to express judgements.

Areas for students to improve include:

• avoiding listing achievements of queens or pharaohs without linking to reunification or importance of the warrior image
• moving beyond using Hatshepsut as an example of a queen when discussing the reunification of Egypt
• referring to specific examples of evidence such as the Donation Stela or the Annals at Karnak to support ideas.

Question 24 − New Kingdom Egypt: Amenhotep III to the Death of Ramesses II

In better responses, students were able to:

• demonstrate a clear understanding of the political and diplomatic context of Egypt’s foreign relations, particularly the changing relations with the Hittites (a)
• present balanced and sustained arguments that assess significance or contribution
• integrate specific and relevant evidence, for example, the Amarna Letters, Battle and Treaty of Kadesh, and major building programs
• show awareness of continuity and change across reigns, linking the actions of Amenhotep III, Akhenaten, Seti I and Ramesses II
• use appropriate historical terms, concepts, and evaluative language to express judgements.

Areas for students to improve include:

• moving beyond narrative responses that describe events without linking them to the question’s focus of importance or contribution
• providing greater balance across the period, rather than focusing only on one pharaoh (a)
• supporting arguments with more precise and integrated evidence from a range of sources
• moving beyond simplistic claims of military success or monumental building to critically evaluate contribution (b)
• developing a stronger concluding judgement that directly addresses key words ‘to what extent’ or ‘assess’.

Question 25 − The Ancient Levant: First Temple Period c. 970–586 BC

In better responses, students were able to:

• make a judgement about how the First Temple contributed to the success of Solomon’s reign, for example, in terms of political legitimacy, religious centralisation and economic activity (a)
• evaluate the success of relations between Israel and Judah during the 8th Century BC, using examples that acknowledged periods of cooperation as well as conflict (b)
• integrate precise evidence from biblical and archaeological sources, supported by relevant historians
• develop a clear argument that responds to the key wording of the question
• show both breadth and depth of understanding, integrating relevant examples that reinforce a judgement.

Areas for students to improve include:

• explaining why the First Temple was important for Solomon’s success, rather than describing features of the Temple itself (a)
• addressing the complexity of Israel–Judah relations, rather than presenting a one-sided account of conflict or unity (b)
• integrating a range of evidence to move beyond general description
• maintaining focus on the argument, rather than recounting narrative detail
• ensuring examples are directly linked to the judgement throughout the response.

Question 26 − Persia: Cyrus II to the Death of Darius III

In better responses, students were able to:

• explain how Cyrus II contributed to the establishment of the empire through military consolidation, administrative organisation and policy decisions (a)
• show judgement about the legacy and achievements of Darius I, linking this to how far the title ‘the Great’ is justified (b)
• integrate accurate and relevant evidence from ancient and modern historians
• sustain a clear argument that addresses the key word in the question
• use both breadth and depth of relevant examples from across the period.

Areas for students to improve include:

• moving beyond descriptive accounts of Cyrus II’s early reign to showing how contributions helped establish the empire (a)
• providing balanced discussion that consider limitations or weaknesses in the legacy of Darius I when forming a judgement (b)
• integrating a range of supporting evidence, rather than repeating the same examples
• maintaining focus on the argument throughout the response
• connecting examples directly to the question, rather than recounting narrative detail.

Question 27 − Imperial China: The Qin and Han 247–87 BC

In better responses, students were able to:

• assess the significance of legal and cultural reforms under the Qin, showing how these shaped centralisation, control and standardisation (a)
• evaluate the contributions of empress dowagers to Han governance, succession, stability and policy direction (b)
• integrate accurate and relevant evidence from a range of sources
• develop a clear argument that address the key words of the question
• demonstrate breadth and depth of understanding through relevant examples that support the judgement.

Areas for students to improve include:

• comparing the significance of Qin reforms, and/or addressing their relative impact, rather than just providing descriptive accounts of the reforms (a)
• moving beyond narrative accounts of empress dowagers to explain the nature and effect of their influence (b)
• integrating a range of supporting evidence, rather than relying on a single emperor or dowager
• maintaining focus on the argument throughout the response
• connecting examples directly to a judgement, rather than retelling events from the period.

Question 28 − The Greek World 500–440 BC

In better responses, students were able to:

• provide a clear argument in response to the question
• use relevant historical content and evidence from a variety of both ancient and modern sources to support their response
• provide examples of effective actions of Miltiades in relation to the Battle of Marathon and relate these actions to the reasons for Greek victory (a)
• determine specific actions of the Peloponnesian League and Athens/the Athenian Empire and the extent to which the activities of the Peloponnesian League were a response to the actions of Athens (b).

Areas for students to improve include:

• using key concepts, terms and content as a basis for the response
• providing a judgement supported with relevant historical content and evidence
• providing more than just a narrative of events from the period
• distinguishing between different elements of the questions, including the difference between the Peloponnesian League and Delian League
• ensuring their response engages fully with the question provided
• providing detail on Marathon, as opposed to other battles of the Persian Wars (a)
• providing detail on the Peloponnesian League, rather than just the Delian League/Athenian Empire (b).

Question 29 − 4th-Century Greece to the Death of Philip II

In better responses, students were able to:

• provide an informed judgement about the significance of the King’s Peace and the impact of the Peace for developments in Greece to 362 BC (a)
• identify and elaborate on key elements of the King’s Peace, contextualising the treaty, for example, Agesilaus’ Asian campaign, the Corinthian War, and demonstrating a deep knowledge of the period (a)
• support the response by clearly using a range of relevant sources, both ancient and modern
• provide an informed judgement about the extent to which Philip II was a successful Macedonian king (b)
• identify and elaborate on a range of key successes and failures of Philip’s reign, for example, his transformation of the army, military successes, diplomatic manoeuvres and marriage to secure alliances (b).

Areas for students to improve include:

• focusing on the impacts of the King’s Peace on Greece between 387 BC and 362 BC, rather than focusing solely on the Peace, for example, the Dissolution of the Boeotian League and Theban humiliation in 386–385 BC, Sparta invoking the autonomy clause of the King’s Peace to besiege Mantinea in 385 BC, seizure of the Theban Cadmeia in 382 BC, liberation of Thebes in 379 BC, the Spartan defeat at Leuctra in 371 BC, Foundation of Megalopolis, Second Athenian Confederacy (a)
• providing key context for the King’s Peace, sequencing events and demonstrating understanding of cause and effect (a)
• demonstrating accurate knowledge of the period, supported by relevant sources.

Question 30 − The Fall of the Roman Republic 78−31 BC

In better responses, students were able to:

• provide informed judgements about the extent to which the army contributed to political developments in the late Republic, using specific examples (a)
• draw on knowledge of the period, including historical context for the use of the army for political developments, for example, the precedent set by Sulla that was emulated by later military leaders (a)
• provide relevant accounts of specific incidents where the army was used by individual generals to achieve political outcomes spanning the period from 78–31 BC (a)
• link the use of the army to specific political developments (a)
• accurately define what was meant by optimates and populares and make informed judgements about the significance of each faction during the period (b)
• provide specific examples of the actions of significant individuals or groups within both the optimates and populares (b)
• draw on a range of ancient and modern sources to support an argument.

Areas for students to improve include:

• addressing the specific aspects of the question, rather than providing narrative recount or general information
• linking the use of the army to specific political developments, rather than focusing on military campaigns (a)
• supporting ideas by using accurate and relevant references to sources
• demonstrating knowledge of the topic and of the significance of specific actions of optimates and populares to the main themes of the period (b).

Question 31 − The Augustan Age 44 BC–AD 14

In better responses, students were able to:

• identify accurately and describe the role played by equestrians in the Augustan principate, especially in filling new roles in provincial administration and several important positions in the city of Rome and in the empire, for example, prefectures, managing the vigiles, commanding the fleet (a)
• explain why the positions of equestrians were more important than any assigned to freedmen, a social class whose numbers Augustus sought to reduce by making manumission more difficult (a)
• make a judgement about the success of provincial government, using criteria such as the extension of peace, economic prosperity, security of borders, and improvements in administration (b)
• demonstrate an understanding of the factors contributing to, and impacts of, new powers for equestrians (a)
• provide relevant connections between managing the army and maintaining the frontier without letting either of these areas dominate the discussion of provincial government (b)
• provide judgements throughout the response, consistently referring to the purpose behind extending the political role of the equestrian order (a)
• provide judgements throughout the response, consistently referring to the way in which reducing corruption and curbing the initiative of proconsuls helped to solidify Augustus' hold on power (b)
• support the discussion and judgement with relevant historical sources, ancient and modern, written and archaeological, using the sources to support the judgement.

Areas for students to improve include:

• providing a judgement informed by historical knowledge and understanding
• avoiding discussions of the composition or history of the equestrian order that suggest it was created by Augustus (a)
• avoiding a discussion of reforms in the city of Rome, including specific building programs, which are not relevant to provincial government (b)
• integrating evaluative language, for example, ‘to a significant’, ‘moderate’, or ‘limited extent’ demonstrating an understanding of the purpose and intentions of ancient sources and modern historians, rather than appending their names to the phrase 'according to'
• using paragraphs and topic sentences to shape their responses to the question.

Question 32 − The Julio-Claudians AD 14−69

In better responses, students were able to:

• evaluate the relative success of Nero as a princeps through establishing some criteria by which the success can be measured, for example, maintaining peace in the empire, forging a close relationship with the senate, or winning the affection of the public, rather than simply seeing success or failure as arising from personality or morality (a)
• present the ‘image’ of the princeps as the result of both projection by the princeps and reception by contemporaries and posterity (b)
• present Nero's reign as having some successful elements, even if the verdict is ultimately that he was unsuccessful, reflecting on the limitations of key sources and contemporary reassessments of Nero (a)
• include detail about the way each princeps presented himself as a ruler either adhering to or deviating from the Augustan paradigm, using archaeological and numismatic sources where appropriate, and noting how they have been transmitted to posterity by ancient writers (b)
• support the discussion and judgement with relevant historical sources, ancient and modern, written and archaeological, using the sources to advance the judgement.

Areas for students to improve include:

• avoiding a chronological account of Nero's reign that focuses first on the role played by Agrippina and then on his depravities (a)
• avoiding anecdotal accounts of the reign of each princeps which do not directly relate to the way the office of princeps was projected or received (b)
• providing judgements by integrating evaluative language throughout the response
• using paragraphs and topic sentences to shape their responses to the question.