Key Question 2 · Exam Preparation

Exam Focus

Everything you need to turn your KQ2 knowledge into marks: question types, mark scheme levels, the most common errors, what a Level 5 conclusion actually looks like, and past paper questions to practise with.

📋 Question Types 🎯 Mark Scheme ⚠️ Common Errors ✍️ Past Papers

Question Types

Every KQ2 exam question falls into one of three types. Each has a different demand — and a different ceiling if you answer the wrong way.

Question Marks What Cambridge Wants
Part (a) 4 Four specific accurate points, each with supporting detail. Named events, named bodies, dates, statistics. No analysis required — but vague answers ('the League had committees') cannot rise above 2 marks.
Part (b) 6 Two fully explained reasons. Identification alone is Level 2 at best. Each reason must explain WHY — not just state WHAT happened. Every reason needs specific evidence to support it.
Part (c) 10 Both sides explained with specific evidence, plus a valid supported judgement on 'how far'. Must weigh the evidence and reach a specific position — not sit on the fence. Level 5 requires a clear verdict.

Mark Scheme Levels — Part (c)

The 10-mark question has five levels. Most students reach Level 3 or 4. Level 5 requires both sides and a specific supported judgement.

Level Marks What the Answer Does
L5 10 Both sides explained with specific evidence and a valid supported judgement on 'how far'. The conclusion takes a clear position and justifies it.
L4 7–9 Both sides explained with specific evidence. 7 marks for one explained point each side; additional marks for further explained points. Judgement weak or absent.
L3 4–6 One side only, but with specific evidence and explanation of WHY. Cannot reach Level 4 without addressing both sides.
L2 2–3 Identifies or describes events without explaining their significance. May list factors without developing any of them.
L1 1 Writes about the topic in general terms but does not address the specific question asked.

The Most Common Errors

These errors appear in Cambridge examiner reports every year for KQ2. Knowing them before you sit the exam is the simplest way to avoid losing marks.

KQ2 — Most Common Errors

Cambridge 0470 ER 2021–2025
  • Commission confusion — ILO / Health Committee / Refugees Committee / Slavery Commission are completely separate bodies. Each has a distinct mandate, distinct methods, and distinct achievements. Conflating them, or using one commission's work to answer a question about another, loses marks every time. This is the single most frequently flagged error in KQ2 examiner reports.

  • Collective security described as an automatic military alliance — it was not. The Covenant set out a graduated sequence: moral condemnation → economic sanctions → military force (last resort, voluntary). Writing that 'all members were obliged to go to war if one was attacked' is factually wrong and will be penalised.

  • Chronological drift — 1920s questions must not include 1930s events, and vice versa. Manchuria and Abyssinia are irrelevant to questions specifically about the 1920s. Aaland Islands and Upper Silesia are irrelevant to questions specifically about the 1930s. Always check the date range of the question before selecting evidence.

  • Describing what commissions did without explaining WHY it was important. 'The Health Committee worked on diseases' = Level 2 description. 'The Health Committee became the basis for the WHO, establishing international health cooperation as a permanent institution that outlasted the League itself' = Level 3+ analysis. Significance, not description, is what scores marks above Level 2.

  • One-sided essays — Level 4 requires both sides. Most students argue against Britain and France but struggle to argue for them. The case for Britain and France includes: genuine public hostility to another war so soon after WWI, real economic constraints from the Depression, and legitimate uncertainty about whether confronting Italy would prevent or accelerate conflict with Hitler. These arguments must be addressed and then countered to reach Level 4.

  • Weak conclusions — "the League was both successful and unsuccessful" is not a Level 5 conclusion. This is a Level 4 observation at best. A Level 5 conclusion takes a position: it says the League was more one thing than the other, explains why, and identifies the decisive factor or turning point. Sitting on the fence caps your answer at Level 4.

What a Level 5 Conclusion Looks Like

The difference between Level 4 and Level 5 is almost always the conclusion. Both examples below address the same question — only one reaches Level 5.

How far was the League of Nations a success?

Level 4 at best

"Overall the League was both successful and unsuccessful. It had successes in the 1920s but failed in the 1930s."

Why this fails: No position taken. Does not weigh the evidence. Does not identify what mattered most or why. "Both successful and unsuccessful" is an observation, not a judgement. Cannot reach Level 5.

Level 5

"The League was more unsuccessful than successful, primarily because the behaviour of its leading members undermined collective security at the critical moment. Britain and France's pursuit of self-interest — most clearly shown by the Hoare-Laval Pact — destroyed the League's credibility precisely when it needed to act decisively against Mussolini. While structural weaknesses existed from the start, it was this failure of political will in 1935–36 that constituted the League's real death."

Why this works: Takes a clear position ('more unsuccessful'). Identifies the decisive factor (Hoare-Laval / member self-interest). Uses specific evidence. Acknowledges the structural side without being deflected by it. Reaches a supported verdict.

Past Paper Questions

Confirmed Cambridge 0470 questions on KQ2, organised by type. Use these for timed practice — (a) in 5 minutes, (b) in 10 minutes, (c) in 20 minutes.

Part Marks Question
Part (a) 4 Describe the work of the Assembly of the League of Nations.
Part (a) 4 Describe the work of the Health Committee of the League of Nations.
Part (a) 4 Describe the work of the Refugees Committee of the League of Nations.
Part (a) 4 Describe the work of the Slavery Commission of the League of Nations.
Part (a) 4 What was the Lytton Commission?
Part (a) 4 What happened at Corfu in 1923?
Part (a) 4 What was the Aaland Islands dispute?
Part (b) 6 Why did the League fail to deal with the Manchurian crisis?
Part (b) 6 Why was the absence of the USA significant for the League of Nations?
Part (b) 6 Why did the League have some success in the 1920s?
Part (b) 6 Why was the Abyssinian crisis important for the League of Nations?
Part (b) 6 Why was the work of the League's agencies important?
Part (b) 6 Why did collective security fail in the 1930s?
Part (c) 10 'The League of Nations was a failure.' How far do you agree with this statement?
Part (c) 10 How far was the structure of the League of Nations responsible for its failure?
Part (c) 10 Was the behaviour of member states more important than the League's structure in causing its failure? Explain your answer.
Part (c) 10 'The League of Nations had more successes than failures in the 1920s.' How far do you agree?
Part (c) 10 How far was the absence of the United States the main reason for the failure of the League of Nations?