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A Level History Coursework Edexcel – A Guide

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• Post date November 16, 2023
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This guide shows you how to plan, research and write A Level History coursework for Edexcel using ideas, resources, examples and structure. This coursework is weighted towards Assessment Objective Three (AO3) 15% and Assessment Objective One (AO1) 5%. This makes it substantially different from coursework assessed under AQA or OCR. For Edexcel coursework, the focus is on differing interpretations of the past and analysis of them, alongside your own view of the events.

A Level History Coursework Edexcel – Ideas, Examples and Resources

Question Format – The question that you decide to answer for the Edexcel Coursework will always use the following template.

• Historians have disagreed about [ the chosen question, problem or issue ].
• What is your view about [ the chosen question, problem or issue ]?

Thus, we can see that there are two parts to this coursework:

• Part 1 – dealing with the historian’s viewpoints which is (AO3) and worth 15%
• Part 2 – your own viewpoint which is (A01) and worth 5%  

Question Ideas, Example and Selection

There are two key points to consider when selecting a question, problem or issue for your coursework.

• Is there enough debate around this question? – There needs to be a scholarly debate around the question or issue. This means differing views on the question from different historians. This makes it easier to select appropriate works to analyse and compare.
• Can you access the appropriate resources? – You must use a minimum of three different key works as well as two supplementary works. Your three key works should hold opposing views about the question or issue. Let’s look at an example question to make this clear:

Historians have disagreed about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another. What is your view about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another?

• View 1 – Tsarist Rule was more authoritarian. (C. Hill argues this)
• View 2 – Bolshevik rule was more authoritarian. (R. Service argues this)
• View 3 – The regimes were equally authoritarian. (R. Pipes argues this)

This is the ideal example of having three viewpoints that would be spread across the historiographical spectrum. This helps us to engage with the historical debate and hit the following criteria for the coursework:

• analyse ways in which interpretations of the question or issue differ.
• explain the differences you have identified.
• evaluate the arguments, indicating which you found most persuasive and why.

You would then add to this a minimum of two supplementary works, (more is better) that would assist in helping you form your view and add weight to your analysis and arguments. Critically, you must be able to access all these resources to use them effectively in completing the coursework.  

Coursework Resources

• Library – school, local, college, university – you should be able to borrow appropriate works.
• Teacher – your teacher should be able to provide you with copies of appropriate resources to use.
• JSTOR – www.jstor.org – contains a large collection of journal articles from historical publications covering numerous topics. These will often engage in the historical debate by replying to opposing views.
• Purchase Books – many second-hand books are available to purchase at very cheap prices through Amazon or similar sites.

A Level History Coursework Edexcel – How to Research and Write

Researching the Coursework – When researching our coursework we use the resource record form, which acts as a bibliography to the books, articles and online resources we are using. As we go through these resources we want to make notes that help us to identify the overall argument of the historian. Key quotes or passages should be noted down, alongside a reference. If we then use this material in our write up, we can add the appropriate footnote.

Writing the Coursework – When writing our coursework we need to be aware of the total word count as well as making sure that we hit all the assessment criteria. This means dividing up the 4000 words (maximum word count) effectively between the assessment criteria. An example structure to implement this is shown in the next section.

A Level History Coursework Edexcel – Structure and Planning

First section – introduction to the overall question and key works (c. 1000 words).

Introduction to the overall topic. You need to put the question into context by providing relevant information regarding what was happening at the time. You then need to define any key terms in the question.

Example from our question above – authoritarian regime would be defined as ‘a regime in which power is highly centralised and maintained regardless of popular support, with the use of repression and violence’.

Finally, you need to set out valid criteria by which the question can be judged.

Example from our question and definition above – we need to compare the Tsarist regime to the Bolshevik regime in terms of:

• Centralisation of power .
• Power maintained despite lacking popular support.
• Power maintained through repression and violence.

You should now have a complete introduction to the topic (1 paragraph)

Introduction to the debate by placing each of the key works in the historiographical debate. You can also place your supplementary works on the historiographical line here. (1 paragraph)

Set out the arguments in extended detail from the three key works. What are the historians’ views on this question? (1 paragraph)

Show how the arguments from each of the key works differ or are like one another. (1 paragraph)

Summary of the views of the key works. (1 paragraph)

Second Section – Explaining why the key works differ from one another (c. 1000 words)

Introduction – You need to set out three valid criteria to explain why the key works differ. Why is it that the historians’ arguments differ? There are several different potential criteria that could be used here: When was the work written? What sources and evidence did they use? Have they defined the key terms of the question differently? Have they defined the criteria to answer the question differently? Do they have different scopes of enquiry? What is the purpose of the work? What is the historians background and view?

Example from our question – The historians have defined the key term to answer the question differently – C. Hill has focused on authoritarian being defined as lacking popular support. R. Service is more focused on authoritarian being defined through repression. R. Pipes is mostly focused on authoritarian being defined as a centralisation of power.  

The historians have defined the key term ‘authoritarian’ differently. (1 paragraph)    

Paragraphs – This is where you use the criteria set out from the introduction to this section. You want one paragraph per item of criteria that we are judging the key works on.

Example from our question – one paragraph regarding how the historians have defined the key term ‘authoritarian’ differently.

Then you need to consider the three works in terms of the criteria set out for that paragraph. Show why there are differences in the key works regarding that criteria and how that leads the historian to arrive at their interpretation. Use evidence to support your points. (3 paragraphs – 1 for each criterion)

Conclusion – Brief conclusion that offers a summary of why the key works are different. (1 paragraph)

Third Section – Your own viewpoint on the question (c. 1000 words)

Brief introduction of your own viewpoint and line of argument that will be taken, remembering to re-instate the criteria by which the question can be judged . (1 paragraph)

Paragraphs that set out your own view on the question. This is where you should be using the criteria set out in your introductions. You want one paragraph per item of criteria.

Example from our question – one paragraph regarding ‘centralisation of power’.

Then you need to bring evidence and analysis to assess the criteria being judged. You can also use the key works and the supplementary works in this section to help you. (3 paragraphs – 1 for each criterion)

Conclusion that reaches a judgement on the question and follows your line of argument that has flowed throughout. (1 paragraph)

Fourth Section – Evaluation and Judgement of the key works and of the question (c. 1000 words)

Go through each of the key works and make a judgement on how convincing and valid the arguments from the historians are compared to the criteria. (3 paragraphs – 1 for each key work)

Form an overall judgement on the question and an overall judgement on which of the key works is most convincing. These should broadly align together. (1 paragraph)   

How To Improve Further at A Level History

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• A-Level History

Revision Tips to Achieve A* in A Level History

Ever wondered about A-Level History success? Check this out: According to the Joint Council for Qualifications (JCQ) , in 2022, 87.8% aced it, but in 2019, only 81% made the grade. 

Understanding the A-Level History Exam

Mastering the A-Level History exam begins with a clear comprehension of its structure and components. Let’s break it down:

Exam Structure:

The A-Level History exam typically comprises multiple components. Understand the weight each section carries to prioritise your focus.

Assessment Components:

• Source Analysis : This section assesses your ability to critically evaluate historical sources. Practice interpreting documents , maps , and visuals .
• Essay Writing: Essays demand in-depth historical knowledge, effective analysis, and a structured argument. Grasp the nuances of crafting compelling essays.

Key Focus Areas for Higher Grades:

• Depth over Breadth : It’s not about covering every era; it’s about mastering select topics thoroughly.
• Critical Thinking: Emphasise critical analysis of historical events, ideologies, and interpretations.
• Historiography: Incorporate differing historical perspectives and theories into your responses.

Creating a Strategic Study Plan

Crafting a focused study plan is the key to conquering your A-Level History exam. Here’s your roadmap:

Importance of Time Management:

• Prioritise Topics : Identify high-priority areas based on exam weighting and personal strengths.
• Allocate Study Time : Dedicate specific time slots to each topic, ensuring balanced coverage.

Personalised Study Schedule:

• Daily Goals: Set achievable daily goals to maintain steady progress.
• Variety in Study Sessions: Mix source analysis, essay writing, and note review for a well-rounded approach.

Balancing Content Coverage and Depth:

• Thematic Approach: Group related topics to enhance understanding and retention.
• Regular Review: Schedule periodic reviews to reinforce learned content.

Utilising Resources Wisely

To excel in A-Level History, harnessing the right resources is paramount. Here’s how to do it effectively:

Leveraging Textbooks, Databases, and Articles:

• Textbooks: Choose authoritative texts that align with your syllabus for comprehensive coverage.
• Online Databases: Utilise reputable databases like JSTOR or Google Scholar for in-depth research.
• Scholarly Articles: Incorporate recent scholarly articles to stay updated on historical perspectives.

Incorporating Primary and Secondary Sources:

• Primary Sources: Dive into firsthand accounts, documents, and artefacts for authentic insights.
• Secondary Sources: Reference scholarly works that analyse and interpret historical events for depth.

Making the Most of Study Guides and Examiner’s Reports:

• Study Guides: Supplement your notes with study guides tailored to your exam board for focused revision.
• Examiner’s Reports: Learn from past exams’ feedback to understand common pitfalls and refine your approach.

By strategically navigating these resources, you equip yourself with a well-rounded understanding of historical events. 

Perfecting Exam Technique

Unlocking the secrets to flawless A-Level History exam performance involves mastering strategic techniques. Here’s your guide:

Understanding Mark Schemes and Assessment Criteria:

• Detailed Review: Study past mark schemes to grasp how examiners evaluate responses.
• Assessment Criteria: Align your writing with specific criteria, ensuring targeted and precise answers.

Time Management During the Exam:

• Practise Time Trials: Simulate exam conditions to refine your pacing and allocate time wisely.
• Prioritise Questions: Tackle questions based on marks allocated; focus on high-value questions first.

Practising with Past Papers and Mock Exams:

• Realistic Simulations: Mimic exam conditions with past papers to enhance familiarity.
• Learn from Mistakes: Analyse errors in mock exams to fine-tune your approach and improve.

Embracing Continuous Improvement

Achieving A* excellence in A-Level History is an ongoing journey. Here’s how to ensure continuous improvement:

Regular Self-Assessment and Reflection:

• Review Progress: Regularly assess your understanding and identify areas for improvement.
• Reflect on Strategies: Evaluate the effectiveness of your study techniques and adjust as needed.

Setting Realistic Goals for Improvement:

• Identify Weaknesses: Pinpoint specific weaknesses and set realistic goals to address them.
• Measurable Objectives: Establish clear , measurable objectives for steady progress.

Adjusting Study Strategies Based on Performance Feedback:

Feedback Analysis: Analyse feedback from teachers and exams to refine your study strategies.

Adaptation : Be flexible; adjust your approach based on what works and what needs improvement.

Mastering A-Level History demands more than knowledge—it requires strategy . By understanding the exam, crafting a precise study plan , utilising resources wisely, perfecting exam techniques, and embracing continuous improvement, you’re primed for A* success. 

Stay committed, adapt, and triumph. Need personalised guidance? Connect with a top-notch A Levels History tutor at Study Mind. Contact us today!

How can I balance covering all historical periods without feeling overwhelmed?

Prioritise depth over breadth. Focus on key themes and events within each period, allowing for a more comprehensive understanding. This targeted approach ensures a deeper grasp of the material without overwhelming yourself with excessive details.

What’s the best strategy for managing time during the A-Level History exam?

Practise time trials with past papers to refine your pacing. Prioritise questions based on allocated marks, ensuring you allocate time wisely. This strategic approach maximises your efficiency and enhances overall exam performance.

Are study guides really beneficial, or can I rely solely on textbooks?

Study guides are invaluable supplements. While textbooks offer comprehensive content, study guides provide condensed, exam-focused insights. Combining both resources enhances your understanding, offering a well-rounded preparation for the A-Level History exam.

How can I stay updated on recent historical perspectives and interpretations?

Incorporate scholarly articles from reputable databases like JSTOR and Google Scholar. These sources offer insights into evolving historical perspectives, keeping your knowledge base current and demonstrating a nuanced understanding in your responses.

Is memorisation the key to success in the A-Level History exam?

Memorisation is crucial but not enough. Emphasise understanding, critical analysis, and the ability to apply knowledge to different contexts. A balanced approach ensures you not only recall facts but also demonstrate a higher-order understanding in your exam responses.

How do I overcome stress and anxiety during the A-Level History exam?

Implement stress-management techniques, such as deep breathing and mindfulness, to stay calm. Prioritise self-care in the days leading up to the exam, ensuring adequate rest and relaxation. Remember, a clear mind enhances your ability to recall and articulate historical knowledge effectively.

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History Coursework: how to Choose the Best Question

• Dr Janet Rose
• June 13, 2020

So, just when you thought your first A-level History year was over and you could relax before tackling next year, you have to think about your history coursework. This will be the non-exam assessment (NEA) or Historical Investigation.  It can cause a lot of angst amongst students but taking some time and thinking it through carefully before you start can make the world of difference.

1. Choose to study something interesting for your history coursework

If you have the chance to choose whichever topic you like for your history coursework and set your own question, or if you are given a list of different topics, choose one you are genuinely interested in. You will be working on this piece for months, so it makes sense to choose something that will hold your interest.

2. Make sure there are no clashes with your other topics

In practice, there are constraints set by the various exam boards to make sure that your topic does not overlap with the components you are already studying for your A level or Pre U. Your exam centre (school, college or independent centre) will need to have your question approved by the exam board and they will not approve a topic with an obvious overlap. For example, if you are already studying the Tudors for AQA, it is unlikely that you can  study a topic set in England between 1485 to 1603. Therefore, if you are setting your own question, ask yourself if it overlaps in date or topic with one of your components. If it does, you will need to find an alternative. Each exam board has slightly different rules, so check on their website to see what the rules are for your exam board.

3. Find your source material early

For your history coursework, you will need to find two types of source material – primary and secondary:

P rimary sources are those that were written at the time and you will also need to find a range of these to support your investigation. To achieve high marks you should look for a variety of primary sources, for example, a letter, a report, a painting, a speech etc.

Secondary sources are scholarly books or articles by historians, or what the a-level exam boards call ‘interpretations.’ this means that your investigation will only be viable if historians have written about the topic and, preferably, argued over it. you will need to understand the arguments that provide a framework for your chosen topic. historians call this the historiography..

Therefore, the question you set yourself will only be able to achieve high marks if you make sure there are both secondary sources (scholarly argument) and primary sources (original material) to support your investigation. If you cannot find these, you should re-think your question.

4. Remember you actually have to answer the question!

It sounds really obvious – but remember that you actually have to answer the question you set yourself!  You need to choose something that is achievable in the time frame and gives you a good chance of success. A good question will give you a framework within which to research and write – you are looking for something that is not too vague nor too wide.

You also need something that you can address in the historical time frame (e.g. around 100 years for AQA) and a topic that you can analyse and evaluate in approximately 3, 500 words (check the word limit for your own exam board). In practice, any question that is too wide, too vague or unlikely to be achievable should be vetoed either by your school/college/independent centre or the exam board. However, this will waste your valuable time and is not totally foolproof, so choose an achievable project to give yourself a fighting chance of achieving that elusive A grade.

5. Choose a good format for your history coursework question

The standard ‘for and against’ question format will always be a good choice and will give you a framework within which to set your investigation. There are various ways to word such a question e.g. ‘How far…’, To what extent…’ ‘Within the context of … how important was…’ which will give you a clear framework and a direction for your investigation. Keep it simple is good advice here. Remember, though, to define your framework by including the date range in your question. For example ‘Within the context of 1790 to 1890, how important was…?’

Done well, the NEA or Personal Investigation will teach you a huge amount about how historians work, how sources are used and how to construct an argument. This will help you enormously when you come to the final exams and it can be a very valuable contribution to your qualification. It can also be enjoyable as it is your first chance to ‘do’ some real historical research. Choose your question with care and you automatically give yourself a head start.

Exam Board History Coursework Guidance

AQA Guidance

Cambridge Pre U Guidance

OCR Guidance

Edexcel Guidance

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A-Level History: A Complete Guide

Dr Rahil Sachak-Patwa

Starting your A-Level journey and thinking if History is the choice for you? You're in good company. A-Level History is a captivating subject, giving you a deep look into the past and its impact on today. Why choose History, you might ask? It's not just about dates and events; it’s about understanding the why and how behind major global happenances. Can it open doors for your future? Absolutely. In our guide, we'll explore everything from the difficulty level to the best resources, ensuring you have all the information to make an informed decision.

Is History a good A-Level to do?

Choosing A-Level History is a decision that many students ponder over. Its value isn't just academic; it equips you with skills highly regarded by universities and employers alike. According to a survey by the Russell Group universities , History is listed among the 'facilitating subjects' recommended for entry into a wide range of university courses. But what makes it such a commendable choice?

• Critical Thinking : History teaches you to analyse sources and arguments, fostering a critical approach to information.
• Communication Skills : You'll learn to articulate complex ideas clearly, both in writing and orally.
• Research Abilities : Tackling historical questions requires effective research, a skill that's invaluable in any career.
• Understanding of Contemporary Issues : By studying the past, you gain insights into current global issues, making you more informed about the world around you.

Here is what an expert A-Level History tutor has to say:

"Many of my students who've taken A-Level History have exceled in careers like law, education, journalism, and public policy. Their deep understanding of history enhanced their critical thinking, and helped their professional contributions by enabling them to solve complex issues with insight from past events."

Experts in education and career development often highlight the versatility of History A-Level. It opens doors to careers in law, journalism, politics, and education, to name a few. The analytical and evaluative skills gained are what set History students apart in the competitive job market.

Graph showing number of students who took A-Level History exams in the past 10 years in the UK

Is it hard to pass A-level History?

A-level History is perceived by many as a challenging subject due to its in-depth analysis and extensive content and is ranked as the 7th hardest A-Level subject . However, the notion of difficulty is subjective and can vary based on a student's interests and strengths. The pass rate for A-level History has been relatively stable, indicating that with the right preparation and study habits, passing is certainly achievable. Key points to consider include:

• Pass Rates : Data from Ofqual shows a consistent pass rate for A-level History, with recent years reporting pass rates of 98.7% in 2023, 99.2% in 2022, and 99.6% in 2021. These statistics suggest that while achieving top grades may be challenging, passing the subject is within reach for the majority of students.
• Achieving High Grades : Obtaining an A* in A-level History is challenging and requires extensive subject knowledge, sophisticated argumentation, and a coherent writing style. The proportion of students achieving an A* has varied, with a decrease observed from 16% in 2021 to 5.5% in 2023.
• Content Volume : A-level History is considered one of the most content-intensive A-level subjects. This means that students should be prepared for a significant amount of reading, research, and memorisation.
• Exam Structure and Skills : Success in A-level History exams requires not only knowledge of historical facts but also the ability to critically analyse sources, construct coherent arguments, and write clearly under timed conditions.

Table showing A-level History grades distribution

While A-level History presents certain challenges, careful preparation, consistent effort, and effective study strategies can greatly increase the likelihood of not only passing but excelling in this subject.

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What topics are in History A-level?

A-Level History covers a broad and diverse range of topics, offering students the opportunity to explore various periods and events in depth. The subject matter spans across centuries and continents, ensuring a comprehensive understanding of the world's history. Key areas of study typically include:

• Modern History : Focusing on the 19th and 20th centuries, topics often cover significant global events, revolutions, and the development of modern nations.
• British History : An essential component, with studies ranging from mediaeval times to the present day, reflecting on the social, political, and economic evolution of Britain.
• European and World History : Encompassing a wide array of subjects such as the rise and fall of empires, the World Wars, and the Cold War era.
• Thematic Studies : These might explore specific themes like migration, trade, religion, or science and technology across different periods and locations.

The AQA exam board, for example, offers topics such as the British Empire c1857–1967, the making of a Superpower: USA, 1865–1975, and the quest for political stability: Germany, 1871–1991. The OCR board provides over 50 topics including British period studies and non-British history, encouraging critical thinking and reflection.

CIE A-Level History Syllabus

The CIE A-Level History syllabus offers an extensive study of key historical events and figures, fostering critical analysis and evaluation skills. It prepares students to understand and interpret complex narratives, crucial for navigating today’s information-rich world.

Table showing CIE A-Level History syllabus

Note : AS Level topics rotate between papers 1 and 2 year-on-year. The prescribed topic for Paper 1 in any given year is not used for Paper 2.

AQA A-Level History Syllabus

The AQA A-Level History syllabus delves into diverse historical themes and periods, enhancing students' ability to critically evaluate sources and arguments. It sharpens analytical skills, preparing them to tackle complex issues and understand their historical context in today’s world.

Table showing AQA A-Level History syllabus

Further instructions are provided by AQA for the A-Level History exam:

Prohibited Combinations

Students must study a British history option for either Component 1 or Component 2. If a British history option is chosen for Component 1, it must be combined with a non-British option for Component 2. If a British history option is chosen for Component 2, it must be combined with a non-British option for Component 1. Any British option may be combined with any non-British option, other than the following:

• 1C The Tudors may not be combined with 2C The Reformation in Europe
• 1D Stuart Britain and the Crisis of Monarchy may not be combined with 2F The Sun King: Louis XIV, France and Europe

This is because there is a strong conceptual emphasis which runs across both breadth and depth options which would result in a narrowing of the student’s experience.

The following are designated British history options:

Component 1

• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1F Industrialisation and the People: Britain, c1783–1885
• 1G Challenge and Transformation: Britain, c1851–1964
• 1J The British Empire, c1857–1967

Component 2

• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2D Religious Conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2S The Making of Modern Britain, 1951–2007

Edexcel A-Level History Syllabus

The Edexcel A-Level History syllabus emphasizes detailed studies of specific eras, cultivating students' abilities to analyse and debate historical evidence and perspectives. This prepares them for informed critical thinking and engagement with current and historical debates.

Table showing Edexcel A-Level History syllabus

Note : Students take one option each from the following:

• 2A.1 to 2H.2

This sums up to be a total of 3 for 3 papers. It is discussed in depth in the exam structure section.

OCR A-Level History Syllabus

The OCR A-Level History syllabus enhances critical thinking through deep analysis of historical events and interpretations, equipping students with the skills to evaluate evidence and construct coherent arguments, vital for academic and professional success.

Table showing OCR A-Level History syllabus

Each exam board has its own set of modules and topics, allowing schools to choose those most relevant or interesting to their students. This flexibility means that students can engage with a variety of historical perspectives and methodologies, preparing them for further education or careers where analytical and evaluative skills are essential.

What is the A-Level History exam structure?

The A-Level History exam structure is designed to assess students' understanding, analytical skills, and ability to engage with historical evidence and debates. While the specific format of key questions can vary between exam boards, the general structure across AQA, OCR, and Edexcel includes:

• Written Examinations : These form the core of the assessment and are typically divided into several papers, focusing on different periods or themes.
• Breadth Study : Examines a broad period of history, assessing understanding of long-term changes and continuities.
• Depth Study : Focuses on a shorter, more detailed timeframe, requiring in-depth knowledge and analysis.
• Historical Investigation : A component that involves coursework or a written project on a chosen topic, contributing to the final grade for some exam boards.

Key features include:

• Essay Questions : Require students to construct coherent arguments, supported by historical evidence.
• Source Analysis : Students analyse primary and secondary sources to interpret perspectives and biases.
• Comparative Questions : Involve comparing different historical periods, events, or figures.

The exams are typically held at the end of the two-year A-Level course. The exact duration and number of questions can differ, but exams usually last between 1.5 to 3 hours. The coursework element, where applicable, allows students to explore a historical topic of their choice in depth, demonstrating research skills and critical analysis.

CIE A-Level History Exam Structure

The CIE A-Level History exam structure includes detailed essays, source analysis, and thematic studies, designed to test students' knowledge, analytical abilities, and understanding of historical context and perspectives, ensuring a comprehensive assessment of their grasp of the subject.

Table showing CIE A-Level History exam structure

AQA A-Level History Exam Structure

The AQA A-Level History exam structure features a mix of source-based questions and essay writing, assessing students' ability to critically evaluate evidence and present coherent arguments. It includes breadth and depth studies, ensuring a well-rounded evaluation of students' historical understanding and analytical skills.

Table showing AQA A-Level History exam structure

Note : Through the topics studied in Components 1, 2 and 3 (Historical investigation), A-level students must cover a chronological range of at least 200 years.

Edexcel A-Level History Exam Structure

The Edexcel A-Level History exam consists of thematic studies and breadth with source evaluations, focusing on depth studies and historical interpretations. This structure assesses students’ comprehension, analytical skills, and ability to engage critically with historical themes and evidence, fostering a detailed understanding of specific periods.

Table showing Edexcel A-Level History exam structure

OCR A-Level History Exam Structure

The OCR A-Level History exam structure combines thematic studies, source evaluations, and period studies to assess students' analytical skills, understanding of historical context, and ability to construct well-supported arguments. It's designed to test a comprehensive range of historical knowledge and critical thinking abilities.

Table showing OCR A-Level History exam structure

*Learners who are retaking a qualification can choose either to retake the non exam assessment unit or to carry forward their mark for that unit. See Section 4d of OCR A-Level History specification for more details.

*Also includes synoptic assessment.

This structured approach ensures that students not only memorise historical facts but also develop the ability to critically evaluate information and present reasoned arguments, skills that are valuable in many fields beyond history.

Choosing the Right Exam Board

Selecting the appropriate exam board for A-Level History is crucial as it can influence the topics studied, the exam format, and the assessment criteria. In the UK, the main exam boards offering A-Level History are CIE , AQA , Edexcel and OCR . Each has its own focus and approach to history, making the choice significant for teachers and students alike. Key considerations include:

• CIE : Known for its international perspective, CIE attracts the most applicants globally, offering a wide range of historical themes with a global outlook.
• AQA : With 20,964 candidates in the UK in 2023, AQA is popular for its comprehensive coverage of British and modern European history.
• Edexcel : Attracting 13,272 applicants in the UK in 2023, Edexcel is favoured for its structured approach and detailed study options, including coursework.
• OCR : With 10,388 candidates in the UK in 2023, OCR offers unique topics that often include British history, making it a choice for those interested in a deep dive into the history of the UK.

When choosing an exam board, consider:

• Content and Topics : Which periods or themes are you most interested in?
• Assessment Method : Do you prefer coursework or solely exam-based assessment?
• Resources and Support : Which exam board offers the best resources and support for your learning style?

Deciding on an exam board is a decision that should be based on your interests, strengths, and future aspirations. Discussing with teachers and researching each board's specifications can help make an informed choice that aligns with your academic goals.

How do you get an A* in A-Level History?

Achieving an A* in A-Level History requires a combination of depth of knowledge, analytical skills, and effective revision and examination strategies. Given the rigorous nature of the subject, students need to go beyond the basic requirements to stand out. Key strategies include:

• Comprehensive Understanding : Master the breadth and depth of your chosen topics, ensuring you have a thorough grasp of the key events, figures, and trends.
• Critical Analysis : Develop the ability to critically evaluate historical sources and arguments. This involves recognising bias, analysing different interpretations, and forming your own reasoned conclusions.
• Essay Writing Skills : Practise structuring coherent and persuasive essays that are well-supported with evidence. High marks are awarded for clear, analytical writing that directly addresses the question.
• Effective Revision : Utilise a variety of revision techniques, including study notes, mind maps, and flashcards to reinforce your memory and understanding of complex topics.
• Tutoring : Consider engaging with an A-Level tutor who can provide personalised feedback, help refine your exam technique, and deepen your understanding of challenging material.
• Utilisation of Past Papers : Regularly practise with past exam papers and questions to familiarise yourself with the exam format and improve your time management skills.

Graph showing grades distribution of A-Level History in UK 2021-2023

Consistent effort and utilisation of available resources is very important. This can include school-provided materials, online resources, and study groups, alongside tutoring. Balancing broad factual knowledge with sharp analytical acumen and refined exam strategies is key to achieving the top grade in A-Level History.

Have a look at our comprehensive set of A-Level History Study Notes developed by expert A-Level teachers and examiners!

How do you write A-Level History essays?

Writing an A-Level History essay involves several key steps to ensure it is well-structured, insightful, and evidently supported:

1. Understand the Question : Identify key terms and what the question is asking you to do (e.g., analyse, compare, review, evaluate).

2. Plan Your Answer : Organise your thoughts and structure your essay into a clear introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point or argument.

3. Use Evidence : Support your arguments with relevant historical evidence, including primary and secondary sources. Be sure to analyse the evidence, not just describe it.

4. Critical Analysis : Evaluate the significance of the evidence and different historians' interpretations. Discuss the strengths and weaknesses of these viewpoints.

5. Conclusion : Summarise your main points and clearly state your conclusion, ensuring it directly answers the specific question above.

6. Proofread : Check for clarity, coherence, and any grammatical or spelling errors.

Focus on presenting a coherent argument supported by evidence, demonstrating your understanding of the topic and your ability to critically engage with historical material.

What are the best A-Levels to take with History?

Selecting A levels that complement History can enhance your understanding, offer interdisciplinary skills, and broaden your future academic and career options. The best A levels to take with History are those that develop critical thinking, analytical skills, and written communication. Complementary A levels include:

• A-Level English Literature : Enhances your ability to analyse texts and understand historical contexts, improving essay-writing skills.
• A-Level Politics : Offers insights into governmental systems and political theories, relevant to historical study.
• A-Level Geography : Provides knowledge of how historical events have shaped landscapes and human societies.
• A-Level Modern Foreign Languages : Improves understanding of other cultures, which can be beneficial for studying international history.
• A-Level Economics : Gives an understanding of economic principles and historical economic trends.

Experts recommend choosing subjects that not only complement History but also match your interests and career aspirations. Universities often value the combination of History with subjects that demonstrate strong literacy skills and the ability to critically analyse information. This combination can prepare students for a range of degrees and career paths in law, journalism, education, and beyond.

Best A-Level History Resources

Identifying top-quality resources is essential for excelling in A-Level History. The right materials can deepen your understanding of complex historical events and themes, enhancing your ability to analyse and evaluate sources critically. Here are some of the best resources for A-Level History students, tailored to various exam boards:

• Official Textbooks: Textbooks from official exam board sources provide the best study material required to ace the exam. Such can be found at the CIE resources page .
• Tutoring : Personalised support can help clarify complex topics and refine exam techniques.
• Study Notes : Customised study notes, particularly from services like TutorChase , and A-Level History Q&A Revision Notes are invaluable for revision.
• Online Resources : Platforms such as BBC Bitesize , History Learning Site , and the Khan Academy offer a wealth of free content, including articles, video lessons, and quizzes.
• Past Papers and Mark Schemes : Engaging with past exam papers and understanding mark schemes are crucial for exam success, providing insights into the types of questions asked and how to structure high-scoring answers.

Combining these resources with dedicated study can significantly enhance your performance in A-Level History, providing a solid foundation for both exams and coursework.

Common Challenges and How to Overcome Them

A-Level History students often face several challenges throughout their course, but with effective strategies and practice, these obstacles can be overcome.

• Vast Amount of Content : The comprehensive syllabus can seem daunting. To manage this, create a structured revision timetable that breaks down the content into manageable segments, ensuring all topics are covered systematically.
• Analysing Sources : Interpreting a variety of sources is essential but can be complex. Improve this skill by practising with a wide range of source materials and seeking feedback on your analyses to understand different perspectives and biases.
• Essay Writing : The ability to write cohesive, argument-driven essays under exam conditions is critical. Enhance this skill by practising essay planning under timed conditions, focusing on structuring your arguments clearly and supporting them with relevant evidence.
• Retention of Information : Remembering key dates, figures, and events is challenging. Employ active recall techniques such as flashcards, mind maps, and quiz-based revision apps to aid memory retention and make revising more interactive and engaging.

Employing these strategies can significantly alleviate the common hurdles faced by A-Level History students, leading to a more comprehensive understanding and better performance in exams.

Past Papers and Practise Questions

Utilising past papers and practise questions is a proven method for improving exam performance in A-Level History. These resources are invaluable for understanding the exam format, the types of test questions asked, and for honing your time management skills during the exam. Benefits include:

• Familiarity with Exam Format : Regular practise with past papers helps students become accustomed to the structure and timing of the actual exam.
• Identification of Weak Areas : Engaging with a wide range of questions allows students to identify areas where they need further study or understanding.
• Application of Knowledge : Practise questions provide an opportunity to apply knowledge in an exam context, reinforcing learning and improving recall under pressure.
• Improvement of Essay Writing Skills : Writing timed essays in response to past paper questions can significantly enhance the ability to construct coherent and persuasive arguments quickly.

Experts recommend beginning to work with past papers and practise questions well before the exam period. This should be integrated into your revision plan, with time set aside for reviewing answers and understanding mark schemes. Resources are available through exam board websites, educational platforms, and tutoring services, offering a wealth of questions for practise across all topics covered in the A-Level History syllabus.

Opportunities with A-Level History

A-Level History opens a wide array of opportunities, laying a strong foundation for further education and a variety of career paths. This qualification not only deepens understanding of historical events and processes but also hones analytical, research, and writing skills that are highly valued in many fields.

Pie chart showing gender distribution across A-Level History

Majors in Higher Education:

• History and Related Disciplines : Direct progression to degrees in history, politics, archaeology, and international relations.
• Law : Equips students with critical thinking and analytical skills necessary for legal studies.
• Journalism and Media : Develops skills in research, analysis, and communication, essential for careers in writing, reporting, and broadcasting.

Career Paths:

• Historian : Engaging with archives, museums, and educational institutions to research, interpret, and present history.
• Lawyer or Barrister : Utilising analytical skills and an understanding of historical contexts in legal practice.
• Journalist or Writer : Crafting compelling narratives based on thorough research and analysis.
• Education : Teaching history or social sciences at various levels, from secondary education to university professorship.
• Public Sector and Policy Making : Analysing historical data to inform policy decisions and government strategies.

Skills Development:

• Critical Analysis : The ability to evaluate sources and arguments critically.
• Research Skills : Proficiency in conducting thorough and effective research.
• Communication : Articulating complex ideas clearly and persuasively in both written and oral form.
• Problem-Solving : Approaching challenges with a strategic and analytical mindset.

Pursuing A-Level History not only paves the way for academic pursuits in a range of humanities and social science subjects but also equips students with a versatile skill set applicable in numerous professional sectors, including education, law, public administration, and the media. This breadth of opportunities highlights the value of history in fostering a well-rounded and adaptable skill set.

Conclusion on A-Level History

A-Level History stands out as a rigorous and enriching subject that offers students a profound understanding of the past and its impact on the present and future. Through the study of a wide range of periods and themes, students develop a comprehensive skill set, including critical analysis, research, and communication, which are highly valued in both higher education and the workplace. It is a subject that challenges students to think critically about the past, understand its complexities, and apply these insights to the challenges of the modern world.

Can I study A-Level History without a GCSE in History?

Yes, you can study A-Level History without having a GCSE in the subject . Many schools and colleges understand that students may develop an interest in history later on or may not have had the opportunity to study it at GCSE level. However, it's important to demonstrate strong reading and writing skills, as these are crucial for success in A-Level History. It would be beneficial to discuss your interest and academic background with your teachers, as they can provide guidance and support to help bridge any knowledge gaps.

How many hours should I study for A-Level History weekly?

For A-Level History, aiming for around 4-5 hours of independent study per week , in addition to your class time, is a good guideline. This allows you to thoroughly cover the syllabus content, develop your essay-writing skills, and engage with primary and secondary sources. Remember, quality over quantity is key; focused, uninterrupted study sessions are more effective than longer, less productive ones. Tailor your study time to suit your learning pace and adjust as needed, especially before exams or when working on coursework.

Are there any recommended documentaries for A-Level History students?

Certainly! Documentaries can offer engaging insights into historical events, figures, and periods, complementing your A-Level History studies. Here are a few recommendations:

• "The World at War" - An in-depth series on World War II.
• "The Civil War" by Ken Burns - A comprehensive look at the American Civil War.
• "The Vietnam War" also by Ken Burns - Explores the Vietnam War from multiple perspectives.
• "The Ascent of Civilisations" - Examines the history of civilisations around the globe.
• "Russia's History Revealed" - Delves into the complex history of Russia.

These documentaries can provide a broader historical context for the specific topics you're studying, making historical events more relatable and easier to understand.

Can A-Level History be combined with Science A-Levels?

Absolutely, A-Level History can be effectively combined with Science A-Levels . This combination offers a well-rounded education, enhancing both your analytical and empirical skills. History develops critical thinking, argumentation, and essay-writing abilities, which complement the logical, problem-solving skills fostered by Science subjects. This interdisciplinary approach can open up diverse pathways for higher education and careers, ranging from law and journalism to science and engineering. It demonstrates to universities and employers that you have a broad skill set and are adaptable to various challenges.

What is AO2 in history A-level?

In A-Level History, AO2 refers to the assessment objective focused on "Analysis and Evaluation." This objective assesses your ability to analyse historical events, periods, and concepts critically. It involves evaluating different interpretations of history, including contrasting opinions and historiographies, and making informed judgments. Excelling in AO2 requires you to not only present facts but also to engage with them critically, discussing their significance, the reliability of sources, and the perspectives of historians. This skill is vital for constructing well-argued essays and achieving high marks.

What are the most popular history topics?

The most popular history topics at A-Level often include those that cover significant events, periods, and movements that have shaped the modern world. These typically involve:

• The World Wars : Examining the causes, major battles, and consequences of World Wars I and II.
• The Cold War : Exploring the geopolitical tension between the Eastern and Western blocs.
• The Tudors : Delving into the reigns and impacts of Tudor monarchs on England.
• The Civil Rights Movement in the USA : Studying the struggle for racial equality in the 20th century.
• The French Revolution : Understanding the causes, key events, and outcomes of the revolution.

These topics are popular due to their profound impact on contemporary society and politics, offering students a deep insight into the complexities of historical change and continuity.

What are easy history topics?

While "easy" can be subjective, depending on individual interests and strengths, some history topics are considered more accessible due to their straightforward narrative and abundance of resources. These might include:

• The Industrial Revolution : Focused on technological advancements and their societal impacts, with clear cause-and-effect relationships.
• The Elizabethan Era : Centred around Queen Elizabeth I's reign, this period is well-documented, making it easier to study.
• The American Revolution : Offers a clear storyline of the struggle for independence from Britain, with defined events and figures.
• Ancient Civilisations : Such as Ancient Egypt or Rome, where the focus is often on culture, society, and innovations, which can be more straightforward to understand.
• The Suffragette Movement : A specific social change movement with a wealth of sources and a clear narrative of progress and impact.

These topics often have extensive resources available, including textbooks, documentaries, and online materials, making them more accessible for students.

How many paragraphs are in a level history?

An A-Level History essay typically consists of an introduction, several body paragraphs, and a conclusion. The number of body paragraphs depends on the essay's length and complexity but usually ranges from three to six . Each paragraph should focus on a single main idea or argument, supported by evidence and analysis. This structure ensures a clear and logical progression of ideas, helping to articulate a coherent response to the essay question. The key is to ensure each paragraph contributes effectively to your overall argument.

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Edexcel A Level History : Past Papers

Browse our range of Edexcel A Level History Past Papers and Mark Schemes below. Testing yourself with A Level History past papers is a great way to identify which topics need more revision, so you can ensure that you are revising as effectively as possible to help you get ready for your A Level History exam.

Visit all of our Edexcel A Level Past Papers here .

Programmes & Qualifications

Cambridge international as & a level history (9489).

• Syllabus overview

Cambridge International AS and A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries. The syllabus builds upon skills gained at Cambridge IGCSE or Cambridge O Level and develops lifelong skills including understanding issues and themes within a historical period.

The emphasis is again on both historical knowledge and on the skills required for historical research. Learners develop an understanding of cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. Both at AS and A Level learners can select from topics on European, American or International history.

Teachers choose which periods to focus on, allowing them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context.

The syllabus year refers to the year in which the examination will be taken.

• -->2021 - 2023 Syllabus update (PDF, 114KB)
• -->2021 Legacy Notice (PDF, 102KB)
• -->2024 - 2025 Syllabus (PDF, 774KB)
• -->2026 - 2027 Syllabus (PDF, 880KB)

Syllabus support

• -->Support for History (PDF, 1MB)

Syllabus updates

We have reviewed Cambridge International AS & A Level History as part of our rolling review programme to make sure it reflects the latest trends in this subject and developments in education. We have made some changes to meet the needs of students, teachers and higher education institutions around the world. The following changes are for assessment in 2021, 2022 and 2023.

How has the syllabus changed?

• We have refreshed the content and reviewed the amount of optionality within question papers to make sure candidates continue to benefit from having a range of options to choose from.
• cause & consequence
• change & continuity
• similarity & difference
• significance
• interpretations.
• We have added a list of command words and their meanings to help learners know what’s expected of them in the exam.
• The syllabus code will change to 9489.

How has the assessment changed?

• Papers 1 and 2 will share the same content and learners will continue to study one of three options: European, American or International.
• Each option will consist of 4 topics, which will rotate year-on-year. The topic which is the focus of Paper 1 in June and November of any given year is not used to set the questions for Paper 2. There will be a table in the syllabus clarifying when each topic will be used for which papers.
• Paper 3 Topic 1 The Causes and Impact of British Imperialism will be replaced by The Origins of the First World War.
• Paper 4: Depth study 4: African History, 1945–91, and Depth study 5: Southeast Asian History, 1945–90s (available in November only) have been removed.

When do these changes take place?

The updated syllabus is for examination in June and November 2021, 2022 and 2023. Please see the 2021-2023 syllabus above for full details.

Coming soon

We are developing a wide range of support to help you plan and teach the 2021-2023 syllabus.

Look out for a range of support including a Scheme of work, Example candidate responses, Teacher and Learner guides. These materials will be available before first teaching from April 2019 onwards through our School Support Hub .

Endorsed resources

Increased depth of coverage and closely mapped to the new Cambridge syllabus, this series provides a wide range of source material and language support. Builds confidence in the skills of language, essay writing and evaluation.

Read more on the Cambridge University Press website

Develop knowledge and analytical skills with engaging and comprehensive coverage of the Cambridge International AS Level History syllabuses for examination from 2021.

Read more on the Hodder website

Important notices

We are withdrawing Cambridge International AS & A Level History (9489) from the March exam series. The last March series for this syllabus will be March 2025. 

From 2026, we will only offer this syllabus in the June and November exam series.

We communicated this change to schools in September 2022.

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AS and A-level History

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 1A The Age of the Crusades, c1071–1204
• 1B Spain in the Age of Discovery, 1469–1598 (A-level only)
• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 (A-level only)
• 1F Industrialisation and the people: Britain, c1783–1885
• 1G Challenge and transformation: Britain, c1851–1964
• 1H Tsarist and Communist Russia, 1855–1964
• 1J The British Empire, c1857–1967
• 1K The making of a Superpower: USA, 1865–1975
• 1L The quest for political stability: Germany, 1871–1991
• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2C The Reformation in Europe, c1500–1564 (A-level only)
• 2D Religious conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2F The Sun King: Louis XIV, France and Europe, 1643–1715 (A-level only)
• 2G The Birth of the USA, 1760–1801
• 2H France in Revolution, 1774–1815 (A-level only)
• 2J America: A Nation Divided, c1845–1877
• 2K International Relations and Global Conflict, c1890–1941 (A-level only)
• 2L Italy and Fascism, c1900–1945
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2N Revolution and dictatorship: Russia, 1917–1953
• 2O Democracy and Nazism: Germany, 1918–1945
• 2P The Transformation of China, 1936–1997
• 2Q The American Dream: reality and illusion, 1945–1980
• 2R The Cold War, c1945–1991
• 2S The Making of Modern Britain, 1951–2007
• 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 (A-level only)
• Component 3: Historical investigation (non-exam assessment) (A-level only)

Scheme of assessment

• Non-exam assessment administration
• General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

The AS specification is designed to be taken over one or two years with all assessments taken at the end of the course. The A-level specification is designed to be taken over two years with all assessments taken at the end of the course.

Assessments and certification for the AS specification are available for the first time in May/June 2016 and then every May/June for the life of the specification.

Assessments and certification for the A-level specification are available for the first time in May/June 2017 and then every May/June for the life of the specification.

These are linear qualifications. In order to achieve the award, students must complete all exams in May/June in a single year. All assessments must be taken in the same series.

Assessment is designed to elicit extended responses and offers the opportunity for students to draw together and demonstrate their understanding of historical terms, concepts and the skills of analysis and evaluation, developed across the full course of study.

All materials are available in English only.

Courses based on these specifications should encourage students to:

• develop their interest in, and enthusiasm for, history and an understanding of its intrinsic value and significance
• acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity, as appropriate
• build on their understanding of the past through experiencing a broad and balanced course of study
• improve as effective and independent students and as critical and reflective thinkers with curious and enquiring minds
• develop the ability to ask relevant and significant questions about the past and to research them
• acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional
• develop their use and understanding of historical terms, concepts and skills
• make links and draw comparisons within and/or across different periods and aspects of the past
• organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all AS and A-level History specifications and all exam boards.

Weighting of assessment objectives for AS History

Weighting of assessment objectives for A-level History

Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students' final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Structure of question papers

There are two components of assessment in this AS History specification. Component 1 assesses candidates’ understanding of breadth and of historical interpretations. Component 2 assesses understanding of depth and of the value of primary sources.

Component 1

The examination paper for this component is designed to test students’ ability in relation to AO1 and AO3. There are two sections to the paper.

In Section A there will be a compulsory question which tests students’ ability to analyse and evaluate the views of historians (AO3). Two extracts will be provided, containing contrasting historical interpretations linked to a broad issue or development. In response to the question students will be required to assess and arrive at a judgement about which interpretation is more convincing. In doing so, they must apply knowledge and understanding of the historical context to these arguments and interpretations; deployment of knowledge that does not relate to the extracts will, however, not be credited. The question is worth 25 marks.

In Section B, two questions will be set of which students answer one. Either question tests AO1 and is designed to test historical understanding over an extended period. The focus of these questions will be, as appropriate, on causation, change, continuity, similarity and significance over time. Either question will be in the form of a judgement about an issue or development and students are required to analyse and evaluate the judgement. The question carries 25 marks.

Component 2

The examination paper for this component is designed to test students’ ability in relation to AO1 and AO2. There are two sections to the examination paper.

In Section A there will be a compulsory question which tests students’ ability to analyse and evaluate the value of primary sources (AO2). Two primary sources will be provided. In response to the question, candidates will be required to make an assessment of the value of the sources in relation to an event or issue. The question is worth 25 marks.

In Section B, two questions will be set of which students answer one. Either question tests AO1 and is designed to test historical understanding in depth. The focus of these questions will be, as appropriate, on causation, change, continuity, similarity and significance in relation to a narrow issue or development. Either question will be in the form of a judgement about an issue or development and students are required to analyse and evaluate the judgement. The question carries 25 marks.

The questions in Section B, in order to test AO1 in its entirety, will have a range of foci both in any one paper and over time. Thus, in addition to targeting the generic qualities of organisation, analysis, evaluation and judgement, questions will also test the range of foci in the AO: cause, consequence, change, continuity, similarity, difference and significance. Consistent with the nature of historical analysis, a single question may require students to demonstrate understanding of more than one of these perspectives.

The knowledge, understanding, skills and abilities tested at AS reflect those tested at A-level, but are at a standard that reflects what can be expected from students at the end of the one year of study and comprises the first part of the equivalent specified A-level content. In this way co-teachability of the AS specification alongside the A-level specification is facilitated.

At A-level, there are three assessment components. Component 1 assesses students’ understanding of breadth and of historical interpretations. Component 2 assesses understanding of depth and of the value of primary sources. Component 3 is a Historical Investigation (non-exam assessment).

There will be a compulsory question in Section A testing students’ ability to analyse and evaluate the views of historians (AO3). Three extracts will be provided, containing historical interpretations linked to a broad issue or development. Students will be required to identify the arguments and evaluate them. In doing so, they must apply knowledge and understanding of the historical context to these arguments and interpretations; deployment of knowledge that does not relate to the extracts will receive no credit. This question carries 30 marks.

Section B will contain three essay questions of which students are required to answer two. Each essay tests AO1 and assesses historical understanding of developments and issues within a broad and coherent chronology, covering a minimum of 20 years. The focus of these questions will be, as appropriate, on understanding causation, change, continuity, similarity, difference and significance over time. Thus, questions with a narrow focus, such as those focused on specific events, will not be set. Each question in this section carries 25 marks.

It is advised that students should spend one hour on the compulsory question and 45 minutes on each of the essay questions.

In order to ensure that students demonstrate knowledge and understanding of the breadth component over the whole period, the balance of questions on the breadth paper will be as follows:

• Where the compulsory question is based on Part 1 of the content, Section B will contain one essay on Part 1 of the content, or one which overlaps Parts 1 and 2 and two questions on Part 2 of the content.
• Where the compulsory question is based on Part 2 of the content, Section B will contain one essay on Part 2 of the content, or one which overlaps Parts 1 and 2 and two questions on Part 1 of the content.
• Where the compulsory question overlaps Parts 1 and 2 of the content, Section B will contain one question on Part 1 of the content, one question on Part 2 of the content and one from either Part 1 or 2 depending on the overall balance of the paper.

The essay questions in Section B, in order to test AO1 in its entirety, will have a range of foci both in any one paper and over time. Thus, in addition to targeting the generic qualities of organisation, analysis, evaluation and judgement, questions will also test the range of foci in the AO: cause, consequence, change, continuity, similarity, difference and significance. Consistent with the nature of historical analysis, a single question may require students to demonstrate understanding of more than one of these perspectives.

In Section A there will be a compulsory question testing students’ ability to analyse and evaluate the value of primary sources to an historian studying a particular issue or development (AO2). Three sources will be set for evaluation. In their assessments, students are expected to evaluate the sources, considering, for example, provenance, style and emphasis and the content of the sources. Students must deploy knowledge and understanding of the historical context when making their assessments and, in doing so, must avoid generalised comment about the value of sources without reference to context. Deployment of knowledge that does not relate to the sources will receive no credit. This question carries 30 marks.

Section B will contain three essay questions of which students are required to answer two. Each essay tests AO1 and is designed to test historical understanding in depth, by a focus on events, issues and developments and the interrelationships of various perspectives as they apply to the question. Each question in this section carries 25 marks.

Component 3

Students must complete a Historical Investigation. This tests AO1, AO2 and AO3. The Historical Investigation must:

• be independently researched and written by the student
• take the form of a question in the context of approximately 100 years that does not duplicate content within option chosen for Components 1 and 2
• be presented in the form of a piece of extended writing of between 3500 and 4500 words in length, with a limit of 4500 words
• draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this.

The Historical Investigation carries 40 marks.

The centre must complete a non-examined assessment (NEA) title approval form no later than 20 October in the year before the intended completion of the A-level course. The form must detail the title and date range of the proposed historical investigation for each student. The teacher must state which examined components will be studied. This form must be submitted to AQA for review. AQA will check that the proposed historical investigation title, when combined with the examined components, meets the following requirements:

• the proposed title is set in the context of approximately 100 years
• there is no overlap with the content of the options studied for the examined components
• all three components together cover a chronological range of at least 200 years

AQA will inform the centre if any historical investigation title does not meet the requirements and the focus for the non-examined assessment will need to be changed.

Failure to comply with these requirements will invalidate the student’s entry and no A-level result will be issued.

It is therefore vital that the teacher ensures that all requirements are met. If a student changes their historical investigation title, a new form should be completed.

On completion of the NEA, each student must also complete a Candidate Record Form (CRF) detailing the options studied for the examined components. The student must sign this form. The teacher must counter sign the CRF and this declaration will confirm that the historical investigation complies with the NEA title approval form and has adhered to all requirements.

The CRF must be sent to the moderator at the same time as marks for the NEA are submitted. The moderator will check that all course requirements have been met.

If the requirements have not been met, then the entry will be invalid and no result issued.

Copies of all the documentation, including the NEA proposal form and guidance on submission procedures are available from the AQA website at www.aqa.org.uk/history

Further guidance is available from the History subject team: [email protected]

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Understanding history coursework assessment objectives.

Last summer saw a varied and wide ranging series of topics covering several thousand years’ worth of history. We’ve seen some key insights come out as a result for all units .

Topic choice

Perhaps one of the most important things to remember, before any words have been written, is to be careful of the topic that you choose. Some topics have proven to be harder to resource than others. Be mindful of the demands of the assessment objectives, not only when marking, but when choosing the topic. Students have, perhaps unsurprisingly, shown their love of certain topics, but finding a decent number of credible or valid interpretations (AO3) have proven to be much harder and have hampered responses as a result.You can read more about choosing a topic in Mike Goddard’s blog .

Resourcing the topic

We recommend that each coursework piece should use at least 10-15 sources in total, covering both primary and secondary, an essay that uses only a solitary historian’s view is not going to score high marks in AO3. Equally, if a response only uses one or two primary sources, they will be unlikely to score highly in AO2. So if a topic is proven hard to resource, it might be worth thinking again!

Synopticity matters

The other really important thing to remember is that this is a synoptic unit. The essay skills you need to show in papers 1 and 2 are similar to the essay skills needed in coursework. You have to write relevantly; answer your own question; discuss different interpretations and come to a reasoned and convincing judgement. The source skills of analysis and evaluation of primary sources by using provenance and knowledge must also be applied in coursework – remember that there are 10 marks for evaluating primary sources.

You also need to use the skills that you have been using in Unit 3 when you have evaluated the two extracts from historians by using your own knowledge. The difference between coursework and these units is that you can choose which secondary and primary sources to include – so be sure that you choose evidence which you can evaluate! You can read more about units 1-3 in the guide to assessment .

The Assessment Objectives

Let us look at some key bullet points for each of the assessment objectives. The focus here will be on common themes aimed at supporting overall improvements.

• Ensure descriptive narrative isn’t overly credited.
• Ensure responses are focussed on the question. If an answer doesn’t remain focussed throughout, it can’t be a top level response.
• Avoid long, rambling paragraphs, keep to the point!
• Ensure marks for evaluation are for evaluation, and not for explanation – it doesn’t matter how excellently they’ve explained a source if they haven’t evaluated it.
• Evaluation at this level should reflect the skills learnt for unit 1 – evaluation of provenance and using own knowledge, but must be more than simple comments like: “This is a good source as the writer was living at the time”.
• Example of basic evaluation: “Hitler made the speech and he was the leader and would know”
• Better to say: “Hitler was making the speech at a time when war was imminent and emotions were high, but it may not reflect his true intentions, because the policy was still to force Jews to emigrate
• The key messages here were similar to AO2 but also include:
• Sometimes students simply cross reference historians and that would not be credited highly. For example, comments like “Kershaw agrees with Evans”.
• The only effective form of evaluation is always going to be that based on contextual evidence and ones that are sustained throughout the response.

The full asessment objectives can be accessed via the website .

As some key takeaways, we would urge your students to remember the following:

• Remember to choose the right topic – something that interests the student is great, but only if it is ‘doable’.
• Remember how to use AO2 and AO3 – simply saying “he was/wasn’t there at the time” or “Man agrees with Weatherford” (for any Mongol fans out there) is not enough.
• Remember to focus on the question not the topic!

Finally – scripts with commentaries from the summer series are now available on interchange

INSET material will also be available in due course.

Coming soon

We have a brand new interactive tool, giving you access to thousands of pre-approved coursework questions, bringing you a whole new way of submitting questions to us. Make sure you’ve signed up to updates to keep up to date with all the latest news and events.

Grant Robertson