Oxford Cambridge and RSA - 2025
Friday 6 June 2025 – Afternoon
A Level History A
Y107/01 England 1547–1603: the Later Tudors
Time allowed: 1 hour 30 minutes
(Verified Question Paper With Mark
Scheme Combined June 2025)
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2025 OCR A Level History A Y107/01 England 1547–1603: the Later Tudors, Exams of History
2025 OCR A Level History A Y107/01 England 1547–1603: the Later Tudors Time allowed: 1 hour 30 minutes (Verified Question Paper With Mark Scheme Combined June 2025) INSTRUCTIONS •Use black ink. •Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown. •Fill in the boxes on the front of the Answer Booklet. •Answer Question 1 in Section A. Answer either Question 2 or Question 3 in Section B. INFORMATION •The total mark for this paper is 50. •The marks for each question are shown in brackets [ ]. •Quality of extended response will be assessed in questions marked with an asterisk (*). •This document has 4 pages. ADVICE •Read each question carefully before you start your answer. OCR 2025 [Y/506/4256] DC (DE) 358896 OCR is an exempt Charity Turn over Section A Mid Tudor Crises 1547–1558 Study the four sources and answe
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Oxford Cambridge and RSA - 2025
Friday 6 June 2025 – Afternoon
A Level History A
Y107/01 England 1547–1603: the Later Tudors
Time allowed: 1 hour 30 minutes
(Verified Question Paper With Mark
Scheme Combined June 2025)
INSTRUCTIONS
- Use black ink.
- Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown.
- Fill in the boxes on the front of the Answer Booklet.
- Answer Question 1 in Section A. Answer either Question 2 or Question 3 in Section B. INFORMATION
- The total mark for this paper is 50.
- The marks for each question are shown in brackets [ ].
- Quality of extended response will be assessed in questions marked with an asterisk (*).
- This document has 4 pages. ADVICE
- Read each question carefully before you start your answer. © OCR 2025 [Y/506/4256] DC (DE) 358896 OCR is an exempt Charity Turn over
© OCR 2025 Y107/01 Turn over Jun Source D: A Protestant reformer comments on the achievements of Edward VI before the king’s death. The king has accomplished more in his youth than many have done in their adult life. He has repealed the Act of Six Articles. He has removed images from churches. He has overthrown image worship. He has abolished the mass and destroyed almost every kind of superstition. He has published good and pious homilies to lessen the ignorance of uneducated ministers. Each of these achievements would be considered a great action in other men, but as nothing to him, given the very great amount he has accomplished. Sir John Cheke, a former tutor to Edward, writes to a Protestant reformer in Switzerland, 1553.
Y107/ Jun © OCR 2025 Section B Elizabethan England Answer Question 2 or Question 3. 2* How successfully did Elizabeth I use and manage faction? [20] 3* ‘Essex’s rebellion was the most serious threat to Elizabeth I in the period from 1588 to 1603.’ How far do you agree? [20] END OF QUESTION PAPER Oxford Cambridge and RSA Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the
Oxford Cambridge and RSA Examinations
GCE
History A
Y107/01: England 1547-1603: the Later Tudors
A Level
Mark Scheme for June 2025
Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. © OCR 2025
Mark
Scheme
Y107/
June
answered into RM Assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.)
Mark
Scheme
Y107/
June
Multiple-Choice Question Responses When a multiple-choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach. Contradictory Responses When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct. Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development of the ‘first response’, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.) Short Answer Questions (requiring a more developed response, worth two or more marks ) If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space). Longer Answer Questions (requiring a developed response) Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.
- Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there, then add the annotation ‘SEEN’ to confirm that the work has been seen and
Mark
Scheme
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June
- There is a NR ( No Response ) option. Award NR (No Response):
- if there is nothing written at all in the answer space
- OR if there is a comment which does not in any way relate to the question (e.g., ‘can’t do’, ‘don’t know’)
- OR if there is a mark (e.g., a dash, a question mark) which is not an attempt at the question. Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).
- The RM Assessor comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason.
9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the
end of the marking period. The report should contain notes on particular strengths displayed as well as common errors or
weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated.
10. For answers marked by levels of response: Not applicable in F
To determine the level – start at the highest level and work down until you reach the level that matches the answer To determine the mark within the level , consider the following
Descriptor Award mark
On the borderline of this level and the one below At bottom of level Just enough achievement on balance for this level Above bottom and either below middle or at middle of level (depending on number of marks available) Meets the criteria but with some slight inconsistency Above middle and either below top of level or at middle of level (depending on number of marks available) Consistently meets the criteria for this level At top of level
Mark
Scheme
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- Annotations
Annotation Meaning
Blank Page
Highlight
Off-page comment
Assertion
Analysis
Evaluation
Explanation
Factor
Illustrates/Describes
Irrelevant, a significant amount of material that does not answer the question
Judgement
Knowledge and understanding
Provenance
Simple comment
Unclear
View
Mark
Scheme
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June
Question Answer Mark Guidance
In discussing the historical context of Source B, answers might consider that the demands ignored social and economic complaints. In discussing how Source C does and does not support the view, it suggests that reformed practices, such as the destruction of images and old books, were introduced and a new reformed Prayer Book, but also notes that superstitious ceremonies were still followed. In discussing the provenance of Source C, answers might consider it is an official act of Parliament, but was this fully implemented in the localities? In discussing the historical context of Source C, answers might consider that even in 1550 there were still old practices being used and that there had been religious unrest in 1549. In discussing how Source D does not support the view, it suggests that Edward was able to establish a fully reformed church in six years, suggesting little opposition.
In discussing the provenance of Source D,
answers might consider that Cheke was Edward’s tutor and supporter of the reformed religion and was writing to a fellow reformer.
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Scheme
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June
In discussing the historical context of Source
D, answers might consider the ease with which
Mark
Scheme
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June
Question Answer Mark Guidance
2 How successfully did Elizabeth I use and manage faction? In arguing that Elizabeth I was successful in using and managing faction:* Answers might consider her decision not to marry Leicester. Answers might consider her use of procrastination and delay in making decisions. Answers might consider the execution of Norfolk and Essex who were both guilty of treason. Answers might consider the consensus that was established in the 1570s with Cecil and Leicester recognising they could co-exist at court. Answers might consider Elizabeth’s personal skills, such as nicknames, in managing faction. Answers might consider her ability to control faction at court. In arguing that Elizabeth was unsuccessful in using and controlling faction: Answers might consider the conflict between Leicester and the Howard alliance in 1565-66. Answers might consider Leicester’s dislike of the rise of Hatton and the influence of Heneage.
20 The^ indicative^ content^ lists^ features^ of^ the
period studied that relate to the question set. Neither significance nor relative importance are attributed to the features listed. The indicative content is intended to reflect the knowledge and understanding a candidate is likely to analyse and evaluate in order to arrive at a judgement in line with the question set. No set answer is expected. At higher levels, candidates will focus on weighing up success/failure; but at Level 4, may simply list reasons/factors for success and failure. At Level 5 and above there will be judgement as to how successful the Queen was. At higher levels candidates might establish criteria against which to judge success. To be valid judgements, claims must be supported by relevant and accurate material. If not, they are assertions. Knowledge must not be credited in isolation. It should only be credited where it is used as the basis for analysis and evaluation, in line with the descriptions in the levels mark scheme.
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Scheme
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Answers might consider the impact of
the Cecil v Dudley factional struggle.