MATSEC Examinations Board
SEC 18 HISTORY
HISTORY
2023
SEC 18 Syllabus History
2025 SEC 18 HISTORY (2025): HISTORY
Table of Contents
Introduction ...... 2 Programme learning outcomes ...... 2 List of Learning Outcomes ...... 4 List of Subject Foci ...... 5 Programme Level Descriptors ...... 6 Learning Outcomes and Assessment Criteria ...... 8 Scheme of Assessment ...... 28 School candidates ...... 28 Controlled Assessment ...... 30 Private candidates ...... 31 Coursework Modes ...... 32 Coursework Marking Schemes ...... 41 Specimen Assessments: Controlled Paper MQF 1-2 ...... 52 Specimen Assessments: Controlled Paper MQF 2-3 ...... 61 Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 1-2 ...... 68 Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 2-3 ...... 79
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Introduction
This syllabus is based on the curriculum principles outlined in The National Curriculum Framework for All (NCF) which was translated into law in 2012 and designed using the Learning Outcomes Framework that identify what students should know and be able to achieve by the end of their compulsory education. It is linked to the national curriculum learning area Humanities Education and builds on the knowledge and skills students have acquired previously in the Primary and Middle years of schooling.
As a learning outcomes-based syllabus, it addresses the holistic development of all learners and advocates a quality education for all as part of a coherent strategy for lifelong learning. It ensures that all students can obtain the necessary skills and attitudes to be future active citizens and to succeed at work and in society irrespective of socio-economic, cultural, racial, ethnic, religious, gender and sexual status. This syllabus provides equitable opportunities for all learners to achieve educational outcomes at the end of their schooling which will enable them to participate in lifelong and adult learning, reduce the high incidence of early school leaving and ensure that all learners attain key twenty-first century competences.
This programme also embeds learning outcomes related to cross-curricular themes, namely digital literacy; diversity; entrepreneurship creativity and innovation; sustainable development; learning to learn and cooperative learning and literacy. In this way students will be fully equipped with the skills, knowledge, attitudes and values needed to further learning, work, life and citizenship.
Programme learning outcomes
The aims of the syllabus as a programme of study are to:
a) stimulate interest in and enthusiasm for the study of the past;
b) promote the acquisition of knowledge and understanding of human activity in the past, linking it, as appropriate, with the present;
c) ensure that students’ knowledge is rooted in an understanding of the nature and the use of historical evidence;
d) help students towards an understanding of the development over time of social and cultural values;
e) promote an understanding of the nature of cause and consequence, continuity and change, similarity and difference, sequence and chronology and empathy in history;
f) develop essential historical skills when analysing and interpreting primary and secondary sources;
g) provide an appropriate integration of our national history within a wider international context.
h) communicate history, using the appropriate use of historical terms, in written and oral form.
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The learning programme will address:
a) The development of historical knowledge and understanding. Students will be expected to recall historical facts and explain historical terminology;
b) The evaluation and interpretation of evidence. Students will be expected to acquire the basic skills necessary for the study of various types of historical evidence:
c) to comprehend evidence and place it in context; d) to analyse, interpret, assess the level of bias and reliability, point out gaps and inconsistencies in evidence; e) to distinguish between fact, opinion and judgement; f) to compare sources and reach conclusions based on the available evidence;
g) The ability to construct and communicate a simple historical exposition in digital, written or oral form. Students will be expected to construct a simple exposition, including reasoned arguments based on historical evidence in a clear, logically structured and coherent form. Students should be able to:
(i) select, summarise, evaluate, and arrange relevant information when answering a historical question;
(ii) make use of such analytical concepts as cause and consequence, change and continuity, similarity and difference, sequence and chronology in their narrative;
h) The ability to look at events and issues from the perspective of people in the past. Students should be able to form/have:
(i) an understanding of motivation in history; (ii) a reconstruction of attitudes, values and beliefs of people in the past; (iii) an understanding of actions and practices of people in the past.
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List of Learning Outcomes
The learning outcomes of the History programme are the following:
LO1. I can observe, analyse, compare and contrast facts, opinions, positions, motives, bias and objectivity in primary and secondary sources while extrapolating historical information and relating to the dating and chronology, cause and consequence, change and continuity and historical significance of the period or event under study. (Coursework and Controlled)
LO2. I can discuss and analyse causes, events and consequences about the Italian Renaissance and the Reformation in Europe and the Age of Discovery, Exploration and Colonisation with the help of various primary and secondary sources. (Controlled)
LO3. I can explore the causes, changes and consequences brought about by the French Revolution and Napoleon’s Empire. I can trace the origins, the changes and the consequences of the Industrial Revolution in Britain and Germany up to 1914. I can explore the causes, changes and consequences that brought about the unification of Italy and Germany, with the help of various primary and secondary sources. (Coursework & Controlled)
LO4. I can explain the reasons for the origins and the end of the Cold War, discuss its main international incidents and describe the pattern of events leading to the fall of Communism in Eastern Europe in 1989 with the help of primary and secondary sources. (Controlled)
LO5. I can describe and evaluate some major projects and achievements of the Order of St John in Malta after 1565 and analyse some of the problems for the Order in the eighteenth century with the help of various primary and secondary sources. (Coursework & Controlled)
LO6. I can trace, describe and assess the French invasion and occupation of Malta and political and constitutional development in Malta up to 1921 with the help of various primary and secondary sources. (Coursework & Controlled)
LO7. I can trace, describe and evaluate nineteenth and twentieth century social and economic development in Malta with the help of various primary and secondary sources. (Controlled)
LO8. I can trace, describe and evaluate Malta’s political and constitutional development from the granting of self-government in 1921 to membership in the European Union in 2004 with the help of various primary and secondary sources. (Controlled)
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LO9. I can discuss and analyse the causes, the political developments and diplomatic incidents that led to the outbreak of the First World War, the technological changes in warfare and the aftermath of that war, the effects of that war on Malta, the developments that contributed to Hitler’s rise to power and the outbreak of the Second World War and the effects of that war on Malta with the help of various primary and secondary sources. (Coursework & Controlled)
List of Subject Foci
The programme learning outcomes are structured into the following subject foci:
Analysing and interpreting historical evidence
1. Analysing and interpreting historical evidence
European and International History
2. Early Modern Europe (1450-1600) 3. Revolutions and Nationalism in Europe (1789-1914) 4. Europe since 1945
Maltese History
5. Malta under the rule of the Order of St John (1565-1798) 6. The French the British Period (1798-1921) 7. Malta’s social and economic development since 1800 8. Malta’s political and constitutional development (1921-2004)
Maltese and European History
9. Europe and Malta in the Two World Wars
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Programme Level Descriptors
MQF Level 1 MQF Level 2 MQF Level 3 Knowledge of facts, principles, processes and Basic general knowledge general concepts in history. 1. Acquires basic general knowledge Basic factual knowledge of history. 1. Understands the relevancy of theoretical related to the immediate environment 1. Possess good knowledge of a field of work or knowledge and information related to history; and expressed through a variety of study; 2. Assesses, evaluates and interprets facts, simple tools and context as an entry 2. Is aware and interprets type of information establishing basic principles and concepts in a point to lifelong learning; and ideas; particular field of work or study; 2. Knows and understands the steps 3. Understands facts and procedures in the 3. Understands facts and procedures in the needed to complete simple tasks and application of basic tasks and instructions; application of more complex tasks and activities in familiar environments; 4. Selects and uses relevant knowledge to instructions; 3. Is aware and understands basic tasks accomplish specific actions for self and 4. Selects and uses relevant knowledge acquired and instructions; others. on one’s own initiative to accomplish specific 4. Understands basic textbooks. actions for self and others.
Basic skills required to carry out simple 1. A range of cognitive and practical skills tasks. Basic cognitive and practical skills required to required to accomplish tasks and solve 1. Has the ability to apply basic use relevant information in order to carry out problems by selecting and applying basic knowledge and carry out a limited tasks and to solve routine problems using simple methods, tools, materials and information. range of simple tasks; rules and tools 2. Demonstrates a range of developed skills to 2. Has basic repetitive communication 1. Has the ability to demonstrate a range of carry out more than one complex task skills to complete well defined routine skills by carrying out a range of complex effectively and in unfamiliar and unpredictable tasks and identifies whether actions tasks within a specified field of work or contexts; have been accomplished; study; 3. Communicates more complex information; 3. Follows instructions and be aware of 2. Communicates basic information; 4. Solves basic problems by applying basic consequences of basic actions for self 3. Ensures tasks are carried out effectively methods, tools, materials and information and others. given in a restricted learning environment.
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Take responsibility for completion of tasks in work or study and adapt own behaviour to Work Out or Study under Direct Supervision Work or study under supervision with some circumstances in solving problems. in a Structured Context. autonomy. 1. Applies knowledge and skills to do some tasks 1. Applies basic knowledge and skills to do 1. Applies factual knowledge and practical skills systematically; simple, repetitive and familiar tasks; to do some structured tasks; 2. Adapts own behaviour to circumstances in 2. Participates in and takes basic 2. Ensures one acts pro-actively; solving problems by participating pro-actively responsibility for the action of simple 3. Carries out activities under limited in structured learning environments; tasks; supervision and with limited responsibility in 3. Uses own initiative with established 3. Activities are carried out under guidance a quality controlled context; responsibility and autonomy, but is supervised and within simple defined timeframes; 4. Acquires and applies basic key competences in quality controlled learning environments, 4. Acquires and applies basic key at this level. normally in a trade environment; competences at this level. 4. Acquires key competences at this level as a basis for lifelong learning. Table 1 - Programme Descriptors (MQF Levels 1, 2 and 3)
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Learning Outcomes and Assessment Criteria
Subject Focus 1: Analysing and interpreting historical evidence Learning I can observe, analyse, compare and contrast facts, opinions, positions, motives, bias and objectivity Outcome 1: in primary and secondary sources while extrapolating historical information and relating to the dating and chronology, cause and consequence, change and continuity and historical significance of the period (Covered or event under study. through all other LOs – coursework and controlled)
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 1.1a Identify primary and/or secondary 1.2a Differentiate between primary and 1.3a Relate primary and/or secondary sources. secondary sources. sources to a historical event.
1.1b Identify key facts from primary and/or 1.2b Identify facts and/or views from 1.3b Infer opinions, views and/or positions secondary sources. primary and/or secondary sources. from primary and/or secondary sources. 1.3c Relate the historical role of the author 1.2c Identify the historical role of the 1.1c Identify the author of the primary to the opinions, views and/or positions author of the primary and/or secondary and/or secondary source. expressed in the primary and/or secondary source. source. 1.1d Identify the chronological order from 1.2d Rank the historical events in 1.3d Relate historical developments to the given dates and/or sequence of events. chronological order. chronological order of the historical events. 1.3e Differentiate between key dates 1.1e Label historical events with the 1.2e Relate the date to a key historical and/or events and secondary dates and/or appropriate date. event. events. 1.1f Identify causes and/or consequences 1.2f Differentiate between causes and 1.3f Relate causes and/or consequences to of an historical event from a number of consequences of historical events from a the corresponding historical events from a given sources. number of given sources. number of given sources. 1.1g Identify change and/or continuity of a 1.2g Describe instances of change and/or 1.3g Explain instances of change and/or historical event from a number of given continuity of a historical event from a continuity of a historical event from a sources. number of given sources. number of given sources.
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Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 1.3h Explain a historical map within the 1.1h Identify key facts from a historical 1.2h Describe the key features in a context of its historical event and/or map. historical map. development. 1.1i Present basic collected data. 1.2i Describe the collected data. 1.3i Analyse the collected data.
Letters; documents; diaries; newspaper articles, graphs; maps; mind-maps; tables; sketches; photos. 1.2j Provide a brief analysis of the collected 1.3j Provide an interpretation of the data data to answer the aim and/or hypothesis collected. of the research topic.
1.3k Explain the cartoon in its historical 1.1k Identify the key elements in a 1.2k Describe the key elements in a context and/or the point of view of the historical cartoon. historical cartoon. author. 1.2l Explain terms and/or terminology 1.1l Identify terms and/or terminology 1.3l Discuss terms and/or terminology as associated with a particular historical associated with a historical event. used in their historical context. event. e.g. The lettres de cachet with the French e.g. The Reign of Terror during the French e.g. The lettres de cachet with the French Revolution Revolution. Revolution
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Subject Focus 2: Early Modern Europe (1450-1600) Learning I can discuss and analyse causes, events and consequences about the Italian Renaissance and the Outcome 2: Reformation in Europe and the Age of Discovery, Exploration and Colonisation with the help of various primary and secondary sources.
(Controlled) Origins and features of the Italian Renaissance; the significant inventions of the time; prominent Italian Renaissance artists and humanists; how the Renaissance spread to other countries and its impact on Europe. The state of the Catholic Church on the eve of the Reformation; the movement started by Martin Luther in Germany; the Catholic Counter-Reformation; the impact of the Reformation on Europe. The causes for such exploration; the achievements of the early explorers; the colonisation of newly discovered lands; the Atlantic Slave Trade and the movement for its abolition; the impact of these developments.
The Renaissance Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 2.1a Identify the reasons leading to the 2.2a Explain the reasons for the origin of the 2.3a Analyse the reasons why the origins of the Italian Renaissance Renaissance in Italy. Renaissance started in Italy. 2.1b Identify illustrations on the main centres 2.2b Describe the features of the Italian 2.3b Explain the importance of key centres and/or features of the Italian Renaissance. Renaissance. and/or features of the Italian Renaissance.
Florence, Rome, Venice Florence, Rome, Venice Florence, Rome, Venice Portraiture, rediscovery of the dome, Portraiture, rediscovery of the dome, Portraiture, rediscovery of the dome, perspective in painting, the human form, perspective in painting, the human form, perspective in painting, the human form, rediscovery of the classical period rediscovery of the classical period rediscovery of the classical period 2.1c List important inventions at the time of the Renaissance. 2.2c Explain the impact of Renaissance printing press, gunpowder, the cannon, inventions on Europeans. navigating compass 2.1d Identify prominent Italian Renaissance 2.2d Describe the contribution of Italian 2.3d Discuss some of the works of a artists and humanists and/or their works. Renaissance artists and/or humanists. Renaissance artist or humanist.
Leonardo, Michelangelo, Raffaello, Petrarca, Giotto, Botticelli, Leonardo, Michelangelo, Giotto, Botticelli, Leonardo, Michelangelo, Macchiavelli Raffaello, Petrarca, Macchiavelli, Erasmus Raffaello, Petrarca, Macchiavelli, Erasmus 2.1e Demonstrate with the use of a given 2.3e Discuss why Florence and Rome map, the route of how the Renaissance 2.2e Explain how the Renaissance spread in became the main centres of the Renaissance spread in and outside of Italy. and outside of Italy. of Italy.
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The Reformation 2.1f Identify problems within the Catholic 2.2f Explain these terms about the Catholic Church in the Late Middle Ages. Church in the Late Middle Ages. 2.3f Discuss the effects of the abuses of the Late Medieval Catholic Church on the moral nepotism, simony, pluralism, the sale of nepotism, simony, pluralism, the sale of and/or religious life of Europeans. indulgences, lack of celibacy indulgences, lack of celibacy 2.3g Discuss the causes, major events and/or 2.2g Describe the events which led to Martin 2.1g Identify the main facts about Martin consequences of Martin Luther’s Protestant Luther initiating the Protestant Revolt and/or Luther. Revolt against the Catholic Church (in and how it spread to other parts of Europe. outside Germany). 2.1h Identify agents of the Catholic Counter- 2.2h Explain the importance of the agents of Reformation in Europe. the Catholic Counter-Reformation. 2.3h Discuss the success or failure of the agents of the Catholic Counter-Reformation the Jesuit Order, the Roman Inquisition, the the Jesuit Order, the Roman Inquisition, the in the religious divide of 16th-century Europe. Council of Trent Council of Trent 2.1i Identify statements that describe the 2.2i List the consequences of the 2.3i Discuss the impact of the Reformation impact of the Reformation and/or Counter- Reformation and/or Counter-Reformation on and/or Counter-Reformation in Europe. Reformation on Europe. Europe.
The Age of Exploration, Discovery and Colonisation
2.1j Identify causes for the Age of 2.2j Explain the causes for the Age of 2.3j Analyse the causes for the Age of Exploration. Exploration. Exploration. 2.2k List the achievements of early explorers 2.1k Match the early explorer/s with their 2.3k Explain the contribution of the early in the field of discovery and/or colonisation of exploits. explorers. new lands. Marco Polo, Henry the Navigator, Dias, Marco Polo, Henry the Navigator, Dias, Marco Polo, Henry the Navigator, Dias, Colombus, da Gama, Vespucci, Cabot, Colombus, da Gama, Vespucci, Cabot, Colombus, da Gama, Vespucci, Cabot, Magellan Magellan Magellan 2.2l Describe how Cortes conquered the 2.3l Discuss the European conquest and/or 2.1l Define the term colonisation and/or Aztec empire and/or Pissarro conquered the colonisation of the New World. conquistadores. Inca empire. Aztec, Inca 2.1m Comment on illustrations about the 2.2m Describe how the Atlantic slave trade 2.3m Discuss arguments for/against the Atlantic Slave trade. operated between Africa and America. Atlantic slave trade at the time.
2.3n Explain the consequences of the Age of 2.1n Identify the consequences of the Age of 2.2n List consequences of the colonisation of Exploration and/or Colonisation from the Exploration and/or Colonisation. the newly discovered lands by Europeans. perspective of the indigenous people and/or the Europeans.
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Subject Focus 3: Revolutions and Nationalism in Europe (1789-1914) Learning I can explore the causes, changes and consequences brought about by the French Revolution, Napoleon’s Outcome 3: Empire. I can trace the origins, the changes and the consequences of the Industrial Revolution in Britain and Germany up to 1914. I can explore the causes, changes and consequences brought about by the (Coursework & unification of Italy and Germany, with the help of various primary and secondary sources. Controlled) French society on the eve of the Revolution; the causes of the Revolution; its most significant events and changes; its impact on the rest of Europe; reasons for the rise and fall of Napoleon; the nature and impact of Napoleon’s empire in France and in Europe; the post-Napoleonic settlement at the Congress of Vienna. The origins of the Industrial Revolution in Britain; significant inventions that impacted on that revolution; the Industrial Revolution in Germany before and after unification; working and living conditions of various groups of people during the Industrial Revolution; positive and negative effects of that revolution. The Italian Risorgimento, the failed attempt at unification during the 1848 Revolutions in Italy and Germany; Cavour’s and Bismarck’s diplomacy and the events leading to Italian and German unification; the German Confederation; comparison between the Italian and German unification movements.
The French Revolution and the Napoleonic Empire Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 3.3a Discuss the causes that contributed to 3.1a Identify the chronological order of the 3.2a Explain the causes of the French the outbreak of the French Revolution of causes leading to the French Revolution. Revolution. 1789. 3.3b Analyse the importance of key events of the French Revolution. 3.1b Identify the key events and/or 3.2b Explain the key events and/or
developments of the French Revolution developments of the French Revolution Fall of the Bastille, Trial and Execution of the King, The Reign of Terror. 3.1c Rank in chronological order the events 3.2c Explain the reasons for Napoleon’s rise 3.3c Discuss Napoleon’s rise to power. leading to Napoleon’s rise to power. to power in France.
3.1d Identify historical facts from political 3.2d Explain political cartoons on the French 3.3d Interpret political cartoons on the Revolution and/or Napoleon. cartoons on the French Revolution and/or French Revolution and/or Napoleon from the Napoleon. context, persons, symbols, objects, captions. point of view of the cartoonist. 3.2e List consequences of the French 3.3e Discuss the consequences of the French 3.1e Comment on illustrated sources on the Revolution and/or Napoleon on France Revolution and/or Napoleon on France French Revolution and/or Napoleon. and/or Europe. and/or Europe. 3.2f Explain the events and/or developments 3.1f List events and/or developments which 3.3f Discuss reasons for the decline and leading to the decline and downfall of contributed to Napoleon’s downfall. downfall of the Napoleonic Empire. Napoleon. Page 12 of 89
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3.2g Explain how the Congress of Vienna 3.1g Identify the leading statesmen and/or 3.3g Discuss the success and/or failures of the redrew the map of Europe on the principles the aims of the Congress of Vienna. Congress of Vienna. of legitimacy and balance of power.
The Industrial Revolution
3.1h Identify reasons why the Industrial 3.2h List reasons why the Industrial 3.3h Discuss why the Industrial Revolution Revolution started in Britain. Revolution started in Britain. started in Britain.
3.1i Identify the most important early 3.2i List the most important early inventions 3.3i Explain the impact of the most inventions made during the Industrial made during the Industrial Revolution in important early inventions on the course of Revolution in Britain. Britain and/or their impact. the Industrial Revolution in the 19th century.
Factory Mill, Spinning Jenny, Flying Shuttle, Factory Mill, Spinning Jenny, Flying Shuttle, Factory Mill, Spinning Jenny, Flying Shuttle, Steam Engine Steam Engine Steam Engine 3.1j Differentiate between facts about the 3.2j Explain how Germany was affected by 3.3j Compare and contrast the early phase Industrial Revolution in Britain and in the Industrial Revolution before and/or after of the Industrial Revolution in Britain and in Germany. unification. Germany. 3.2k Describe the working conditions and the standard of living of people from different 3.1k Identify from sources the working social classes during the Industrial conditions and the standard of living of Revolution.
people from different social classes during the Industrial Revolution. children, women, miners, city dwellers, country people, middle class people, upper class people 3.1l Identify from illustrated sources, the 3.2l. List the positive and/or negative 3.3l Discuss the positive and/or negative developments made during the Industrial consequences brought about by the consequences of the developments of the Revolution. developments of the Industrial Revolution. Industrial Revolution. transport (railway, cargo ships, transport (railway, cargo ships, automobile); transport (railway, cargo ships, automobile); automobile); weaponry (artillery, warships, weaponry (artillery, warships, aircraft); weaponry (artillery, warships, aircraft); aircraft); industrial production (industrial industrial production (industrial centres, industrial production (industrial centres, centres, production belt, interchangeable production belt, interchangeable parts). production belt, interchangeable parts).. parts)..
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3.2m List positive and/or negative effects of 3.3m Explain the positive and/or negative 3.1m Differentiate between positive and the Industrial Revolution in 19th-century effects of the Industrial Revolution in 19th- negative effects of the Industrial Revolution. Europe. century Europe.
The Unification of Italy and Germany 3.1n Identify words, phrases and/or people 3.2n Explain the role of the Carbonari 3.3n Explain the importance of the main linked to the Risorgimento. Movement and/or Young Italy in the Italian events, developments and/or leaders Risorgimento. associated with the Italian Risorgimento. (e.g. the Carbonari Movement, Young Italy, Garibaldi etc.)
3.1o Identify causes leading to the 1848 3.2o List reasons for the failure of the 1848 3.3o Analyse why the 1848 revolutions failed Revolutions in Italy and/or Germany. Revolutions in Italy and/or Germany. in Italy and/or Germany.
3.3p Analyse the motives and decisions taken by Cavour and/or Garibaldi aimed at 3.1p Identify Mazzini’s, Cavour’s and/or 3.2p Explain the decisions and actions taken achieving Italian unification. Garibaldi’s contribution to the unification of by Mazzini, Cavour and/or Garibaldi leading
Italy. to the unification of Italy. Pact of Plombieres, The Austro-Italian War, The expedition of the Red Shirts 3.1q Identify key facts about the German 3.3q Compare and contrast Prussia and 3.2q List key facts about the German Confederation. Austria as the two major states in the Confederation. German Confederation. 3.3r Analyse the motives and decisions taken by Bismarck aimed at achieving German 3.2r Explain the decisions and actions taken unification. 3.1r Identify Bismarck’s achievements by Bismarck towards the Unification of towards German unification. Germany. Danish War 1864; Seven Weeks War 1866- 67; The EMS Telegram; Franco-Prussian War. 3.2s List similarities and/or differences 3.3s Compare and contrast the actions of 3.1s Differentiate between facts about the between the Italian and German unification Cavour and Bismarck for achieving Italian unification of Italy and Germany. movement. and German unification.
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Subject Focus 4: Europe since 1945 Learning I can explain the reasons for the origins and the end of the Cold War, discuss its main international Outcome 4: incidents and describe the pattern of events leading to the fall of Communism in Eastern Europe in 1989 and analyse the reasons and process of post-war West European integration with the help of primary and (Controlled) secondary sources.
The division of Europe between East and West as a result of the Cold War; Berlin as a case study of the Cold War in Europe; the Cuban Missile Crisis as a case study of the Cold War outside Europe; how the Cold War came to an end; how and why was Western Europe united after the war; landmarks in the history of European integration.
The pattern of the Communist regimes in Eastern Europe; Gorbachev’s reforms in the USSR; the fall of the Communist regimes in Eastern Europe in 1989; the dissolution of the USSR.
The Cold War and West European integration Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 4.1a Identify the main leaders, causes and/or 4.2a Explain the causes and/or 4.3a Analyse the causes and/or consequences of the division of Europe between consequences of the division of Europe consequences of the division of Europe as a East and West as a result of the Cold War. between East and West. result of the Cold War. 4.2b Explain the major causes and/or 4.3b Analyse the causes, major episodes 4.1b Identify causes and/or consequences of consequences of the Berlin Blockade and and/or consequences of the Berlin Blockade the Berlin Blockade and the Berlin Wall. the building of the Berlin Wall on relations and the Berlin Wall. between East and West. 4.3c Analyse the Cuban Missile Crisis within 4.1c List the key facts about the Cuban Missile 4.2c Explain the causes and/or the context of the nuclear arms race Crisis. consequences of the Cuban Missile Crisis. between the Superpowers.
4.2d Explain the events and developments 4.1d Identify reasons for the thawing and/or 4.3d Analyse reasons for the thawing and/or that contributed to the thawing and/or end end of the Cold War. end of the Cold War in 1989. of the Cold War by 1989.
4.1e Identify the consequences of the end of 4.2e List the consequences of the end of 4.3e Discuss the consequences of the end the Cold War. the Cold War. Cold War.
4.2f Explain the causes and/or 4.3f Discuss how and/or why the Common 4.1f Identify causes leading to the setting up developments that led to the setting up of Market was set up in the context of post-war of the Common Market. the Common Market. Europe.
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4.3g Discuss the landmarks in the 4.1g Rank in chronological order, the major 4.2g Explain the significance of the major development and/or enlargement of the landmarks of the Common Market/EC/EEC/EU landmarks of the Common Common Market/EC/EEC/EU from 1951 to from 1951 to 2013. Market/EC/EEC/EU from 1951 to 2013. 2013.
The fall of Communism in Eastern Europe 4.1h Identify the common features of 4.3h Discuss the common and/or particular Communist regimes in Eastern Europe 4.2h Explain the common features of features of Communist regimes in Eastern during the Cold War. Communist regimes in Eastern Europe. Europe.
Particular features - Stasi, Ceausescu’s (e.g. political repression, one-party state) tyranny, Yugoslavia outside the Iron Curtain. 4.3i Discuss the success or failure of 4.2i Explain reasons for Gorbachev’s reforms 4.1i List reforms introduced by Gorbachev. Gorbachev’s reforms under glasnost and that fall under glasnost and perestroika. perestroika. 4.1j Identify common patterns for the fall of 4.2j Explain the common patterns for the fall the Communist regimes in Eastern Europe in of the Communist regimes in Eastern 1989. Europe. 4.3j Compare and contrast the causes and consequences of the Hungarian uprising (e.g. economic stagnation, peaceful mass (e.g. economic stagnation, peaceful mass 1956 and the Prague Spring 1968. demonstrations, inflation, political repression, demonstrations, inflation, political lack of individual freedom) repression, lack of individual freedom) 4.3k Discuss why the fall of Communism in 4.1k Identify on a map the new states that 4.2k List the causes and/or consequences for Eastern Europe resulted in the dissolution of came into being with dissolution of the USSR. the dissolution of the USSR. the USSR and/or the consequences of its dissolution.
4.1l List the consequences of the fall of 4.2l Explain the consequences of the fall of 4.3l Discuss the consequences of the fall of Communism in Eastern Europe. Communism in Eastern Europe. Communism in Eastern Europe.
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Subject Focus 5: Malta under the rule of the Order of St John Learning I can describe and evaluate some major projects and achievements of the Order of St John in Malta after Outcome 5: 1565 and analyse some of the problems for the Order in the eighteenth century with the help of various primary and secondary sources.
(Coursework & The long-term effects of the Victory of 1565; an overview of the extensive building projects of the Order; the Order’s Controlled) fleet and its activities in the fight against the Ottoman and Barbary powers; the organization of the corso and the effect of the Order’s fleet and the corso on the Maltese population; restrictions imposed on the corso in the course of the eighteenth century; the impact of the Inquisition in Malta.
Financial problems for the Order; the Conspiracy of the Slaves; the Revolt of the Priests; the effects of the French Revolution on the Order.
Projects and achievements of the Order of St John in Malta Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 5.3a Analyse the short and long-term 5.1a Identify consequences of the victory of 5.2a Explain the consequences of the victory consequences of the victory of 1565 for the 1565 on the Order and/or on the Maltese. of 1565 on the Order and/or on the Maltese. Order and/or the Maltese. 5.2b Describe the extensive building projects 5.3b Research on a building project 5.1b Identify the building projects undertaken by the Order to strengthen and undertaken by the Order in Valletta and/or undertaken by the Order in Valletta. embellish Valletta and/or the Harbour area. the Harbour area.
5.2c Describe the contribution of the Order 5.1c Identify reasons why the Order kept its in military expeditions in the Mediterranean 5.3c Discuss reasons why the fleet and the small fleet of galleys, ships-of-the-line and against the Ottoman Empire. arsenal in Birgu were very important for the an arsenal in Birgu. Order. Battle of Lepanto, War of Candia 5.3d Discuss the importance of the corso 5.1d List key facts about the organisation of 5.2d Explain how the Order organised the from the Order’s and/or Maltese point of the corso under the Order. corso industry in Malta. view. 5.2e Mention the restrictions on the corso 5.3e Discuss the motives and/or the 5.1e Identify reasons why the corso declined imposed on the Order by the Venetian implications of the restrictions on the corso during the eighteenth century. Republic, the Pope and the King of France. imposed upon the Order. 5.3f Discuss the moral and/or social impact 5.1f Comment on sources about the 5.2f Explain how the Inquisition Tribunal which the Inquisition Tribunal had on the Inquisition in Malta. operated in Malta. Knights and the Maltese.
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Problems for the Order in the eighteenth century
5.1g List problems faced by the Order in the 5.2g Explain the problems faced by the 5.3g Discuss the problems faced by the eighteenth century. Order in the eighteenth century. Order in the eighteenth century.
5.2h Describe how the Conspiracy of the 5.3h Discuss the causes and/or 5.1h List facts about the Conspiracy of the Slaves was planned, discovered and consequences of the Conspiracy of the Slaves. suppressed. Slaves.
5.2i Describe the events that occurred during 5.3i Discuss the causes and/or consequences 5.1i List facts about the Revolt of the Priests. the Revolt of the Priests. of the Revolt of the Priests.
5.3j Explain how relations deteriorated 5.1j Identify consequences of the French 5.2j List the consequences of the French between the French Revolutionary Revolution on the Order. Revolution on the Order. Government and the Order during the course of the Revolution.
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Subject Focus 6: The French the British Period (1798-1921) Learning I can trace, describe and assess the French invasion and occupation of Malta and political and Outcome 6: constitutional development in Malta up to 1921 with the help of various primary and secondary sources.
(Coursework & The French takeover of the islands; Napoleon’s attempted reforms; Government by the French Commission; the revolt Controlled) against the French; the blockade from the Maltese and French perspective.
The establishment of the British Protectorate over Malta; the establishment of the Colonial Government under Maitland’s administration; the main features of the 1835, 1849 and 1887 Constitutions; the liberty of the press; the Language Question and its political repercussions; the setting up of the first political parties.
The French invasion and occupation of Malta Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
6.1a Identify reasons why the French took 6.2a Explain the reasons why the French 6.3a Discuss the French invasion and over Malta in 1798 took over Malta in 1798. takeover of Malta.
6.3b Discuss Napoleon’s reforms and the 6.1b Identify Napoleon’s reforms. 6.2b List Napoleon’s reforms. reaction of the Maltese towards them.
6.3c Discuss why the measures taken by the 6.1c Identify the measures taken by the 6.2c Describe the impact of the measures French Commission of Government French Commission of Government before taken by the French Commission of contributed to the rise of discontent and the revolt of 2nd September 1798. Government had on the Maltese. open revolt.
6.3d Analyse the revolt of the Maltese against 6.1d Identify reasons why the Maltese 6.2d Explain reasons for the Maltese revolt the French from the Maltese and/or the French revolted against the French. against the French. perspective. 6.1e Identify these leading figures during the blockade against the French.
6.2e Describe the main events that occurred 6.3e Discuss the main events during the Cav. Vincenzo Borg (Braret); Can. Francesco during the French blockade. French blockade from different perspectives. Saverio Caruana; Emanuele Vitale; Dun Mikiel Xerri; Dun Saverio Cassar, Gen. Vaubois, Capt. Alexander Ball; Lord Nelson; Gen.Pigot; Ferdinand IV of Naples and Sicily.
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Malta under British rule (1800-1921) 6.1f Identify facts and/or features about the 6.3f Explain the major events and features 6.2f List the main events, developments and Protectorate phase of British rule in Malta up of British rule during the Protectorate phase features of British rule in Malta up to 1813. to 1813. up to 1813.
6.1g Identify facts about Maitland’s colonial 6.2g Explain the key reforms of Maitland’s 6.3g Discuss Maitland’s colonial administration. colonial administration. administration.
6.3h Compare and contrast the main 6.1h List facts about the 1835 and/or the 6.2h Describe the main features of the, 1835 features and functions of the 1835 and 1849 1849 Constitution. and/or 1849 Constitutions. Constitutions.
6.1i Identify reasons and consequences for 6.2i List arguments in favour and/or against 6.3i Discuss the short and/or long term the granting of the liberty of the press in the liberty of the press in Malta at the time effects of the liberty of the press in Malta. Malta. of its enactment.
6.1j Identify facts about the Language 6.2j Explain causes and/or consequences of 6.3j Discuss the landmarks and issues Question between 1878 and 1940. the Language Question. connected to the Language Question.
6.3k Compare and contrast the 6.2k Describe the main characteristics of characteristics and aims of the Maltese Maltese political parties and/or political political parties and/or political leaders 6.1k Identify facts about the first two leaders between 1879 and 1914. between 1879 and 1914. Maltese political parties of 1879 and 1880.
Sigismondo Savona, Fortunato Mizzi, Gerald Sigismondo Savona, Fortunato Mizzi, Gerald Strickland, Ignazio Panzavecchia Strickland, Ignazio Panzavecchia 6.3l Discuss the reasons and/or 6.2l Describe the main features of the 1887 6.1l List facts about the 1887 Constitution. consequences of the suspension of the 1887 Constitution. Constitution.
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Subject Focus 7: Malta’s social and economic development since 1800 Learning I can trace, describe and evaluate nineteenth and twentieth century social and economic development in Outcome 7: Malta with the help of various primary and secondary sources.
(Controlled) Instances of economic booms and recessions in nineteenth century Malta; unemployment and emigration; the Continental Blockade; the Crimean War; the opening of the Suez Canal; the role and influence of the Catholic Church in British Malta; the post-war Development Plans to diversify the economy in view of Independence.
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
7.1a Identify events leading to economic 7.2a Describe instances of economic booms 7.3a Discuss the major instances of booms and/or recessions in nineteenth and/or recessions in nineteenth century economic booms and/or recessions in century Malta. and/or early twentieth Malta with reference nineteenth century Malta. to their historical context. The Plague of 1813, Crimean War, The Continental Blockade, The Plague of 1813, Continental Blockade, The Plague of 1813, opening of the Suez Canal, Decline of the Crimean War, The opening of the Suez Crimean War, The opening of the Suez local cotton industry, Extensive Public Works Canal, Decline of the local cotton industry. Canal, Decline of the local cotton industry, projects – Drainage works and extension of Construction of the Breakwater. the Grand Harbour.
7.1b Identify the causes and/or 7.2b Explain the causes and/or 7.3b Discuss the importance of the consequences of the Continental Blockade on consequences of the Continental Blockade on Continental Blockade on the Maltese the Maltese economy. the Maltese economy. economy.
7.1c List the positive and/or negative effects 7.2c Explain the positive and/or negative 7.3c Analyse the short and/or long term of the Crimean War on Malta. effects of the Crimean War on Malta. consequences of the Crimean War on Malta.
7.2d Explain the consequences which the 7.3d Analyse the positive and/or negative 7.1d List the advantages of the opening of opening of the Suez Canal had on Malta’s effects of the opening of the Suez Canal on the Suez Canal. economic and/or social development. Malta’s economic and/or social development.
7.3e Discuss the causes and/or 7.2e Explain causes for unemployment 7.1e List reasons for emigration in consequences of unemployment and and/or emigration in nineteenth and nineteenth and twentieth century Malta. emigration in nineteenth and twentieth twentieth century Malta. century Malta.
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7.1f Match the main infectious diseases to 7.2f Explain the causes of the main 7.3f Discuss the causes and effects of the measures to combat them. infectious diseases and the measures taken infectious diseases and the measures taken to combat them. to eradicate them. Plague, cholera, smallpox, undulant fever, Plague, cholera, smallpox, undulant fever, Plague, cholera, smallpox, undulant fever, trachoma, tuberculosis. trachoma, tuberculosis. trachoma, tuberculosis. 7.1g List developments in public health and 7.2g Describe the developments in public 7.3g Describe the developments in public sanitation. health and sanitation. health and sanitation. Naval, military and civil hospitals, water Naval, military and civil hospitals, water Naval, military and civil hospitals, water supply, underground sewage. supply, underground sewage. supply, underground sewage.
7.1h Identify roles and/or influences of the 7.2h Explain the roles and/or influences of 7.3h Discuss the impact of the roles and/or Catholic Church throughout the British the Catholic Church throughout the British influences of the Catholic Church in British period. period. Malta.
7.1i List the areas for social and economic 7.2i Describe the areas for social and 7.3i Discuss the major recommendations of reform and/or development after the war. economic reform and/or development after the Roskill Report (1950) and Balogh and the war. Seers Report (1955) on Malta’s financial and War damage reconstruction, infrastructure, Woods Report on War Damage, War damage economic development. housing, taxation, education, emigration. reconstruction, infrastructure, housing, taxation, education, emigration.
7.1j Identify the features of Malta’s fortress 7.3j Compare and contrast the main features of 7.2j Explain features of Malta’s fortress economy and/or the new economy as they Malta’s fortress economy with the new economy and/or the new economy based on feature in the Development Plans of 1959 economy based on the Development Plans of the Development Plans of 1959 and 1964. and 1964. 1959 and 1964.
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Subject Focus 8: Malta’s political and constitutional development (1921-2008) Learning I can trace, describe and evaluate Malta’s political and constitutional development from the granting of Outcome 8: self-government in 1921 to membership in the European Union in 2004 with the help of various primary and secondary sources. (Controlled) The 1921 and 1947 Constitutions; the politico-religious crisis of 1930; the arguments for and against Integration and Dominion Status; the politico-religious crisis of 1962; the granting of Independence in 1964 and the amendments of 1974; the contribution made by the leaders of the main political parties of the time.
The Defence and Financial Agreements of 1964 and 1972; changes in Malta’s foreign policy under various administrations; the closure of the British military base and Malta as a neutral state; Malta’s road towards E.U. membership (1970-2004); the arguments for and against EU membership.
Political and constitutional development since 1921 Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 8.2a List the main features of the 1921 8.1a Identify facts about the 1921 and/or 8.3a Discuss the 1921 and/or the 1947 and/or the 1947 Constitutions and their the 1947 Constitutions. Constitutions and their historical background. historical significance. 8.3b Analyse the causes, significant events 8.1b Identify the main events of the politico- 8.2b List causes and/or consequences of the and/or consequences of the politico-religious religious conflict of 1930. politico-religious conflict of 1930. conflict of 1930. 8.2c Explain Integration and/or Dominion 8.3c Compare and contrast the motives for 8.1c Differentiate between facts pertaining to Status in the context of their historical Integration and Dominion Status giving ‘Integration’ and ‘Dominion Status’. background. reasons for their success or failure.
8.3d Compare and contrast the causes, 8.1d Identify the main events of the politico- 8.2d List causes and/or consequences of the significant events and/or consequences of the religious conflict of 1962. politico-religious conflict of 1962. politico-religious conflicts of 1930 and 1962. 8.2f Explain the significant events and 8.1e Describe the events which led to the 8.3e Analyse the arguments for and/or arguments that led to the granting of granting of Independence and/or the against Independence and the Independence Independence and/or the declaration of the declaration of the Republic. Constitution of 1964. Republic. 8.1f Identify key facts about the Maltese 8.2g Comment on aspects from the 8.3f Compare and contrast the character, leaders of the time. character, leadership and political aims of leadership and political aims of Maltese the Maltese leaders of the time. leaders of the time.
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Gerald Strickland, Enrico Mizzi, Paul Boffa, Gerald Strickland, Enrico Mizzi, Paul Boffa, Gerald Strickland, Enrico Mizzi, Paul Boffa, Ġorġ Borg Olivier, Dom Mintoff, Mabel Ġorġ Borg Olivier, Dom Mintoff, Mabel Ġorġ Borg Olivier, Dom Mintoff, Mabel Strickland, Archbishop Michael Gonzi Strickland, Archbishop Michael Gonzi Strickland, Archbishop Michael Gonzi
Malta’s foreign policy since 1964
8.1g Identify the reasons and/or the main 8.2g Explain the reasons for the Financial 8.3g Compare and contrast the Financial and features of the Financial and Defence and Defence Agreement in 1964 and/or its Defence Agreements of 1964, and 1972 in Agreements of 1964 and 1972. revision in 1972. the context of their historical background.
8.1h Identify the developments and/or 8.2h Explain the implications of major 8.3h Discuss changes in Malta’s foreign changes in Malta’s foreign policy since changes in Malta’s foreign policy after 1964. policy under various governments. independence.
8.1i List the implications of Malta’s neutral 8.2i Explain neutrality and/or its implication 8.3i Discuss Malta’s neutral policy after foreign policy. on Malta’s foreign policy after 1979. 1979.
8.1j Identify landmarks leading to Malta’s 8.2j List the landmarks of Malta’s road to E.U. 8.3j Discuss Malta’s road to E.U. E.U. membership. membership. membership.
8.1k Differentiate between arguments for 8.2k Explain arguments in favour and/or 8.3k Evaluate the arguments used for and/or and against Malta’s EU membership. against Malta’s EU membership. against Malta’s EU membership.
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Subject Focus 9: Europe and Malta in the Two World Wars Learning I can discuss and analyse the causes, the political developments and diplomatic incidents that led to the Outcome 9: outbreak of the First World War, the technological changes in warfare and the aftermath of that war, and the developments that contributed to Hitler’s rise to power and the outbreak of the Second World War, the (Coursework & main local and foreign events and developments about Malta during the Two World Wars with the help of Controlled) various primary and secondary sources.
The formation of the European alliances; rivalry between the Great Powers; the Balkan Crises and the Sarajevo assassination in 1914; how the First World War was fought and how it came to an end; the Peace Treaty of Versailles and the League of Nations. Problems faced by the German Weimar Republic; Hitler’s rise to power from obscurity to German Chancellor; the Holocaust; features of the Nazi dictatorship; the causes of the Second World War; how the war came to an end. Malta’s role during the Two World Wars and her contribution to the Allied victory; the Sette Giugno Riots of 1919; the defence of Malta during the Second World War; the social and economic effects of the World Wars on the Maltese.
The causes and consequences of the First World War Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3) 9.3a Analyse the process of the formation of 9.1a Identify the countries that made up the 9.2a Explain reasons for the formation of the the two rival alliances between 1879 and Triple Alliance and/or the Triple Éntente. Triple Alliance and the Triple Éntente. 1907. 9.1b Identify the major disputes between the 9.2b Explain the major disputes between the 9.3b Analyse the major disputes between European Great Powers prior to the outbreak European Great Powers prior to the outbreak the Great Powers prior to the outbreak of of World War I. of World War I. World War I. 9.3c Discuss the causes and /or 9.1c Identify reasons for the Balkan crisis 9.2c List the causes and /or consequences of consequences of the Balkan crisis between between 1908-1914. the Balkan crisis between 1908-1914. 1908-1914.
The annexation of Bosnia by Austria-Hungary The annexation of Bosnia by Austria-Hungary The annexation of Bosnia by Austria- in 1908, The Balkan Wars, the Sarajevo in 1908, The Balkan Wars, the Sarajevo Hungary in 1908, The Balkan Wars, the assassination in 1914. assassination in 1914. Sarajevo assassination in 1914. 9.1d Identify weapons and/or strategies 9.2d Describe the weapons and/or strategies 9.3d Discuss the effects of the weapons introduced during World War I. introduced during World War I. and/or strategies introduced during World War I. poison gas, trench warfare on a grand scale, poison gas, trench warfare on a grand scale, poison gas, trench warfare on a grand scale, tank and submarine warfare, aircraft, war of tank and submarine warfare, aircraft, war of tank/submarine warfare, the aeroplane, war attrition attrition of attrition
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9.2e List the major territorial changes that 9.1e Identify the major clauses from the 9.3e Analyse the impact of the Treaty of took place in Europe as a result of World War Treaty of Versailles. Versailles on Germany. I and the Treaty of Versailles.
9.2f List instances where the League of 9.3f Discuss the successes and/or failures of 9.1f Identify facts on the League of Nations. Nations was successful and/or unsuccessful the League of Nations during the inter-war in preventing war. period.
Hitler’s rise to power and the Second World War
9.1g Identify problems faced by the Weimar 9.2g List the main problems faced by the 9.3g Analyse the internal problems faced by Republic. Weimar Republic. the Weimar Republic.
9.3h Discuss the events in Weimar Germany 9.1h Identify the landmarks in Hitler’s rise to 9.2h Outline Hitler’s rise to power (1923- contributing to Hitler’s rise to power (1923- power. 1933). 1933).
9.1i Identify features of the Nazi dictatorship 9.2i Describe features of the Nazi 9.3i Analyse features of the Nazi and/or facts about the Holocaust and the dictatorship and/or facts about the Holocaust dictatorship and/or facts about the Nazi genocide. and the Nazi genocide. Holocaust and the Nazi genocide.
9.1j Identify the causes leading to the 9.2j Explain the causes leading to the 9.3j Analyse the causes for the outbreak of outbreak of the Second World War. outbreak of the Second World War. the Second World War.
9.1k Identify the major causes leading to the 9.2k Explain the major causes leading to the 9.3k Analyse the major causes leading to defeat of the Axis powers during the Second defeat of the Axis powers during the Second the defeat of the Axis powers during the World War. World War. Second World War.
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Malta in the Two World Wars
9.2l Describe the contribution of Malta to the 9.3l Compare and contrast Malta’s role and 9.1l Differentiate between facts about Malta Allied victory in the First and/or Second contribution to the Allied victory in the First during the First and the Second World War. World War. and the Second World War.
9.1m List causes and/or consequences of the 9.2m Explain the causes and/or 9.3m Discuss the causes and/or Sette Giugno riots. consequences of the Sette Giugno riots. consequences of the Sette Giugno riots.
9.1n Identify military features of Malta’s siege during the Second World War. 9.2n Describe the military features of Malta’s 9.3n Analyse the effectiveness of Malta’s
siege during the Second World War. defence during the Second World War. (e.g. Air Raids, Radar, Convoys, Shelters etc.) 9.1o Identify socio-economic effects on Malta 9.2o Describe the socio-economic effects on 9.3o Discuss the socio-economic effects on during and immediately after the Second Malta during and immediately after the Malta during and immediately after the World War. Second World War. Second World War.
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Scheme of Assessment
School candidates The assessment consists of:
Coursework:
(40% of the total marks; comprising four tasks of equal weighting i.e. 10% each) set during the three-year course programme.
Controlled assessments:
(60% of the total marks; comprising of a two-hour written exam) set at the end of the programme and differentiated between two tiers:
a. MQF levels 1 and 2; b. MQF levels 2 and 3.
Candidates can obtain a level higher than Level 1 if they satisfy the examiners in both coursework and controlled assessments, irrespective of the total marks obtained.
The coursework will be based on LO3, LO5, LO6 and LO9. The controlled paper will focus on LO2, LO4, LO7, LO8 and assessment criteria from Learning Outcomes identified for coursework.
The controlled paper (Option MQF Level 1-2 and MQF Level 2-3) is divided into THREE Sections.
Coursework (40% of the total mark)
The Coursework consists of four practical assignments consisting of a combination of at least two of the following modes:
(ii) Research Project (iii) Primary Source Investigation Report; (iv) Site Visit Report; (v) Thematic Time-line Chart; and (vi) Presentation
Coursework will be used to evaluate skills that cannot be assessed by a conventional summative examination. It is recommended that a significant proportion of coursework is done in class under direct teacher supervision. These assignments will be set and marked by the teacher.
Coursework can be pegged at either of two categories:
A coursework at MQF level categories 1-2 must identify assessment criteria from these two MQF levels. The ACs are to be weighted within the assignment's scheme of work and marking scheme at a ratio of 40% at Level 1 and 60% at Level 2.
A coursework at MQF level categories 1-2-3 must identify assessment criteria from each of Levels 1, 2, and 3. These ACs are to be weighted within the assignment’s scheme of work and marking scheme at a ratio of 30% at each of Levels 1 and 2 and 40% at Level 3.
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As indicated in Table 3, the first coursework assignment is to be carried out in Year 9 (Form 3), the second and third assignments in Year 10 (Form 4), and the fourth assignment in Year 11 (Form 5). These shall be based on Learning Outcomes 3, 5, 6 and 9. And also include skills identified from the assessment criteria in Learning Outcome 1. All assignments accompanied by the marking scheme/s are to be available at the candidates’ schools for moderation by the Markers’ Panel by the date established by the MATSEC Board. Teachers can opt for other modes of assessment besides those listed but they need prior written approval by MATSEC.
Each coursework assignment is marked out of 100 marks and will carry 10% of the total assessment mark. The combined marks of the four coursework assignments will contribute to 40% of the total marks of the assessment. Each of the coursework assignments can be presented by the students in English or in Maltese.
The coursework assignments will be distributed as follows:
Conducted Total Assessment Modes and Learning in Exam Outcomes Weighting
Coursework 1 Year 9 10% Mode: (any) Learning Outcomes: (any one from LO3, LO5, LO6 and LO9.)
Coursework 2 Year 10 10% Mode: (any) Learning Outcomes: (any one from LO3, LO5, LO6 and LO9.)
Coursework 3 Year 10 10% Mode: (any) Learning Outcomes: (any one from LO3, LO5, LO6 and LO9.)
Coursework 4 Year 11 10% Mode: (any) Learning Outcomes: (any one from LO3, LO5, LO6 and LO9.)
Each coursework should be based on one Learning Outcome from LO3, LO5, LO6 and LO9. Only one coursework assignment can be assigned on the same Learning Outcome. During the three-year programme at least TWO different modes of assessment should be used. Table 3: Coursework: modes and weighting
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Controlled Assessment
Controlled Assessment (60% of the total mark)
Written Examination (100 marks; 2 hours)
The controlled component of the assessment will consist of ONE paper having a two-hour duration which will carry 60% of the final mark and assessed externally. The paper will be set in English and Maltese.
The controlled assessment is differentiated between two categories. Candidates must choose to sit either the examination paper at MQF Level 1-2 or at MQF Level 2-3.
The examination paper is divided into THREE Sections: Sections A, B and C.
Section A (20%) consists of compulsory short answer questions focusing on content from one or more LOs designated for coursework and may include assessment criteria from all the syllabus.
Section B (40%) consists of TWO compulsory source questions focusing on the content of the LOs designated for controlled assessment and may include assessment criteria from all the syllabus. One question will be on Maltese History and one question on European/International History. Questions carry equal marks.
Section C (40%) consists of four essay question, from which candidates must choose TWO questions: one question on Maltese History and one question on European/International History. The questions focus on the content of the LOs designated for controlled assessment and may include assessment criteria from all the syllabus. Questions carry equal marks.
Levels 1 – 2
The written paper will consist of questions covering assessment criteria from the syllabus in ratio Level 1 40%; Level 2 60%. Questions will be objective (multiple choice questions, completion, true/false, cloze, matching etc.), and structured, requiring short responses. Questions may include stimulus materials such as maps, graphs, diagrams and photographs.
Levels 2 – 3
The written paper will consist of questions covering assessment criteria from the syllabus in ratio Level 2 40%; Level 3 60%. Questions will be varied and will include objective, problem solving and free response writing. The questions set will assess the students’ understanding and application of the main concepts of the programme and the acquisition of basic skills.
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Private candidates
Private candidates will not be expected to submit the four coursework assignments as school candidates. Instead private candidates need to sit for another controlled paper as an alternative to the coursework. Private candidates will be assessed by means of TWO controlled papers, one of which is common with school candidates.
Paper 1 – Private Candidates Only (40% of the total mark)
This paper will have a two-hour duration and consist of FOUR compulsory questions. The paper will assess all Learning Outcomes designated for coursework, and may include assessment criteria from all the syllabus.
Levels 1 – 2
The paper will consist of questions covering assessment criteria from the syllabus in ratio Level 1 40%; Level 2 60%. Questions will be objective (multiple choice questions, completion, true/false, cloze, matching etc.), and structured, requiring short responses. Questions may include source materials such as written documents, drawings, pictorial sources and photographs.
Levels 2 – 3
The paper will consist of questions covering assessment criteria from the syllabus in ratio Level 2 40%; Level 3 60%. Questions will be varied and will include objective, problem solving and free response writing. Questions may include source materials such as written documents, drawings, pictorial sources and photographs.
Paper Two is common with school candidates. (60% of the total mark)
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Coursework Modes This section presents sample assessments with respective marking schemes. Teachers may use these guiding documents to develop an assignment based on one of the modes presented in this syllabus. Otherwise, teachers may develop their own assignment and select an appropriate assessment tool other than those listed in the syllabus as long as this assignment is sent to MATSEC for approval before being given to students. A marking scheme is not a list of model answers, but a guideline of how expected answers should be marked.
Research Project
100 marks The research project should be enquiry-based and in line with the 10% of total marks aims and objectives of the learning outcome. It involves the identification of one or more questions or hypothesis in a specific area. Select, collect and present information and sources in the form of an illustrated research essay. The project should include FIVE illustrated primary or secondary sources related to the title of the research (e.g. maps, portraits, historical events represented in paintings, illustrated secondary sources from history books, plans, diagrams, sketches etc.). All illustrated sources have to include a caption describing the source and acknowledge the author or artist that produced it. Students can present the essay in either English or in Maltese.
Indicative word count: Level 1-2: 250 to 450 words Level 2-3: 400 to 600 words
Marks are assigned according to the following marking scheme:
Structure, presentation and referencing (10%) Aim of work and/or hypothesis (10%) Data collection (20%) Knowledge and understanding (20%) Discussion and/or analysis (20%) Conclusion and/or recommendations (20%)
Students should be able to:
carry out an independent research as a further study on a particular aspect associated with the identified learning outcome; use research skills to navigate on the Internet, or selecting information from reference books etc., select, adapt and summarise information as per title of the project; present and communicate findings, information and ideas using appropriate terminology with the help of a range of graphical techniques and ICT skills and competences; reach and communicate conclusions that are consistent with historical evidence; quote other people’s work and integrate new information into an existing body of knowledge;
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Napoleon’s Rise to Power Research Project exemplars Students are to explore Napoleon’s rise to power in France from 1799-1804 after the reign of Terror as mentioned in the learning programme. The research should include a description, evaluation, historical significance and illustrations of at least THREE events (e.g. Learning Outcome 3 Coup d'etat brumaire, First Consul, Consul for life, Emperor of the French).
Malta in World War II 1940-1943: The Battle of Malta Learning Outcome 9 Students are to explore the role of Malta in World War II as well as the impact of World War II on Malta. The research should include a background assessment of the balance of power in the central Mediterranean in 1940; the main challenges facing the defenders in the Battle of Malta; the relevance of the Battle of Malta in the history of World War II; the social impact of the war on the Maltese population; and the reasons behind the defeat of the Axis in the Mediterranean theatre of war.
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SEC 18 HISTORY (2025): HISTORY
Primary Source Investigation Report
100 marks The primary source report involves a case-study, or study, investigation report on ONE primary source document from a historical archival 10% of total marks depository in Malta and Gozo (e.g. the National Archives at Santo Spirito, Rabat). Teachers are required to plan beforehand and book the visit to these places according to the standard procedure/s in place. The investigation should begin with an orientation tour about the history of the building and how it is used as an archival centre. Students should be shown samples of documents housed there. The students are to work on the primary documents under the guidance and supervision of their teacher. The worksheets can be answered in English or in Maltese and the source analysis report can be written in English or in Maltese. This investigation consists of a two parts:
A worksheet with structured and graded questions on the selected document under study;
A report (extended writing) to assess students’ understanding of the wider historical context and conclusions reached after having worked out the document worksheet. The worksheets are to be included in the report as an appendix.
Indicative word count: Level 1-2: 250 to 450 words Level 2-3: 400 to 600 words Marks are assigned according to the following marking scheme: Structure, presentation and referencing (10%) Aim of investigation and formulated claim (10%) Identification and Investigation (20%) Data collection & Evaluation (20%) Analysis (20%) Interpretations & Conclusions (20%)
Students should be able to:
Read and understand the language of the selected document/s; Identify the subject matter and the historical event or period of the selected document/s: Answer fully all the questions about the selected document/s from the worksheet provided; Produce a written report on the historical significance of the selected document/s within its broader historical context.
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Primary source Any of the selected primary documents and worksheets from the investigation report National Archives at Rabat listed below can be used by the teacher exemplars for this task:
Source A: CSG 01, File 944/1938. An Air Raid Precautions report on an incident involving a Demolition Gang during World War II that took place in Mġarr in April 1941. (LO9) Source B: OPU Malta Ordinances 1836-1841 Vol VIII Proclamation No 4, 1839 p.30-34. The law that enacted the freedom of the press and the law of libel in Malta. (LO6) Source C: CSG 01 (Departmental Files) 14683/1901. Photograph of a mass meeting organized by the Partito Nazionale outside Porte de Bombes in 1901 together with a police report on the event. (LO6) Source D: GMR 745/25. Police report about the list of persons wounded or killed during the Sette Giugno Riots of June 1919. (LO9) Source E: The Malta Government Gazette of 1835 and 1849. The official proclamation which granted Malta the Constitutions and the Council of Government of 1835 and 1849. (LO6) Source F: PHO. Photographs on the war damage to the Cottonera cities as result of the Axis bombings duirng World War II. (LO9) Source G: CSG01 3336/1914. Report onGerman prisoners of war held in Malta during World War I. (LO9) Source H: GOV 2/1/1, 1801-1806. Letter dispatch to High Commissioner Sir Alexander Ball on the evacuation of British troops from Malta following the signing of the Treaty of Amiens in 1802. (LO6)
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SEC 18 HISTORY (2025): HISTORY
Site Visit Report
100 marks Reports must be compiled by individual candidates and based on
experience gained during the visit organised by the school directly 10% of total marks related to one of the LOs as indicated in this learning programme. The report should be supplemented with a map indicating clearly the site, photographs taken by the students, and when appropriate accompanied with images, statistics, time-line, graphs, sketches and diagrams. The students can compile and present the site visit report in English or in Maltese.
Teachers are to discuss with students the purpose of the site visit, how it relates to the learning programme, data-gathering and asking pertinent questions on-site. The teachers must prepare related worksheets to be completed by students during the visit.
Indicative word count: Level 1-2: 250 to 450 words Level 2-3: 400 to 600 words
Marks are assigned according to the following marking scheme:
Structure, presentation and referencing (10%) Aim of visit/hypothesis (10%) Methodology and preparatory documents (20%) Data collection (desktop and site) and data presentation (20%) Discussion and analysis (20%) Recommendations and/or conclusions (20%)
Students should be able to:
study and report on a historical site in a particular locality; select, use and combine information from a range of sources; use aerial photos, maps, the internet to locate the geographical location of the selected site; present and communicate findings, information and ideas using appropriate terminology with the help of maps, visual images and a range of graphical techniques and ICT skills and competences; quote other people's work and to integrate new information into an existing body of knowledge; reach and communicate conclusions that are consistent with the evidence
Site visit report on a Hospitaller building or fortification in Site Visit Report Valletta (e.g. St John’s Co-Cathedral, The Palace Armoury, the exemplar fortifications of the Valletta ditch, Fort St Elmo, etc.).
Students should be able to:
Learning Outcome 5 locate the site on an appropriate map;
take photographs that depict different parts, sections aspects of
the site under investigation;
work out on site any worksheets provided by the teacher during
the visit;
research additional information from books, brochures, newspapers articles or from the Internet about the site under investigation; present a hard copy of material produced during and as a follow- up of the site visit, bound or gathered together in a file.
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SEC 18 HISTORY (2025): HISTORY
Thematic Time-line Chart
100 marks The thematic time-chart or spreadsheet must be tied to one specific learning outcome. The time-line must be designed in such a way as 10% of total marks to demonstrate the knowledge and skills specified in the assessment criteria of the selected learning outcome. It has to contain a visible time-line drawn to scale with particular dates showing the key historical events, incidents, turning points, causes, triggers and consequences directly linked to the theme of the time-line. One key feature of the time-line is visual sources about the key events and people mentioned, a task which implies research from books or online in searching, selecting, downloading, printing and designing the layout of the time-line. The chart should also contain text boxes with brief descriptions of the events and important people mentioned in the time-line. The portfolio can be compiled in English or in Maltese. The text of the time-line can be presented in either English or Maltese. The time-line should be presented as a chart or spreadsheet. Marks are assigned according to the following marking scheme: description of the time-line (20%); drawing time-line according to scale (20%); chronological structure of the time-line (20%); time-line visuals (20%); historical significance of the time-line (20%) Students should be able to:
navigate between online sources and select relevant information effectively; use primary and secondary sources of evidence such as photographs, paintings, portraits, drawings, posters, slogans, caricatures, sketches, diagrams, maps independently, to find out about one particular historical event or development and arrange them in chronological order; Design a time-line and locate events on it with an appropriate time-scale; present and communicate findings, information and ideas using appropriate terminology using a range of graphical techniques and ICT skills and competences; Demonstrate a sound knowledge of the subject theme of the time- line, by focusing on the significant events and explain briefly their historical significance or impact.
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The French invasion and occupation of Malta Thematic time-line The time-line or spreadsheet should include a time-frame, drawn to exemplar scale from June 1798 to September 1800, corresponding with the
French invasion and occupation of the Maltese Islands. It should Learning Outcome 6 include reference and sources on the major events, developments and turning point, such as the capitulation of the Order; Napoleon’s stay in Malta; the leaders of the Maltese and the French at that time; the revolt of the Maltese; foreign intervention on the side of the Maltese; and the subsequent blockade from the French and the Maltese perspective. The task has to be augmented with related visual sources about some of the key events, turning points, buildings, places and leading people mentioned in the time-line.
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SEC 18 HISTORY (2025): HISTORY
Presentation
100 marks Students are expected to present their responses to the assessment
criteria chosen from the selected learning outcome. Students must 10% of total marks present their work and findings in a presentation, based on the assessment criteria chosen by the teacher. Students should use a visual presentation to present their ideas, supplemented with text, images, diagrams and possibly video clips. Given the nature of the learning outcomes, the inclusion of graphs and statistical data, when necessary, is required. Students are expected to present their findings in a clear and coherent form. Students will be credited for accurate use of business terminology and clarity of arguments. The students can present the digital and oral presentation in English or in Maltese.
Indicative presentation length; MQF 1-2: 3 to 5 minutes MQF 2-3: 5 to 6 minutes
Students are marked on:
Structure, presentation and referencing of written part (10%) Aim of presentation/hypothesis in written part (10%) Methodology and preparatory documents (20%) Data collection and data presentation in written part (20%) Discussion and analysis of written part (10%) Recommendations and/or conclusions in written part (20%) Oral presentation (including use of resources or tools) (10%)
Students should be able to:
critically navigate between published material or online sources and select information effectively; present findings using a range of illustrations, maps and graphs by using the appropriate; communicate through a variety of digital devices and applications; quote other people’s work and to integrate new information into an existing body of knowledge; use spoken language to present their thinking logically and clearly and can talk to engage an audience.
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SEC 18 HISTORY (2025): HISTORY
Oral presentation Investigate one case study on the Industrial Revolution in exemplars Britain or in Continental Europe
Students are to investigate the cause/s, highlight the main events
and developments and the effects of ONE aspect of the Industrial Learning Outcome 3 Revolution in Britain or in one Continental European country during the nineteenth century. Some examples of aspects that can be chosen are: the use of child labour during the early phase of the Industrial Revolution; the invention and use of the railway during the early Industrial Revolution; the Factory Mill and the working conditions of the workers there, etc.
The presentation ought to include a variety of primary and secondary illustrated sources accompanied with captions and/or brief explanatory text (e.g. photographs, paintings, posters, article headings/adverts from contemporary newspapers, caricatures/cartoons, time-line, maps, plans, video clips and sound (as applicable) and bibliographical references to sources consulted (e.g. books, articles and websites).
Investigating historical political cartoons or caricatures
Applicable to Students are to investigate TWO political cartoons/caricatures about the same theme within one learning outcome. Learning Outcomes 3, 6 & 9. The presentation ought to include, besides the TWO political cartoons//caricatures selected for the investigation, other illustrated sources accompanied with captions and/or brief explanatory text, video clips (as applicable) and bibliographical references to sources consulted (e.g. books, articles and websites).
The project is to be presented in the following format: a printed hard copy of the presentation and a written report on each ONE of the two selected political cartoons/caricatures.
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Coursework Marking Schemes
HISTORY RESEARCH PROJECT MQF 1 MQF 2 MQF 3 Structure, presentation & referencing 3 6 10 Aim of work &/or hypothesis 3 6 10 Data collection 6 12 20 Knowledge & understanding 6 12 20 Discussion &/or analysis 6 12 20 Conclusion &/or recommendations 6 12 20 TOTAL 30 60 100
Structure, presentation & referencing 1-3 4-6 7-10 The project is poorly The project is generally The project is well structured, or where there structured and organized. structured, focused and is a recognizable structure More could have been done effectively organized. It is there is minimal focus. No overall, and some clear, coherent and or little referencing or deficiencies are evident. supported with illustrations bibliography. Some referencing and or examples. Adequate bibliography. referencing and bibliography.
Aim of research project / hypothesis 1-3 4-6 7-10 The aim of the research The aim of the research The aim of the research project / hypothesis is not project / hypothesis is project / hypothesis is explicitly identified implied but not clearly clearly and explicitly identified. identified.
Data collection & data presentation 1-6 7-12 13-20 Data is collected from Data is collected from a Data is collected from primary and secondary limited range of relevant relevant primary and/or sources that are not primary and secondary secondary sources. relevant to the research sources. Some collected Collected data is presented question. Relevant data is data is not presented clearly and is relevant to missing or collected data is clearly or is not relevant to the research question. The not relevant to the the research question. The report includes well- research question. The report includes illustrations labelled, captioned and report does not include any that are poorly labelled, clear illustrations that are illustrations or includes not captioned, unclear or relevant to the research illustrations that are not not relevant to the aim of question. labelled, not captioned, the research question. unclear or are not relevant to the research question.
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Knowledge & understanding 1-6 7-12 13-20 Short and limited Limited but logical Well-developed and discussion of the chosen discussion on the chosen comprehensive discussion project. No data or project. Collected data or on the chosen project. information is used to information is used, in a Data or information is used inform or support analysis. limited way, to inform and to inform and support support analysis. analysis.
Discussion & analysis 1-6 7-12 13-20 Short and limited Limited but cogent Well-developed and discussion on the chosen discussion on the chosen comprehensive discussion topic. Analysis of the topic. There are some on the chosen topic. Strong information and data elements of analysis of the element of analysis that is collected is mostly lacking. information and data well developed and offers The content is mostly collected but it lacks an evaluation of different descriptive. development. The data is plausible interpretations of used, in a limited way, to the data and information inform and support collected. analysis. The data is used to inform and support analysis.
Recommendations &/or conclusions 1-6 7-12 13-20 The conclusion lacks The conclusion partially The conclusion answers the relevance to the research answers the research research question. The question. Collected data is question. Limited use of collected data is used to not used to support the collected data to support support the conclusions conclusions reached. the conclusions reached. reached. Recommendations are not Not all recommendations Recommendations are offered, lack relevance or are relevant or based on relevant and based on the are not based on collected the collected data or collected data and data or information. information. information.
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HISTORY PRIMARY SOURCE INVESTIGATION MQF 1 MQF 2 MQF 3 Structure, presentation and referencing 3 6 10 Aim of investigation and formulated claim 3 6 10 Identification and Investigation 6 12 20 Data collection & Evaluation 6 12 20 Analysis 6 12 20 Interpretations & Conclusions 6 12 20 TOTAL 30 60 100
Structure, presentation & referencing 1-3 4-6 7-10 The investigation report is The investigation report is The investigation report is poorly structured, or where generally structured and well structured, focused there is a recognizable organized. More could have and effectively organized. structure there is minimal been done overall, and It is clear, coherent and focus. No or little some deficiencies are supported with illustrations referencing and evident. Some referencing or examples. Adequate bibliography. and bibliography. referencing and bibliography.
Aim or main claim of the investigation 1-3 4-6 7-10 The aim or main claim The aim or main claim The aim or main claim formulated are implied but formulated are clearly formulated are clearly and not explicitly identified. identified. There is some explicitly identified. There There is no, or very little, justification of the is a clear justification of justification of the connection between the the connection between connection between the investigation and the aim the investigation and the investigation and the aim or main claim identified. identified aim or main and claim identified. claim.
Identification and Investigation 1-6 7-12 13-20 Identification of basic Identification of basic Identification of the information extracted from information about the information about the the primary source (form, source and the author of source and the author of authorship, audience). the source extracted from the source extracted from Limited investigation that the primary source. the primary source. elicits basic historical facts Investigation elicits Investigation elicits the and opinions from the historical facts and views historical facts and chosen source. No or from the chosen source, opinions from the chosen limited contextualisation of but does not succeed to source. Contextualisation the source is offered. extract all the possible and links to the historical facts found within the events that characterised chosen primary source. the historical period of the Limited contextualisation source are offered. and few links to the historical events that characterised the historical period of the source are offered.
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Data collection & Evaluation 1-6 7-12 13-20 Little or no historical data Some historical data is Appropriate historical data is extracted from the extracted from the chosen is extracted from the chosen primary source. primary source. The chosen primary source. The extracted data is extracted data is presented The extracted data is presented poorly in the in the investigation. There presented in the investigation. There is little is some evaluation of the investigation. There is evaluation of the historical historical importance of the extended evaluation of the importance of the extracted data. The historical importance of the extracted data. The identified and extracted extracted data. The identified and extracted information is compared to identified and extracted information is not the information found in a information is compared to compared to the small number other the information found in information found in other primary or secondary other primary or secondary primary or secondary sources on the same sources on the same sources on the same subject subject. subject.
Analysis 1-6 7-12 13-20 There is little interpretation There is some Interpretation on the role on the role or importance interpretation on the role or importance played by played by the chosen or importance played by the chosen source/author source/author of the the chosen source/author of the source is offered. source. There is little of the source. There is Interpretation to how the interpretation to how the some interpretation to how audience would react to audience would react to the audience would react the content of the chosen the content of the chosen to the content of the source is offered. There is source. There is no chosen source. There is a analysis of the analysis of the limited analysis of the effectiveness of the chosen effectiveness of the chosen effectiveness of the chosen source for its intended source for its intended source for its intended use/function. The identified use/function. The identified use/function. The identified claim is explored and claim is not explored or claim is partially explored answered. Comprehensive only partially answered. No and only partially analysis of the limitations analysis of the limitations answered. Limited analysis or bias found in the or bias found in the of the limitations or bias information extracted from information extracted from found in the information the source. the source extracted from the source
Interpretations and Conclusions 1-6 7-12 13-20 Very basic and limited Basic but comprehensive Offers a strong, analytical conclusion. The conclusion conclusion. The conclusion and comprehensive partially describes the facts describes the facts and conclusion. The conclusion but offers no reasons for offers some reasons for describes the facts and their cause and effect. No their cause and effect. offers reasons for their interpretations of the facts Some interpretations of the cause and effect. in their historical context is facts in their historical Interpretations of the facts offered. No or few links context is offered. A in their historical context is offered between the considerable number of offered. An exhaustive content of the source and links offered between the number of links offered the historical events that content of the source and between the content of the inform it. Little or no the historical events that source and the historical analysis of how the source inform it. Some analysis of events that inform it.
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SEC 18 HISTORY (2025): HISTORY confirms or changes how the source confirms or Comprehensive analysis of current understanding of changes current how the source confirms or the historical period or understanding of the changes current topic. historical period or topic. understanding of the historical period or topic.
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HISTORY SITE VISIT MQF 1 MQF 2 MQF 3 Structure, presentation and referencing 3 6 10 Aim of visit 3 6 10 Methodology 6 12 20 Data collection and data presentation 6 12 20 Discussion and analysis 6 12 20 Recommendations and/or conclusions 6 12 20 TOTAL 30 60 100
Structure, presentation & referencing 1-3 4-6 7-10 The project is poorly The project is generally The project is well structured, or where there structured and organized. structured, focused and is a recognizable structure More could have been done effectively organized. It is there is minimal focus. No overall, and some clear, coherent and or little referencing or deficiencies are evident. supported with illustrations bibliography. Some referencing and or examples. Adequate bibliography. referencing and bibliography.
Aim of visit 1-3 4-6 7-10 The aim of the visit is not The aim of the visit is The aim of the visit is explicitly identified. implied but not clearly clearly and explicitly identified. identified.
Methodology 1-6 7-12 13-20 The method of the The method of the The method of the investigation is presented investigation is briefly investigation is described but is not related to the described and related to in detail and is relevant to aim of the visit. the aim of the visit. the aim of the visit.
Data collection and data presentation 1-6 7-12 13-20 Data is collected from Data is collected from a Data is collected from primary and secondary limited range of relevant relevant primary and/or sources that are not primary and secondary secondary sources. relevant to the aim of the sources. Some collected Collected data is presented visit. Relevant data is data is not presented clearly and is relevant to missing or collected data is clearly or is not relevant to the aim of the visit. The not relevant to the aim of the aim of the visit. The report includes well- the visit. The report does report includes illustrations labelled, captioned and not include any illustrations that are poorly labelled, clear illustrations that are or includes illustrations poorly captioned, unclear relevant to the aim of the that are not labelled, not or are not relevant to the visit. captioned, unclear or are aim of the visit. not relevant to the aim of the visit.
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Discussion and analysis 1-6 7-12 13-20 Analysis of the information There are some elements The collected data is and data collected is of analysis of the data analysed in detail. The mostly lacking. The content collected but it lacks data is used to inform and is mostly descriptive. development. The data is support analysis. used, in a limited way, to inform and support analysis.
Recommendations and/or conclusions 1-6 7-12 13-20 The conclusion lacks The conclusion partially The conclusion addresses relevance to the aim of the addresses the aim of the the aim of the site visit. visit. Collected data is not visit. Limited use of The collected data is used used to support the collected data to support to support the conclusions conclusions reached. the conclusions reached. reached. Recommendations are not Not all recommendations Recommendations are offered, lack relevance or are relevant or based on relevant and based on the are not based on collected the collected data. collected data. data.
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SEC 18 HISTORY (2025): HISTORY
HISTORY THEMATIC TIME-LINE CHART MQF 1 MQF 2 MQF 3 Overview of the thematic time-line 6 12 20 Drawing time-line according to scale 3 6 10 Chronological structure of the time-line 3 6 10 Time-line visuals 6 12 20 The historical significance of the time-line 6 12 20 Inter-connection analysis within the time-line 6 12 20 TOTAL 30 60 100
Overview of the thematic time-line 1 – 6 7 – 12 13 – 20 The title identifying the Identification of most of the Identification of all the main main historic/religious main historic/religious historic/religious events events mentioned on the events on the time-line was mentioned in the time-line time-line was not precise correct but with vague included correct and clear and points were written captions/descriptions on captions/descriptions on each. on few events. each.
Drawing time-line according to scale 1 – 3 4 – 6 7– 10
The units of time used The units of time were The units of time were (days, months, years, divided into segments that divided into segments that decades, centuries, etc.) were of equal length. were of equal length and were not of equal length. labelled correctly. Dates on the segments of the time-line were included Dates on the segments of Dates on the segments of but exactly to scale. the time-line were exactly the time-line were not to scale. included. Historical/religious events
mentioned were Historical/religious events Historical/religious events approximately located on mentioned were located mentioned were not correctly indicated on the the time-line. exactly on the time-line. time-line.
Chronological structure of the time-line 1 – 3 4 – 6 7– 10
Events marked on the time- Events marked on the time- Events marked on the time- line have no chronological line have an inconsistent line were presented in correct structure (a sequence of chronological sequence. chronological order. earliest to latest).
Time-line visuals 1 – 6 7 – 12 13 – 20
Events on the time-line were Events on the time-line were Events on the time-line were included with some included with illustrations but included with appropriate illustrated sources and with vague descriptive illustrated sources with clear descriptive captions missing. captions. descriptive captions and brief information about any short and long term consequences or significance of the events.
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The historical/religious significance of the time-line 1 – 6 7 – 12 13 – 20
The events mentioned in the The events mentioned in the The events mentioned in the time-line had no or some time-line had very brief and time-line had clear and vague information about the vague references to short and comprehensive references to historical/religious events. long term consequences or short and long term historical significance of the consequences or historical events. significance of the events.
Inter-connection analysis within the time-line 1 – 6 7 – 12 13 – 20
The events in the time-line The events in the time-line The events in the time-line are very superficially are partially analysed, with are analysed in context and analysed, with several errors. some errors, and a superficial connected to each other so Some basic segmental attempt at connecting the as to provide a contextual connection of events over various segments over time is understanding of the time is attempted, but to attempted. progress of the said events poor effect. over time.
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HISTORY PRESENTATION MQF 1 MQF 2 MQF 3 Structure, presentation and referencing 3 6 10 Research question of the presentation 3 6 10 Data collection and data presentation 6 12 20 Discussion and analysis 6 12 20 Recommendations and/or conclusions 6 12 20 Oral presentation (incl. use or resources / tools) 6 12 20 TOTAL 30 60 100
Structure, presentation and referencing 1-3 4-6 7-10 The presentation is poorly The presentation is The presentation is well structured or where there structured, generally structured, focused and is a recognizable structure organized and can be effectively organized. It is there is minimal focus on followed. Lacks clarity, clear, coherent and the aim/hypothesis. The coherence and relevant supported with illustrations necessary terminology is illustrations. The necessary where appropriate. Correct lacking. Very poor terminology is lacking. use of terminology referencing and Adequate referencing and throughout. Adequate bibliography. bibliography but contains referencing and errors, omissions or bibliography. inaccuracies.
Research question of the presentation 1-3 4-6 7-10 The research question is The research question is The research question is implied but not explicitly clearly identified. clearly and explicitly identified. identified.
Data collection and data presentation 1-6 7-12 13-20 Data is collected from Data is collected from a Data is collected from primary and secondary limited range of relevant relevant primary and/or sources that are not primary and secondary secondary sources. relevant to the research sources. Some collected Collected data is presented question. Relevant data is data is not presented clearly and is relevant to missing or collected data is clearly or is not relevant to the research question. The not relevant to the the research question. The presentation includes well- research question. The presentation includes labelled, captioned and report does not include any illustrations that may be clear illustrations that are illustrations or includes poorly labelled, not relevant to the research illustrations that are not captioned, unclear or are question. labelled, not captioned, not relevant to the unclear or are not relevant research question. to the research question.
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Discussion and analysis 1-6 7-12 13-20 Short and limited Limited but logical Well-developed and discussion of the research discussion of the research comprehensive discussion question. No data is used question. Collected data is of the research question. to inform and support used, in a limited way, to Collected data is used to anaysis. inform and support inform and support analysis. analysis.
Recommendations and/or conclusions 1-6 7-12 13-20 The conclusion lacks The conclusion partially The conclusion answers the relevance to the research answers the research research question. The question. Collected data is question. Limited use of collected data is used to not used to support the collected data to support support the conclusions conclusions reached. the conclusions reached. reached. Recommendations are not Not all recommendations Recommendations are offered, lack relevance or are relevant or based on relevant and based on the are not based on collected the collected data. collected data. data.
Oral presentation (incl. use or resources / tools) 1-6 7-12 13-20 The presentation is mostly The presentation is mostly The presentation is clear unclear and does not follow clear and sequential. The and sequential. The a logical sequence. There candidate uses some candidate uses relevant are very few or no relevant relevant visual aids to visual aids to support the visual aids to support the support the presentation. presentation. The correct presentation. Very limited The correct and and appropriate use of the correct appropriate terminology is terminology is used terminology. used sporadically. throughout. The presentation is highly engaging.
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Specimen Assessments: Controlled Paper MQF 1-2
MATRICULATION AND SECONDARY EDUCATION CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL SAMPLE PAPER – ALL CANDIDATES
SUBJECT: History
PAPER NUMBER: Level 1 – 2
DATE:
TIME: 2 Hours
Answer ALL questions in Sections A and B and TWO question from section C. Questions can be answered in either English or Maltese.
SECTION A – SHORT QUESTIONS (TOTAL 20 MARKS)
1. Underline TWO inventions that were made during the early Industrial Revolution in Britain:
(computer, steam engine, stainless steel, radar, railway, aeroplane) (2)
2. List THREE events that led to Napoleon’s downfall.
i. ______
ii. ______
iii. ______
(3)
3. List THREE problems which the Order of St John in Malta had to face in the eighteenth century.
______
______
______(3)
4. Briefly describe the events of the Revolt of the Priests in 1775.
______
______
______
______(4)
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5. Give TWO arguments for and TWO arguments against the granting of the liberty of the press in Malta in 1839.
i. ______
ii. ______
iii. ______
iv. ______(4)
6. Describe ONE socio-economic effect on the Maltese people during the Second World War and ONE socio-economic effect on the Maltese people after the Second World War.
i. ______
______
ii. ______
______
(4)
(Total: 20 marks)
SECTION B – SOURCE QUESTIONS (TOTAL 40 MARKS) Question B1
Study the following sources and answer ALL the questions that follow.
Source A Source B
‘In the normal course of events many men and women are born with various remarkable qualities and talents … but occasionally … a single person is … endowed by heaven with beauty, grace, and talent in such abundance that he leaves other men far behind … and indeed everything that he does clearly comes from God rather than from human art. Everyone acknowledged that this was true of Leonardo da Vinci … an artist who …
cultivated his genius so brilliantly that all problems he studied he solved with ease.’
Source C Giorgio Vasari, Life of Leonardo da Vinci, 1568. In: Lives of the Artists, Volume 1, Penguin 1987.
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a. Identify to which of the above sources, (Source A and Source B) do these terms apply.
The Human Form - Portrait – La Gioconda – Sistine Chapel Source A
(i) ______
(ii) ______
Source B
(iii) ______
(iv) ______(4)
b. (i) Identify the artist who painted Source A.
______(1)
(ii) Identify the city where this work of art is found?.
______(1) c. (i) Identify the artist who painted Source B.
______(1)
(ii) Identify ONE other feature (not protraiture) that makes this painting important in Western art.
______(1)
d. Describe how Source A illustrates the rediscovery of the classical period.
______
______
______
______(4)
e. With reference to Source C:
(i) Identify Giorgio Vasari’s view on Leonardo da Vinci from source C.
______(2)
(ii) Is Source C a primary or secondary source and give a reason for your answer?
______
______(3)
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SEC 18 HISTORY (2025): HISTORY f. Describe the contribution of Michelangelo Buonarroti to the Renaissance.
______
______
______(3)
(Total: 20 marks)
Question B2
Study the sources below and then answer ALL the questions that follow.
Source A. A £5 Bank note used in Malta in 1967.
The Republic of Malta
(1) Malta is a democratic republic founded on work and on respect for the fundamental rights and freedoms of the individual.
...
(3) Malta is a neutral state actively pursuing peace, security and social progress among all nations by adhering to a policy of non-alignment and refusing to participate in any military alliance.
Source B. Extract from the 1974 Constitution of the Republic of Malta.
a. Identify the female figure shown in Source A and state why she was inserted on the currency note above.
______(2)
b. Underline the Maltese currency shown in Source A. (The Maltese Lira, the English Sterling, the Maltese Pound, the Euro) (1)
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SEC 18 HISTORY (2025): HISTORY
c. (i) Was Malta an independent country when this Bank Note was in use? Write YES or NO. ______(1)
(ii) How did you reach this conclusion? ______(1)
d. (i) Using Source B describe the constitutional change that took place in the State of
Malta in 1974? ______(1)
(ii) How did this change, affect the office of the Head of State of Malta?
______(2)
e. Source B states that “Malta is a neutral state …adhering to a policy of non-alignment and refusing to participate in any military alliance”. Briefly explain the implications of this policy on Malta.
______
______
______
______(4)
f. Briefly explain Integration and Dominion Status as they feature in Malta’s political development in the late 1950’s and early 1960’s.
______
______
______
______(4)
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SEC 18 HISTORY (2025): HISTORY
g. The 1974 Constitution states that “Malta is a democratic republic.” Briefly explain TWO arguments in favour of Malta being declared a republic.
______
______
______
______(4)
(Total: 20 marks)
SECTION C – ESSAY QUESTIONS (TOTAL 40 MARKS)
Answer ONE question from European History and ONE question from Maltese History.
European History
Either
Question C1 a. Name TWO western leaders among the ‘Big Three’ whose decisions influenced international relations after 1945. (2) b. Name TWO reasons why the ‘Cold War’ started in 1945. (2) c. Mention the TWO rival military alliances which developed in Europe as a result of the Cold War. (2) d. Name TWO main features of the Cold War in Europe. (2) e. Explain why the Berlin Wall was built and what were its consequences. (6) f. Elaborate on THREE major events that contributed to the end of the Cold War. (6)
(20 marks)
Or
Question C2 a. Name the THREE leaders involved in the Cuban Missile Crisis. (3) b. Explain what caused the Cuban Missile Crisis. (4) c. Identify the leader associated with the terms Glasnost and Perestroika. (1) d. Explain briefly some of the reforms that fall under the terms Glasnost and Perestroika. (6) e. Mention FOUR common patterns leading to the fall of the Communist regimes in Europe in 1989. (4) f. Explain ONE of the common patterns leading to the fall of the Communist regimes in Europe in 1989. (2)
(20 marks) Page 57 of 89
SEC 18 HISTORY (2025): HISTORY
Maltese History
Either
Question C3
In the post-World War II period, plans were underway to diversify Malta’s fortress economy. a. Identify THREE features of Malta having a ‘fortress economy’ before 1964. (3) b. Explain why Malta had a fortress economy before 1964. (4) c. Give TWO reasons why many Maltese emigrated after the Second World War. (2) d. Explain the reasons mentioned in question c? (4) e. State THREE features of the new economy as featured in the First Development Plan of 1959-1964. (3) f. Explain briefly how this development plan intended to modernise the Maltese economy. (4)
(20 marks)
Or
Question C4
In the nineteenth century, Malta’s economy was dependent on the needs of the British colonial government. a. List TWO positive and TWO negative effects of the Crimean War on Malta. (4) b. Explain how the Crimean War affected the Maltese economy (4) c. List TWO advantages that the opening of the Suez Canal. (2) d. Explain ONE consequence that the opening of the Suez Canal had on Malta’s economic development. (4) e. Mention TWO aspects of Maltese society in which the Catholic Church exercised considerable influence during the British period. (2) f. Explain the role of the Catholic Church in British Malta. (4)
(20 marks)
Page 58 of 89
SEC 18 HISTORY (2025): HISTORY
HISTORY - CONTROLLED PAPER (ALL Candidates) LEVEL 1 – 2
SAMPLE PAPER
Specification Grid
Question No. Total Marks Learning Outcome Level 1 Level 2
Section A 1 2 3 2 2 3 3 3 3 3 5 3 4 4 5 4 5 6 4 4 6 9 4 4 Section B 1a 4 2 4 1b 2 2 2 1c 2 2 2 1d 4 2 4 1ei 2 1 2 1eii 2 1 3 1f 3 2 3 2a 2 1 2 2b 1 1 1 2ci 1 1 1 2cii 1 8 1 2di 1 8 1 2dii 2 8 2 2e 4 8 4 2f 4 8 4 2g 4 8 4 Section C * 1a 2 4 2 1b 2 4 2 1c 2 4 2 1d 2 4 2 1e 6 4 6 1f 6 4 6 2a 3 4 3 2b 4 4 4 2c 1 4 1 2d 6 4 6 2e 4 4 4 2f 2 4 2 3a 3 7 3 3b 4 7 4 3c 2 7 2 3d 4 7 4 3e 3 7 3
Page 59 of 89
SEC 18 HISTORY (2025): HISTORY
3f 4 7 4 4a 4 7 4 4b 4 7 4 4c 2 7 2 4d 4 7 4 4e 2 7 2 4f 4 7 4
100 % 40 % 60 %
* Candidates have to choose TWO questions out of FOUR.
Page 60 of 89
SEC 18 HISTORY (2025): HISTORY
Specimen Assessments: Controlled Paper MQF 2-3
MATRICULATION AND SECONDARY EDUCATION CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL SAMPLE PAPER – ALL CANDIDATES
SUBJECT: History
PAPER NUMBER: Level 2 – 3
DATE:
TIME: 2 Hours
Answer ALL questions in Sections A and B and TWO question from section C. Questions can be answered in either English or Maltese. SECTION A – SHORT QUESTIONS (TOTAL 20 MARKS)
Answer ALL questions.
1. Briefly explain the impact of the invention of the railway made during the Industrial Revolution. ______(3)
2. Explain how the Inquisition Tribunal operated in Malta between 1575 and 1798? ______(2)
3. Mention TWO restrictions imposed by the European Powers upon the Order on its corsairing activity. ______(2)
4. Mention TWO reforms attempted by Napoleon Bonaparte in Malta.
______
______(2)
5. What was the meaning of these phrases in the context of the Malta Language Question: a. parri passu: ______b. free choice: ______(2)
Page 61 of 89
SEC 18 HISTORY (2025): HISTORY
6. (i) How was Malta involved in the First World War? ______(2)
(ii) Discuss socio-economic effects of the Second World War on Malta. ______(5)
(Total: 20 marks)
SECTION B – SOURCE QUESTIONS (TOTAL 40 MARKS)
Answer ALL questions.
Question B1
Read and observe the following sources and then answer ALL the questions that follow.
Source A
‘As if she were the queen of Italy, Florence sits between the Tyrrhenian and Adriatic
Seas.…Within the city one can find astounding riches, unparalleled splendor, magnificent architecture, and exquisite amenities. The villas around her, moreover, offer stupendous and unheard-of delights. Indeed, Florence’s splendor eclipses not only
all Italian cities, but those of the entire world.’
Source B. Leonardo Bruni, Praise for the City of Florence, around 1404.
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SEC 18 HISTORY (2025): HISTORY
‘When the Last Judgement was revealed it was seen that Michelangelo had not only excelled the masters who had worked there previously but had also striven to excel even the vaulting that he had made so famous; for the Last Judgement was finer by far, and in it Michelangelo outstripped himself. He imagined to himself all the terror of those days and he represented, for the greater punishment of those who have not lived well, the entire Passion of Jesus Christ, depicting in the air various naked figures carrying the cross, the column, the lance, the sponge, the nails and the crown of thorns. These were shown in diverse attitudes and were perfectly executed with consummate facility. ’
Source C. Giorgio Vasari, Life of Michelangelo Buonarroti, 1568. In: Giorgio Vasari, Lives of the Artists, Volume 1, Penguin 1987.
a. Refer to Source A.
(i) Describe the architectural feature shown of the photo.
______
______(2)
(ii) Why was the city shown in the source so important for the Italian Renaissance?
______
______
______
______(4) b. Refer to Source B.
(i) From Source B explain the reasons why the Renaissance started in Italy.
______
______
______
______
______(6)
(iv) Explain the importance of another city which was also a centre of the Renaissance.
______
______
______
______(4)
Page 63 of 89
SEC 18 HISTORY (2025): HISTORY c. Refer to Source C.
Briefly discuss the Last Judgement by Michelangelo.
______
______
______
______
______
______(4)
(Total: 20 marks)
Question B2
Read observe the following sources and then answer ALL the questions that follow.
Source A. The promulgation of the Amery-Milner Constitution
On the 11th June 1928, the Estimates Appropriation Bill was defeated in the Senate, the two ecclesiastical members voting with the
Opposition. Strickland had expected the Bishops to take a stand against the participation of ecclesiastics in local politics and to direct the ecclesiastics’ representatives in the Senate to support the government.
Source B. Joseph Bezzina, ‘Church and State in an Island Colony’, in The
British Colonial Experience 1800-1964, V. Mallia-Milanes, Editor. p 66.
a. When did the event in Maltese history commemorated in Source A take place?
______(1)
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SEC 18 HISTORY (2025): HISTORY
b. Briefly discuss the historical background that led to the granting of the Constitution commemorated in Source A.
______
______
______
______
______(4)
c. This Constitution granted Malta ‘Responsible Government’. List TWO features of the Amery Milner Constitution.
______
______(2)
d. Briefly discuss the features mentioned in question c.
______
______
______
______
______(4)
e. What triggered the politico-religious dispute mentioned in Source B?
______
______(3)
f. In about 40 words, analyse two opposite standpoints during the politico-religious conflict mentioned in Source B.
______
______
______
______
______(4)
g. Mention TWO consequences of this politic-religious dispute on the outcome of the general elections of 1932?
______
______(2)
(Total: 20 marks)
Page 65 of 89
SEC 18 HISTORY (2025): HISTORY
SECTION C – ESSAY QUESTIONS (TOTAL 40 MARKS)
Answer ONE question from European History and ONE question from Maltese History.
European History
Either
Question C1
(a) Explain TWO causes that led to the division of Europe after the Second World War. (8)
(b) Analyse the consequences of this division on Germany and Berlin during the Cold War. (12)
Or
Question C2
(a) Explain why the ESCE set up a few years after the end of the Second World War. (8)
(b) Discuss the landmarks and the developments which transformed the ESCE (1951) into the European Union (1992). (12)
Maltese History
Either
Question C3
(a) Explain TWO causes for widespread unemployment and mass emigration in ninetheenth century Malta. (8)
(b) During the nineteenth century, Malta’s economy was not only characterised by periods of economic growth but also by times of recession. Discuss. (12)
Or Question C4
(a) Explain the features of Malta’s fortress economy under the British. (8)
(b) Discuss Malta’s new economic setup introduced by the Development Plans of 1959 and 1964. (12)
Page 66 of 89
SEC 18 HISTORY (2025): HISTORY
HISTORY - CONTROLLED PAPER (ALL Candidates) LEVEL 2 – 3
SAMPLE PAPER
Specification Grid
Question No. Total Marks Learning Outcome Level 1 Level 2
Section A 1 3 3 3 2 2 5 2 3 2 5 2 4 2 6 2 5 4 6 4 6 2 9 2 7 5 9 5 Section B 1a 2 2 2 1b 4 2 4 1c 6 2 6 1d 4 2 4 1e 4 2 4 2a 1 1 1 2b 4 8 4 2c 2 8 2 2d 4 8 4 2e 3 8 3 2f 4 8 4 2g 2 8 2 Section C* 1a 8 4 8 1b 12 4 12 2a 8 4 8 2b 12 4 12 3a 8 7 8 3b 12 7 12 4a 8 7 8 4b 12 7 12
100 % 40 % 60 %
* Candidates have to choose TWO questions out of FOUR.
Page 67 of 89
SEC 18 HISTORY (2025): HISTORY
Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 1-2
MATRICULATION AND SECONDARY EDUCATION CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL SAMPLE PAPER – PRIVATE CANDIDATES ONLY
SUBJECT: History
PAPER NUMBER: Level 1 – 2
DATE:
TIME: 2 Hours
Answer ALL questions. Questions can be answered in either English or Maltese.
Question 1 Study carefully the following sources and then answer ALL the questions.
a. Match these inventions of the Industrial Revolution with the picture sources shown below by writing the name of the invention in the blank row.
spinning jenny - power loom - flying shuttle - steam engine (4)
Source A Source B Source C Source D
b. Mention TWO impacts of the invention of Source C on transport and communication during the early phase of the Industrial Revolution in Britain.
______
______(2)
c. Mention TWO consequences of the invention shown in Source D on industrial production during the early phase of the Industrial Revolution in Britain.
______
______(2)
Page 68 of 89
SEC 18 HISTORY (2025): HISTORY d. Read carefully Source E and then answer ALL the questions.
Such is the Old Town of Manchester, and on re-reading my description, I am forced to admit that instead of being exaggerated, it is far from black enough to convey a true impression of the filth, ruin, and [decay], the defiance of all considerations of cleanliness, ventilation, and health which characterise the construction of this single district, containing at least twenty to thirty thousand inhabitants…If any one wishes to see in how little space a human being can move, how little air…he can breathe…it is only necessary to travel hither. True…the people of Manchester emphasise the
fact whenever anyone mentions to them the frightful condition of this Hell upon Earth; but what does that prove? Everything which here arouses horror and indignation is of recent origin, belongs to the industrial epoch.
Source E. Adapted from Friedrich Engels, The Condition of the Working-Class in England in 1844 (London, 1892).
(i) Identify the city described in the above source.
______(1)
(ii) Who is the author of the above source?
______(1)
(iii) To which period in European history does the source refer to?
______(1)
(iv) Give TWO reasons why this period started in Britain?
______
______(2)
(v) Is Source E a primary or secondary source?
______(1)
(vi) Identify TWO bad conditions for the working classes which the author mentions in the source.
______
______(2)
e. Mention TWO positive effects of this historical period in 19th century Britain.
______
______(2)
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SEC 18 HISTORY (2025): HISTORY
f. Briefly describe the conditions of working class children during the early phase of this historical period.
______
______(3)
g. Explain how this historical period contributed to make Germany a great European power after 1871?
______
______
______
______(4)
(Total: 25 marks)
Question 2
Study the following sources and answer ALL the questions which follow.
Came the Great Siege of 1565, and the Turkish batteries mounted on the high ground overlooking the harbour defences reduced them to mounds of rubble. The siege was won, but damage and loss of life was tremendous on both sides. It was a time when the Order embarked on a huge building programme which was to transform Malta into a veritable treasure-house of architecture.
Source A Adapted from M. Ellul, ‘The Fortifications of Malta’ in G. Mangion (ed.), Maltese Baroque, Union Print, Valletta, 1989, 9.
Corsairing was in those days seen as a commercial activity and did not have a bad reputation. It was a widely practiced activity, carried out by businessmen-investors and protected by statesmen. It blossomed on a large scale … in the Mediterranean … after the Battle of Lepanto in 1571. Corsairing had often had little to do with either country or faith, but was merely a means of making a living.
Source B Adapted from T. Freller, Knights, Corsairs, and Slaves in Malta: An eyewitness account, Publikazzjonijiet Indipendenza, Pieta, 1999, 56)
Page 70 of 89
SEC 18 HISTORY (2025): HISTORY
a. Identify the major event that is mentioned in Source A?
______(1) b. Identify from source A TWO consequences of the event mentioned in the source.
______
______(2)
c. Explain TWO consequences of this event on the history of the Order of St John in Malta.
______
______
______
______(4)
d. Give the name of the city which the author of Source A describes as a huge building programme.
______(1)
e. (i) Identify ONE building dating to the Knights period which can be rightly described as ‘a treasure-house of architecture.’
______(1)
(ii) Describe the above buildng project undertaken by the Order to embellish the city referred to in Source A.
______
______
______(3)
f. Give TWO reasons why the Corso was organised under the Order.
______
______(2)
g. How did the Order contribute to the Battle of Lepanto mentioned in Source B?
______
______(2)
Page 71 of 89
SEC 18 HISTORY (2025): HISTORY h. Give THREE facts about how the Maltese organised the corso under the Knights.
______
______(3)
i. With reference to Source B, explain how the Order organised the Corso industry in Malta.
______
______
______
______(4)
j. Mention TWO restrictions in the 18th century, imposed on the Order which had to be obeyed by Maltese corsairs.
______(2) (Total: 25 marks)
Question 3
Read through the sources below and answer ALL the questions that follow.
Source A. Tickets of the Malta Railway
‘I do not hesitate to say that English, and English only through the medium of Maltese, should be the language taught until the pupils reach the third or fourth class; when, if their intellects are equal to the acquisition of another language, which I very much doubt.’
Source B. Patrick Keenan, Report Upon the Educational System of Malta, 1880.
‘How can we, in the central Mediterranean, surrounded by Latin peoples, how can
we, us 160,000 souls adopt as our language the Anglo-Saxon tongue?’
Source C. Fortunato Mizzi, addressing the Council of Government, 19 April 1899.
a. (i) Who issued the tickets shown in Source A?
______(1)
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SEC 18 HISTORY (2025): HISTORY
(ii) Explain the reason why these tickets were issued in English and Italian?
______(2)
b. (i) State if Sources A, B and C are primary or secondary. ______(1)
(ii) Give a reason for your answer.
______
______(2)
c. Underline Patrick Keenan’s role in Maltese history. (i) as British Governor in Malta; (ii) as British Royal Commissioner in Malta; (iii) as an official member in the Malta Council of Government; (iv) as Director of Education. (2)
d. What is Keenan suggesting in Source B about the teaching of English in schools?
______
______(2)
e. Which Council of Government was in force at the time of Source C? (1835, 1849, 1887, 1903) (2)
f. Explain why Keenan preferred English to Italian in his report?
______
______(2)
g. (i) How does Fortunato Mizzi refer to the English language in Source C?
______(1)
(ii) Which language does Fortunato Mizzi favour in Source C? ______(1)
(iii) How did you arrive to this conclusion?
______
______(2)
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SEC 18 HISTORY (2025): HISTORY
(iv) Why did Fortunato Mizzi object to the teaching of English in elementary schools?
______
______
______(3)
h. Explain how the ‘Language Question’ affected Maltese politics in the late nineteenth century? ______(4)
(Total: 25 marks)
Question 4
Look carefully at the following sources about the Second World War and answer ALL the questions that follow.
Source A Source B
Source C Source D
a. What is Adolf Hitler doing in Source A?
______(1)
b. Name the political party which he set up in Germany after the First World War.
______(1)
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SEC 18 HISTORY (2025): HISTORY
c. Give TWO reasons for Hitler’s popularity with the German people in the 1930s?
______
______(2)
d. Underline the ONE that is associated with Hitler’s regime in Germany in the 1930s:
(i) The Treaty of Versailles (ii) The Yalta Conference (iii) The Night of the Broken Glass (iv) The Great Depression (1)
e. Underline Hitler’s ally in Europe during the Second World War?
(Stalin, Churchill, Mussolini, Roosevelt) (1)
f. Which event marked the beginning of World War Two in Europe?
______(1)
g. What does the photograph of Source B show?
______(1)
h. What can you say about the children seen in Source B?
______
______(2)
i. What does the word ‘Holocaust’ mean in the context of the Second World War?
______
______(2)
j. Mark with an X the events leading to Germany’s defeat. (3)
(i) Hitler appointed Chancellor of Germany.
(ii) The Sudetenland in Czechoslovakia are given to Germany.
(iii) THE USA joins the Allies
(iv) The Allies invade Normandy on D-Day.
(v) German army surrenders in Stalingrad.
k. (i) What is the Source C showing?
______(1)
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SEC 18 HISTORY (2025): HISTORY
(ii) Describe the use and structure places, shown in Source C, during the World War Two?
______
______(2)
(ii) What is Source D showing?
______(1)
(iv) Describe the reasons why Malta needed what is shown in Source D?
______
______(2)
l. Describe the contribution of Malta to the Allied victory of the Second World War.
______
______
______
______(4)
(Total: 25 marks)
Page 76 of 89
SEC 18 HISTORY (2025): HISTORY
HISTORY - CONTROLLED PAPER (Private Candidates Only) LEVEL 1 – 2
SAMPLE PAPER
Specification Grid
Question No. Total Marks Learning Outcome Level 1 Level 2
1a 4 3 4 1b 2 3 2 1c 2 3 2 1d(i) 1 1 1 1d(ii) 1 1 1 1d(iii) 1 1 1 1d(iv) 2 3 2 1d(v) 1 1 1 1d(vi) 2 3 2 1e 2 3 2 1f 3 3 3 1g 4 3 4 2a 1 1 1 2b 2 5 2 2c 4 5 4 2d 1 5 1 2e(i) 1 5 1 2e(ii) 3 5 3 2f 2 5 2 2g 2 5 2 2h 3 5 3 2i 4 5 4 2j 2 5 2 3a(i) 1 1 1 3a(ii) 2 6 2 3b(i) 1 1 1 3b(ii) 2 6 2 3c 2 1 2 3d 2 6 2 3e 2 1 2 3f 2 6 2 3g(i) 1 1 1 3g(ii) 1 1 1 3g(iii) 2 1 2 3g(iv) 3 6 3 3h 4 6 4 4a 1 9 1 4b 1 9 1 4c 2 9 2 4d 1 9 1 4e 1 9 1 4f 1 9 1
Page 77 of 89
SEC 18 HISTORY (2025): HISTORY
4g 1 9 1 4h 2 9 2 4i 2 9 2 4j 3 9 3 4k(i) 1 9 1 4k(ii) 2 9 2 4k(iii) 1 9 1 4k(iv) 2 9 2 4l 4 9 4
100 % 40 % 60 %
Page 78 of 89
SEC 18 HISTORY (2025): HISTORY
Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 2-3
MATRICULATION AND SECONDARY EDUCATION CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL SAMPLE PAPER – PRIVATE CANDIDATES
SUBJECT: History
PAPER NUMBER: Level 2 – 3
DATE:
TIME: 2 Hours
Answer ALL questions. Questions can be answered in either English or Maltese. Question 1
Read and observe the following sources and then answer ALL the questions that follow.
‘I traversed this day by steam-boat the space between London and Hangerford Bridges between half-past one and two o’clock…The appearance and the smell of the water forced themselves at once on my attention. The whole river was an opaque pale brown fluid…The smell was very bad, and common to the whole of the water; it was the same as that which now comes up from the gully-holes in the streets; the whole river was for the time a real sewer. Having just returned from out of the country air, I was, perhaps, more affected by it than others… I have thought it a duty to record these facts, that they may be brought to the attention of those who exercise power or have responsibility in relation to the condition of our river…’
Source A. Extract from a Letter to the Editor of the Times of London, by Professor Michael Faraday, 7th July 1855.
Source B. Cartoon published by Punch on 3rd July, 1858
Page 79 of 89
SEC 18 HISTORY (2025): HISTORY
a. State whether Source A and Source B are primary or secondary and give ONE reason for your answer.
______
______
______
______(4)
b. Suggest a reason why the author of Source A addressed the letter to the editor of the Times of London.
______
______(2)
c. How does the author describe the River Thames?
______
______(2)
d. Why did the River Thames end up in this way?
______
______(2)
e. Describe TWO effects which the condition of the River Thames would have had on the general public at that time.
______
______
______
______
______(4)
f. Explain the meaning of the caption in the cartoon: ‘Father Thames introducing his Offspring to the Fair City of London’.
______
______(2)
g. Whom does the figure wearing a crown in the cartoon represent?
______(1) Page 80 of 89
SEC 18 HISTORY (2025): HISTORY
h. Briefly discuss why this economic transformation was taking place in Britain at the time of Sources A and Source B.
______
______
______
______
______
______(4)
i. Explain the impact of the introduction of the factory mill and the invention steam engine on this economic transformation.
______
______
______(4)
(Total: 25 marks)
Question 2
Read and observe the sources below and answer ALL the questions that follow.
‘Came the Great Siege of 1565, and the Turkish batteries mounted on the high ground overlooking the harbour defenses reduced them to mounds of rubble. The siege was won, but damage and loss of life was tremendous on both sides. It was a time…when the Order embarked on a huge building programme which was to last for over two- and-half centuries, and which was to transform Malta into a veritable treasure-house of architecture.
Source A. Adapted from M. Ellul, ‘The Fortifications of Malta’ in G. Mangion (ed.), Maltese Baroque, Union Print, Valletta, 1989, 9.
Corsairing was in those days seen as a commercial activity and did not have a bad
reputation. It was an international phenomenon carried out by businessmen-investors and protected by statesmen. It blossomed on a large scale when the major hostilities in the Mediterranean ceased to exist after Lepanto…Privateering often had little to do with either country or faith, but was merely a means of making a living.
Source B. Adapted from T. Freller, Knights, Corsairs, and Slaves in Malta: An eyewitness account, PIN, Pieta, 1999, 56.
Page 81 of 89
SEC 18 HISTORY (2025): HISTORY a. Explain the consequences of the Great Siege on the Order of St John. ______(5) b. From Source A give an analysis of the long term consequences of the victory of the Great Siege of 1565 on the Maltese population.
______(4)
c. Describe the contribution of the Order of St John in the Battle of Lepanto (1571) mentioned in Source B. ______(2) d. With reference to Source B, discuss why corsairing was an important activity under the Knights. ______
______
______(5) e. Mention THREE restrictions on the corso placed on the Order and imposed on the Maltese.
i______ii______
iii______
(3)
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SEC 18 HISTORY (2025): HISTORY
f. Discuss the motives for the restrictions and implications imposed on the corso.
______
______
______
______
______
______
______
______(6)
(Total: 25 marks)
Page 83 of 89
SEC 18 HISTORY (2025): HISTORY
Question 3
Read and observe carefully the following sources and answer ALL the questions that follow.
Source A. British Museum
Collection, London, 1803 entitled, The Bone of Contention [Malta] or the English Bull Dog and the Corsican Monkey.
The British soon realised that in no way did Malta resemble their other colonies: it did not produce sufficiently for local consumption, let alone for export. The island was negligible as a market for British industrial products; it had only strategic value, as an island fortress. And it stands to reason that the United Kingdom was prepared to pay more for the upkeep of the fortress in times of war than in times of peace, when the colony should try to be self-supporting. Source B. A. Koster, Prelates and Politicians: Changing Power-balances between Church and State in a Mediterranean Island Fortress, Amsterdam, 1981.
a. Identify the countries represented by the Bull Dog and the Corsican Monkey in Source A.
______
______(2)
b. Identify why in Source A, Malta is depicted as a ‘Bone of Contention’.
______
______(2)
Page 84 of 89
SEC 18 HISTORY (2025): HISTORY c. Explain the major features of the British Protectorate period until 1813?
______
______
______
______(4)
d. Discuss Maitlan’s colonial administration.
______
______
______
______
______
______(6)
e. Source B, states that the British considered Malta to have a ‘strategic value as an island fortress’. Mention TWO events from the British Protectorate period in which Malta served this role.
______
______
______
______(2)
f. List TWO arguments in favour and TWO arguments against the liberty of the press. ______
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SEC 18 HISTORY (2025): HISTORY g. Discuss the effects of the liberty of the press on the Maltese
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(Total: 25 marks)
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SEC 18 HISTORY (2025): HISTORY
Question 4
Look carefully at the sources about the Second World War and answer ALL the questions that follow.
Source A Source B
Source C Source D
a. Outline how Adolf Hitler (shown in Source A) came to power in Germany?
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b. Briefly explain TWO causes to the outbreak of World War Two in Europe.
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______(6)
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SEC 18 HISTORY (2025): HISTORY c. With reference to Source B analyse facts about the Nazi Holocaust and genocide?
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______(6)
d. With reference to Source C and Source D, analyse the effectiveness of Malta’s defence during the Second World War.
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______(6)
e. Briefly discuss ONE socio-economic effect on the Maltese after the Second World War.
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______(3)
(Total: 25 marks)
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SEC 18 HISTORY (2025): HISTORY
HISTORY - CONTROLLED PAPER (Private Candidates Only) LEVEL 2 – 3
SAMPLE PAPER
Specification Grid
Question No. Total Marks Learning Outcome Level 2 Level 3
1a 4 1 4 1b 2 1 2 1c 2 1 2 1d 2 1 2 1e 4 3 4 1f 2 1 2 1g 1 1 1 1h 4 3 4 1i 4 3 4 2a 5 5 5 2b 4 5 4 2c 2 5 2 2d 5 5 5 2e 3 5 3 2f 6 5 6 3a 2 1 2 3b 2 1 2 3c 4 6 4 3d 6 6 6 3e 2 6 2 3f 4 6 4 3g 5 6 5 4a 4 9 4 4b 6 9 6 4c 6 9 6 4d 6 9 6 4e 3 9 3
100 % 40 % 60 %
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