how to write a 25 mark history essay a level

A Level History Essay Structure – A Guide

• Post author By admin
• Post date December 1, 2022
• No Comments on A Level History Essay Structure – A Guide

Getting an A Level History essay structure right is by no means an easy task. In this post we will look at how we can build a structure from which our essay can develop.

Here you can see the most simplified essay structure for tackling A level History essays. All students should be familiar with this structure. We have broken the essay down into an introduction and conclusion as well as 3 separate parts of content. Running through the entire essay at the side is our line of argument. Whilst this may seem fairly simple, many students still fail to adequately follow this structure, when writing essay answers under exam conditions.

The reasons this structure works well is that it enables you to cover 3 different factors of content. These can be aligned 2-1 or 1-2 on either side of the argument. Your essay is now balanced (covering both sides of the argument), whilst at the same time being decisive in terms of your line of argument and judgement. It is also consistent with the amount you can write in the exam time given for (20-25) mark essay questions.

Expanded A level History Essay Structure

Let’s look at an expanded essay structure. Again, we have our introduction and conclusion as well as 3 separate parts of content. Now we can see that we have added whether or not each of our parts of content agrees or disagrees with the question premise. In order to have a balanced essay we can see on this example that; Content 1 agrees, Content 2 disagrees, and Content 3 can go either way. This overall A Level History essay structure ensures a balanced essay that also reaches judgement.

Furthermore, we have now broken down each individual part of Content/Factor. This can be seen as a mini essay in its own right. The Content/Factor is introduced and linked to the question as well as being concluded and linked to the question. Then we write 2 to 3 separate points within the body of the Content/Factor. We have 2 points that agree with the overall argument of this section of content. This strongly backs up our argument.

Then we can also potentially (this doesn’t have to be done always, but when done right creates a more nuanced analysis) add a third point that balances that particular section of content. However, it doesn’t detract from the overall argument of this factor/content. E.g. In the short term ‘point 3’ occurred but of much greater significance was ‘point 1’ and ‘point 2.’

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

Previous and Next Blog Posts

Previous – A Level History Questions – Do and Avoid Guide – passhistoryexams.co.uk/a-level-history-questions-do-and-avoid-guide/

Next – A Level History Coursework Edexcel Guide – passhistoryexams.co.uk/a-level-history-coursework-edexcel/

Leave a Reply Cancel reply

You must be logged in to post a comment.

How to structure AQA A-level History Essays

• Dr Janet Rose
• December 14, 2019

For AQA History , at both AS and A level, you need to know how to write two types of essay – a block essay and a point-by-point essay.  To be able to structure AQA history essays you’ll need to know these essay styles and where to use them.

Introductions

You don’t really need an introduction for the source questions.  In the exam you will be pressed for time so it is sensible to just start with your analysis of extract A.  However, for the essay questions you will need a short, clear introduction that references the question and states your line of argument.

The most helpful tip I can give you is this; write the introduction last .  Why do I advise this?  Because if you state your line of argument and what you intend to include, you then have to make sure your whole essay and conclusion matches your introduction.  Obviously you should have a plan to follow but it is far, far easier to write the body of your essay and your conclusion,  then make the introduction fit the essay you have just written.  It makes writing the introduction a breeze because you will know exactly what you have argued, which evidence you have used, the order you have presented your material and what you have concluded.

No Surprises

Remember there should be no surprises for your marker or examiner in history.  You are not writing a best seller where you build up the tension and then do a dramatic ‘ta da’ reveal.  That will only confuse your examiner and lose you marks – potentially a lot of marks.  What we want is a nice, clear format where we can see exactly what you are arguing, exactly what evidence you are using, and exactly what you have concluded.  Importantly, we want to know this at the start of the essay.  If you make your marker or examiner keep stopping, re-reading chunks, and going back and forth to try and understand your argument, you’ll just end up with an unhappy and frustrated reader.  And this is the person who is going to award your marks!  Be clear.  Be concise.  Get to the point quickly.  Give evidence to back up your points.  Reach a judgement.

History Essay: How to write an A-Grade Essay

Block Essays

For AQA you use these for the extract questions; the two sources for AS and the three sources for A level.  You write the essay in blocks of text which are focused on one area.

For the source questions you don’t need to get too clever with hopping back and forth between sources and points. Decide and plan what you need to say and then write it clearly, with a clear assessment of each source, in big chunks of work. Do not worry about an introduction– just get straight into the analysis. First address Source A in a block, then Source B in another block and (for A level) Source C in a final block.

Remember that you need to assess the sources.  Keep doing that all the way through.  Assess each source as you write the block and do a mini summary at the end of each section.   You can then bring the sources together in a very short conclusion at the end (no more than a couple of lines) where you can summarise your convincing/valuable assessment of the sources.  It is very important that you make a clear judgement for each source, as that is what the question asks you to do.

By the way, when we talk about blocks it does not mean you have to cram everything into one enormous paragraph. If you have plenty to say (and hopefully you will) you should use a sensible paragraph structure. The reason it is called a block essay is that you deal with one section completely, in this case each source, before moving on to the next section.

Point-by-point essays

Point-by-Point essays are much trickier to master but are well worth the effort as, done properly, they tend to achieve higher marks. For AQA you can use this style for everything that is not a source question. The key to an excellent point-by-point essay is all in the planning; it will only come out well in the writing if you know exactly what you are going to argue and the order in which you are going to introduce evidence and points. So it is crucial that you make yourself a good plan!

Essentially, all the AQA essay questions at both AS and A level ask you to argue ‘for or against’ a hypothesis. They will look something like this:

‘Victorian governments in the years 1867 to 1886 had little interest in social reform.’ Explain why you agree or disagree with this view.

‘Henry VII had successfully established monarchical authority by 1509.’ Assess the validity of this view.

Your job, therefore, is to find evidence from your course for both sides of the argument i.e. both ‘for’ and ‘against’ the hypothesis. You absolutely must have evidence for both sides – not just one side. The evidence goes down on your plan, divided into ‘for’ and ‘against’ the hypothesis. Whichever side you end with more evidence for, or more convincing evidence for, that is the side you will conclude is most persuasive.

History Exams – How to avoid being narrative

Imagine it like a tennis match

Imagine it like a tennis match, where the ball starts on one side of the tennis court, is played and then sails over to the opposing side.  A point-by-point argument is like this – it is oppositional, with two opposing sides. You should aim to bounce back and forth between the points and the two sides of the argument. Begin with one of the points from your plan, either for or against the hypothesis. Deal with the point in detail, using clear examples as evidence and linking it firmly to the question.  That’s your opening shot.

Next, pop straight over to the opposing view and deal with that point, again using clear examples and linking to the question. Repeat this ‘back and forth’ technique until you have covered all the points and evidence in your plan.

To do this really well it is usually better to put up the side of your argument that you will oppose first. You outline the ‘other’ side of the argument and show that you understand the opposing view. Then you switch over to the other side of the hypothesis, i.e. ‘your’ argument, and use powerful evidence to back it up. Remember this is all about argument and analysis.

Back to our tennis match analogy; the ball is your argument, which bounces back and forth between the players, but you need ‘your’ side to end each point with the big shot – the one that wins the game.

How to use Provenance in History Exams

The Conclusion

You must conclude in line with the most persuasive and convincing evidence you have included in your plan.   This sounds really obvious, but I have lost count of how many A-level history essays I have marked that argue effectively for one point of view, but then conclude in favour of the other side.  The most common reason for this happening is that the student has moved off their plan when writing up the essay.  Follow your plan!

At the end of the essay your conclusion should sum up all the main points of argument and then should reach a judgement.  Don’t sit on the fence, no matter how tempting it is.  You need to make a judgement.  The conclusion should mirror your introduction and the main points of argument in the body of the essay, so the work ends up as a coherent, clear argument from introduction to conclusion.

The point-by-point essay takes practice, so it will help if you can get some feedback from your teacher or tutor, or even a parent who will be able to tell you if your argument is clear and makes sense to the reader. Do persevere, however, because when you get the technique right it will gain you more marks in the end.

Do you need help with History Essays?

Our history team is ready to help you.  all our historians are graduates, experienced teachers, and skilled at getting our students the very best grades., you can contact a tutor here , or contact our friendly and knowledgeable office team to get a bespoke tutor match.

The Tutor Team Guarantee

How can we help you, share this post.

0333 987 4603

• Privacy Policy
• Handbook & Policies

Privacy Overview

A Level History: Essay Writing and Revision Tips

A Level History poses a unique challenge, requiring not only a profound understanding of historical events but also the ability to articulate complex ideas in well-structured essays. Excelling in A Level History necessitates effective essay writing skills and strategic revision strategies. In this extensive guide, we will delve into essential tips for A Level History essay writing and effective revision approaches to help you succeed in this demanding subject.

 I. A Level History Essay Writing Tips

 a. understand the question.

1. Thorough Reading: Take the time to comprehend the essay question thoroughly. Identify key terms and requirements.

2. Thesis Formation: Clearly articulate a thesis statement that directly addresses the question.

 b. Plan Your Essay

1. Structured Outline: Create a well-organized essay structure with an introduction, body paragraphs, and a conclusion.

2. Logical Flow: Ensure a coherent flow of ideas, with each paragraph contributing to the overall argument.

 c. Effective Introduction

1. Context Establishment: Provide historical context to orient the reader.

2. Thesis Statement: Clearly state your argument or position in the introduction.

 d. Develop a Strong Argument

1. Evidence-Based: Support your argument with evidence from historical sources.

2. Analysis: Analyze the significance of the evidence and its relevance to the overall argument.

 e. Use of Historical Terminology

1. Precision in Terminology: Demonstrate a command of historical terminology relevant to the topic.

2. Contextual Usage: Use terms in their historical context to showcase understanding.

 f. Counterarguments and Evaluation

1. Consideration of Counterarguments: Address potential counterarguments to strengthen your position.

2. Critical Evaluation: Assess the strengths and weaknesses of different historical perspectives.

 g. Conclusion

1. Summarization of Key Points: Recapitulate the main points of your argument.

2. Restate Thesis: Reinforce your thesis in the conclusion.

 h. Language and Style

1. Clarity: Write clearly and concisely, avoiding unnecessary complexity.

2. Varied Sentence Structure: Use a mix of sentence structures for readability.

 II. A Level History Revision Strategies

 a. organized revision schedule.

1. Prioritization of Topics: Identify weaker areas and prioritize them in your revision schedule.

2. Consistent Review: Regularly review topics instead of cramming.

 b. Active Engagement with Sources

1. Primary and Secondary Source Engagement: Actively engage with both primary and secondary sources.

2. Critical Analysis: Develop skills to critically analyze historical documents.

 c. Mind Maps and Diagrams

1. Visual Representation: Create mind maps or diagrams to visually represent historical events and connections.

2. Conceptual Understanding: Utilize visuals to enhance your conceptual understanding.

 d. Practice Essay Writing

1. Timed Practice: Simulate exam conditions with timed essay writing.

2. Feedback Seek: Seek feedback from teachers or peers to enhance your writing skills.

 e. Flashcards for Key Dates and Facts

1. Key Dates Memorization: Create flashcards for essential historical dates and facts.

2. Regular Review: Consistently review flashcards for better retention.

 f. Group Study Sessions

1. Discussion Participation: Engage in group study sessions for diverse perspectives.

2. Concept Explanation: Teach concepts to peers to reinforce your understanding.

 g. Past Papers and Marking Schemes

1. Exam Simulation: Practice with past papers to familiarize yourself with the exam format.

2. Marking Schemes Analysis: Analyze marking schemes to understand expectations.

 h. Utilize Online Resources

1. Online Lectures: Watch online lectures to supplement your understanding.

2. Interactive Quizzes: Utilize online quizzes for self-assessment.

 III. Conclusion

A Level History demands a multifaceted approach, combining effective essay writing skills with strategic revision strategies. Understanding essay question nuances, meticulous planning, and developing a robust argument with historical evidence are crucial elements of successful A Level History essays. In terms of revision, an organized schedule, active engagement with sources, and varied study techniques contribute to a comprehensive understanding of historical events. By adopting these tips, you can navigate the complexities of A Level History with confidence, mastering both the art of essay writing and the nuances of historical analysis. Remember, excellence in A Level History is not just about memorization but about the ability to critically analyze and interpret the past.

You Might Also Like

How to Pick the Correct College Majors For You

It’s quite a hard decision to make - choosing a college major. This guide will help you brainstorm, research and decide on the college major that is a perfect fit for you

The Perfect College Essay Structure

The Fundamentals of writing an Essay which includes the process of brainstorming, drafting, and finalizing.

Cracking Admissions to the Most Selective Universities

Want to gain admission to your dream college? Know how can you crack entrance exam to get admissions to the most reputed & selective universities - Read a blog

Free Resources

How to Write An A-Level History Essay Structure

A major part of your A-level history coursework includes writing essays. While an essay essentially informs a reader about a certain topic, it is more than just writing all the information. So, examiners, especially during the A-levels, tend to focus on tricky things or skills like how well you have responded to the question, analysed the evidence, and built the arguments.

Unless you are exceptionally blessed, you need time to hone these skills, and poor grades are, thus, common in the beginning. Luckily, these abilities can be learned. Usually, when students struggle with such write-ups, they consider searching online: ‘Can I pay someone to write my essay ?’ to ease their academic burden. However, this guide has discussed some main steps to writing an A-level history essay. These will help you create a high-scoring essay.

Steps to Follow When Writing an A-level History Essay

Here are some crucial steps to writing a history essay:

1. Read the Question Carefully

Some students recite a prepared response without assessing what they are actually writing, resulting in a poorly-graded essay. Therefore, it is crucial to read the question several times to comprehend it. In addition, doing so will help you understand the importance of careful reading and annotation settings, such as identifying potential arguments to support your essay writing.

2. Create an Outline

Make an outline after you’ve finished analysing the essay question. This approach reduces the possibility of error when you hit a major roadblock. Furthermore, it acts as a roadmap when you can’t assemble your ideas in the essay.

The outline helps you brainstorm and comprehend what is essential to mention in your essay. Therefore, it’s a good idea to compile a list of key arguments supporting and refuting your position. You can also take help from A-level history essay examples online to understand how to go about the task. You are now prepared to move towards the introduction.

3. What Should Be in A History Essay Introduction?

You can state your main argument in the essay introduction. This is an exciting approach because it demonstrates you have a strong viewpoint and are willing to argue, focusing on keywords from the beginning. It also reveals to an examiner you have planned your essay, know what you will say, and can back it up with good evidence. However, usually, students don’t know how to start or what should be in a history essay introduction?

Therefore, any write-up introduction is often personalised. You can start with an interesting quote, disagree with the question, define a significant event, or do something else to set the scene, making it compelling. It will also show you have comprehensive knowledge of the subject matter, understand the problems at stake, and how to deal with them. This type of introduction will captivate readers, impress them, and pique their interest.

4. Write Main Body Paragraphs

Now you know what should be in a history essay introduction; it’s time to work on the main body paragraphs. You will support your case in the main body. However, remember you are making arguments, not telling a story.

You’ve already distinguished the keywords in the question. So, now it’s time to put them to use. Each paragraph must reference the keywords in a meaningful way. Be ruthless – you should carefully select only what is required to back up your argument.

5. Conclude Your History Essay

In conclusion, you summarise what you have written in the main body. This is the last thing an examiner reads. A good conclusion can save a bad essay and seal the deal on a good note.

It is the point where you tie the threads of your argument together and hammer home your points, leaving the audience in no doubt about your answer.

You should refer specifically to the question’s keywords and reinforce the points you made in the main body. But, above all, it should not contain anything new and restate your argument.

How to Answer A Source Question In A-Level History?

You might need to write the answer source question in your history essay, but you don’t know how to answer a source question in a-level history, so here are some tips you can keep in mind while writing an answer:

• Indicate how dependable you might expect the source of a particular type of question to be • Avoid using the word ‘biased’ • Indicate the source’s specific purpose • Include information about the author, the audience, or the time • Mention what is exaggerated or omitted, and then return to your question

Thus, following these tips, you will better understand how to answer a source question in a-level history.

A-Level History Essay Examples

Now you know how to work on a history essay.

Here’s a list of A-level history essay example topics you can work on: • The soldiers from India who fought in World War I • The involvement of America in the Korean War • Examples of music created due to political causes • What were the events that led to the Roman Empire’s demise? • The hippie movement of the 1960s • The incidents that led to Saudi Arabia’s emergence • The British music industry’s foray into the US market

These are some topics you can write on. Moreover, if you still feel it’s not easy for you to write A-level history essays, you can always consider taking essay writing services from us to meet your academic requirements.

Frequently Asked Questions (FAQs)

1. how many paragraphs should an a level history essay be.

An A-level history essay should have at least three paragraphs, but four paragraphs are also recommended.

2. How do you write a 20-mark history essay a level?

For writing a 20-marks history A-level essay, you should begin with a brief introduction. So, you should be presenting your thesis statement at this stage. Then, the main body of the argument should follow the pattern of Point, Evidence, and Describe.

Make a point at this stage, back it up with some evidence, and explain what it indicates. You must also evaluate these points to get excellent marks while demonstrating your claim is stronger. Finally, summarise your arguments to conclude, but don’t add new information.

3. How do you write a high school history essay?

Writing a high school history essay requires students to follow essential steps, including:

• Consider the background information that the reader should be aware of in the introductory paragraph • Define any keywords • Assess which ideas will require the cited assistance • Determine how each idea contributes to the main argument • Make a list of key points to go over in the conclusion

Administrator - AUTHOR

Recent post.

May 6, 2022

How To Write an Informative Essay Like Expert Essay Writers?

March 2, 2022 March 15, 2022

February 22, 2022 March 15, 2022

How to Write Your Dissertation the Right Way: Do’s and Don’ts

Save my name, email, and website in this browser for the next time I comment.

How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Additional resources

What do you need help with?

Download ready-to-use digital learning resources.

Copyright © History Skills 2014-2024.

Contact  via email

This website works best with JavaScript switched on. Please enable JavaScript

• Centre Services
• Associate Extranet
• All About Maths

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]

How do I answer a 25 mark answer?

Example Question:  In an exam you should have 50 minutes for this type of question ‘To what extent were the claims of the early Stuarts to rule by Divine Right the most important reason for the breakdown of Crown and Parliament relations by 1629?’ Stage 1 – The Question : Key Word of question - ‘extent’ Date range – start of course (1603) to 1629 Factors – which factor does the question want you to mention (Divine Right) and which others will you use to offer a different argument e.g. finance, foreign policy, religion… Stage 2 – Plan: Spend about 5 minutes. This will help establish your argument, think of key examples and structure your answer well. For this question I would bullet point import events to do with Divine Right and then do the same for 3-4 other chosen key factors.  Stage 3 – Answer: Introduction This should outline key events in the dates provided, in other words, put the question into context. Next briefly state your argument. For example using the question above – although divine right was an important reason for the breakdown of Crown and Parliament relations, finance was important to a greater extent as can be seen through the continuous tensions caused by James I’s extravagant spending habits.  Main Body – 3 to 4 paragraphs evaluating factors with PEAL throughout  An example of how to structure a paragraph: Finance was the most important factor ( Point ). James I’s expensive taste such as £16,500 on wardrobe and nearly £30,000 spent on jewels created tense relations with parliament who disapproved of his spending habits ( Example ). This shows finance was an important factor in the breakdown of relations as James relied on parliament to fund his expensive lifestyle, resorting to unpopular taxes and chancellors such as The Earl of Salisbury which were a constant source of tension as finance was often the reason he dismissed parliament as in the 1614 Addled Parliament ( Further example and analysis ). The events of James’ reign show finance was a factor to a large extent as it was a constant reason for animosity between crown and parliament ( Link  to question by showing importance of each factor) Conclusion This should briefly wrap up your overall point whilst giving one or two examples to support. Do not introduce any new ideas or factors in your conclusion – if they are that important, they should be in the main body of your answer. Make sure your conclusion is consistent with the argument in your introduction and the argument you have built throughout your answer. Stage 4 – Check: Finally – check! Spelling, dates, grammar, names with capitals! These things all make a difference and are important to get right!

Related History A Level answers

How do i analyse this piece of american world war two propaganda, what is the most effective way to analyse a primary source in order to maximise my marks for the exam, how do you write a coherent and skilled introduction, with reference to source a and source b interpret the extent to which (quote from either source) can be said to (relate to module topic). (20), we're here to help, company information, popular requests, © mytutorweb ltd 2013– 2024.

Internet Safety

Payment Security

• International
• Schools directory
• Resources Jobs Schools directory News Search

AQA A-Level History 25/25 Mark A* Model Answer Essay: Richard, Duke of York Protectorate Essay

Subject: History

Age range: 16+

Resource type: Assessment and revision

Last updated

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

This is one of the essays one of our students has done during their A-Level course, and you can use this as an exemplar to base all future essays off (proof of the 25/25 mark is attached). This resource should be used as guidance and support for you when writing your own essays and if you use this resource as a benchmark, you will most certainly be on your way to an A* in A-Level History. This student’s exam board was AQA and so this mark would only apply if you were using the same exam board, however the structure and content of a good essay is similar among most exam boards, but we would still suggest checking your own exam board’s requirements to see if this resource would still be of help. I study the Wars of the Roses (1450 to 1499) as my depth module, yet as stated previously, the formula of a good, in-depth essay can be applied to any AQA unit, be it breadth or depth, just catering this resource’s structure to fit the content of your course. The prompt this essay is answering is ‘Richard, Duke of York, failed in his duty as protector in the years 1453 to 1455’ Explain why you agree or disagree. Disclaimer: Do not use this resource as a one-size fits all, perfect exemplar answer, nor should you use it verbatim in any way as this would be plagiarism; this resource is simply a benchmark of a strong essay, and you can use this resource as a piece of guidance to improve upon your marks in AQA A-Level History essays.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Final dates! Join the tutor2u subject teams in London for a day of exam technique and revision at the cinema. Learn more →

Reference Library

Collections

• See what's new
• All Resources
• Student Resources
• Assessment Resources
• Teaching Resources
• CPD Courses
• Livestreams

Study notes, videos, interactive activities and more!

Business news, insights and enrichment

Currated collections of free resources

Browse resources by topic

• All Business Resources

Resource Selections

Currated lists of resources

Exam Support

AQA A Level Paper 1 (25 Mark Essays) - Planning the Essay

Last updated 7 Jun 2017

• Share on Facebook
• Share on Twitter
• Share by Email

In the first in a series of short videos on Paper 1 (25 mark) essay technique, I've had a go at providing a worked example of how to plan the two PeCAn PiE paragraph points and AJIM conclusion for a 25 mark essay on AQA A Level Business Paper 1.

AQA PeCAn PiE AJIM Answer Planner

7th June 2017

Practice Exam Papers (Vol 1) for AQA A-Level Business for exams up to 2024

Digital Resource

Year 1 (AS) Practice Exam Papers for AQA A-Level Business for exams up to 2024

You might also like, how to answer a 10 mark question for edexcel a level business year 1 (as), business ethics & managers in plcs (aqa a level business paper 1: example 25 mark essay), anglia bank redundancies (aqa a level business: example 9 mark response), how to answer short context questions for aqa a level business, aqa a level paper 1 (25 mark essays) - two pecan pies, aqa a level paper 1 (25 mark essays) - the essay conclusion, competitive advantage in mass markets (aqa a level business paper 1: example 25 mark essay), training and workforce performance (aqa a level business paper 1: example 25 mark essay), our subjects.

• › Criminology
• › Economics
• › Geography
• › Health & Social Care
• › Psychology
• › Sociology
• › Teaching & learning resources
• › Student revision workshops
• › Online student courses
• › CPD for teachers
• › Livestreams
• › Teaching jobs

Boston House, 214 High Street, Boston Spa, West Yorkshire, LS23 6AD Tel: 01937 848885

• › Contact us
• › Terms of use
• › Privacy & cookies

© 2002-2024 Tutor2u Limited. Company Reg no: 04489574. VAT reg no 816865400.