Marks
Descriptor
1
1-4
General answer with little specific detail
2
5-8
Answer offers accurate detail but does not show how this detail is relevant to the question
3
9-12
Answer responds to the specific question, showing a range of different aspects, explaining how they have been grouped
Point 1:
Put forward your first reason
Point 2:
Put forward your second reason making sure you use connectives to link your ideas
Point 3:
Put forward your final reason making sure you use connectives to link your ideas
Conclusion
Sum up and explain how you have grouped your reasons
Level
Marks
Descriptor
1
1-4
Answer offers a simple or general answer, supported by very little detail OR answer offers brief detail on one aspect of the question
2
5-8
Answer offers accurate detail but does not show how this detail is relevant to the question
3
9-12
Answer responds to the specific question, analysing details to show importance, similarity, difference, change or continuity
4
13-16
Answer responds to the specific question analysing details to show importance, similarity, difference, change or continuity and then evaluates them in order to reach a conclusion
Introduction
State your overall argument (how similar were the two periods/how much change was there?)
Section 1:
If the question is about continuity or similarity, deal first with whatever is mentioned in the question, or the earlier period
Section 2:
Deal with the other side of the issue
Conclusion
Make your judgement, explaining your criteria clearly – how have you decided how similar two periods were/how much change occurred in particular area?
Watch
Forest laws
Digest of the Roman Laws
Legionaries
Quarter sessions
Murdrum fine
Urban cohorts
Sanctuaries
Praetorian guards
Trial by ordeal
Constables
Trial by Combat
Governor’s courts
Wergild
Coliseum
Hundred courts
Church Courts
County coroner
Hue and cry
Sheriff and his Posse
Constitutions of Clarendon
Tithings
Blood feud
Benefit of the Clergy
Twelve Tables
Royal writs
Feudal system
Codes of laws
Vigiles
Read these two model answers which were written by Harris Beckenham students in last year’s examinations and using the criteria give them a level and a reason for that level
(a) Describe the key features of law and order in Roman Britain
ANSWER A:
Law and order in Roman Britain had main key features; for example order was applied as more the responsibility of the victims to catch their criminal. When laws were varied so much that there was a punishment for every crime there could’ve been.
Keeping order in roman Britain was down to the ordinary citizens, as there was no policing around. For example the only forces of ‘keeping order’ were the Praetorians who were the Emperor’s personal guards. Apart from that the victims had to take the criminals to court and provide their own side of evidence.
On the other hand laws were officially introduced on the twelve tables, when there was a law for every kind of crime, from selling underweight bread to planning treasons. The laws proved to be harsh, as they deterred criminals, for example methods of executions and harsh physically punishments were sentences to those who revel, and any legionnaires that ran away from battles were given death penalty.
In conclusion law and order were still at their start in Roman Britain, for example there wasn’t any professional policing out there to keep order, and the law, proved to be harsh but efficient.
I think Answer A is Level _______ because...
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ANSWER B:
In Roman Britain, there were laws and punishments for all aspects of life from selling underweight bread to attempting to