a level history coursework percentage

How Hard is A-Level History?

In A-Level by Think Student Editor March 22, 2023 3 Comments

When choosing your A-Level options, you want to make sure you have options that suit your future career plans but are also manageable. A-Level History is a subject that can take you down several paths, from History, to English, to Law, to Economics and other subjects. However, being so well respected, many students think A-Level History must be quite difficult.

This article will take you through how difficult A-Level History is, how difficult the exams are, and other statistics about A-Level History, so keep reading for all you need to know.

Disclaimer: A-Level difficulty is subjective and depends on the personal ability of the student. What one student may find challenging, another student may face less difficulty with, and vice versa. This article is based on the writer’s experience as a student who studied GCSE and A-Level History.

Table of Contents

How hard is it to pass A-Level History?

Keep reading further in the article for exact statistics on how many people pass A-Level History. However, as a general answer, it isn’t too difficult to pass A-Level History .

To pass, you need some basic subject knowledge and a few facts, with a somewhat coherent argument . However, it’s obviously better to try and achieve a better grade than just a pass, so try your hardest in the exams!

How hard is it to get an A*?

Later in the article, I’ll be providing statistics for how many students achieved an A* in A-Level History in the past few years, so keep reading for the exact information.

Generally, it is quite hard to achieve an A* in A-Level History . You will need a lot of subject-specific knowledge and facts, and a coherent and sophisticated argument/writing style.

What is the A-Level History pass rate?

Provided by JCQ , the pass rate for A-Level History for 2022, 2021 and 2019 was 87.8%, 91.2%, and 81% respectively . From the statistics, you can see that A-Level History is not too difficult to pass.

However, it’s better to try and aim for higher grades . If university courses require A-Level History, most universities will ask for a grade B or A , which less people achieve. Make sure to try your hardest and aim for the best grade!

How many students get A* in A-Level History?

Below is a table for the number of students who achieved an A* from 2019-2022 (excluding 2020 due to the COVID-19 pandemic preventing exams from being sat in-person).

As you can see from the table, only a select handful of students achieve an A* in A-Level History. However, it is definitely possible, so work hard for it and you can get there!

How much content is there in A-Level History?

In short, there is a lot of content to learn for A-Level History, and many students regard it as one of the most content-intense A-Level subjects .

For this reason, A-Level History was named as one of the hardest A-Level subjects in this Think Student article, which I recommend checking out if you’re undecided about your A-Level options.

How hard are A-Level History exams?

A-Level History exams are generally quite hard.

You have to know a lot of broad and specific knowledge across a wide range of historical periods, and exams can be 2-3 hours long . Staying focused for such a long period can be quite a strain, so quite a lot of students struggle with the exams.

However, with lots of revision and preparation, they are certainly do-able! During my A-Level History exams, I made sure to take 2–3-minute writing breaks and have fresh water with me , so I’d recommend the same.

How are A-Level History exams structured?

The exam structure for A-Level History depends on the exam board your school follows . However, across all the exam boards, each module for A-Level History has its own paper.

These exams range from 1hr 30mins to 3 hours long . There are 2 or 3 questions, usually essays of 25 marks or more, per exam.

What is in the A-Level History syllabus?

The A-Level History syllabus is a list of several different topics (historical periods), and your school chooses which modules students sit.

However, there’s a general structure for the course across the exam boards. I’ll give you a breakdown of the AQA, OCR, and Edexcel courses.

For AQA A-Level History, students have 2 modules: a breadth study and a depth study, one of which must be a British history option . The breadth study and depth study each have a 1hr 30min exam with 2 25-mark questions. The full specification is linked here .

For OCR A-Level History, students have 3 modules: a British period study (worth 25% of the A-Level), a non-British period study (worth 15%), and a thematic study with historical interpretation (worth 40%) . The full specification is linked here .

For Edexcel A-Level History, students have 3 modules: a breadth study with historical interpretation, a depth study, and “themes in breadth with aspects in depth”. The full specification is linked here .

Each of the modules has a list of different topics for schools to choose from, so the periods you study will be specific to your school.

Does A-Level History have coursework?

For AQA, OCR and Edexcel, A-Level History does have coursework. The coursework modules across the exam boards are all worth 20% of the total A-Level.

AQA, OCR and Edexcel A-Level History coursework is a 3500-4500-word historical investigation on a topic of your choice (but it must be approved by your school).

What are the entry requirements for A-Level History?

A-Level History doesn’t have an official entry requirement set by exam boards. However, since A-Level History has a heavy workload and requires quite a bit of dedication, schools will often have their own entry requirements.

Most schools recommend that you must have achieved a 6 in GCSE History to take the subject at A-Level . These are different for every school, so this might be lower or higher, but GCSE grade 6 is the most common.

While you can take A-Level History without having sat GCSE History, this is generally not recommended because of how hard A-Level History is .

How many students take A-Level History?

Based on the official government website statistics, in 2022 42,885 students took A-Level History, a 3.1% increase from the previous year .

Over the years, the number of students choosing to take A-Level History has fluctuated. From 2018-2022, the number of students who chose to take A-Level History peaked at almost 47,500 students in 2019 and was lowest in 2020 at 41,120 students .

All these statistics are available on this page of the UK government website.

How hard is A-Level History compared to GCSE History?

Based purely on the grade distribution for GCSE and A-Level history in 2022, A-Level History and GCSE History seem equal in difficulty. The grade bracket with the highest number of results was a B in A-Level History (31.7%), and a grade 6 at GCSE (14.7%).

Ofqual has statistics for grade distribution for A-Level and GCSE History, linked here and here .

However, as a student who has studied both GCSE and A-Level History, I would say that A-Level History is definitely harder, based on the workload and the depth of knowledge required to achieve the top grades .

I personally had to revise a lot more for A-Level History than GCSE History, because there were so many more facts I had to remember.

Which subjects does A-Level History go well with?

A-Level History is a well-respected subject because of its difficulty, which you can read about in this Think Student article. Therefore, it can work well with Humanities and STEM subjects , depending on which field you want to go in to.

A-Level History is better if you want to enter a Humanities field, because it works with a larger range of subjects . Some of the best A-Level combinations with History are English, Geography, Modern Languages, Classics and Politics.

However, A-Level History can also work with STEM subjects . If you want to enter a STEM field, some good subjects to go with A-Level History include Economics, Chemistry, Biology, and Maths .

This Think Student article has a list of 17 A-Level combinations, some including history, that I’d recommend checking out.

This appears to be a very subjective piece of “advice”offered as fact. Studying History would actually allow you to challenge propaganda such as this which appears to be written by someone who does not like history and finds it boring. Theythen write a piece suggesting everyone should agree. ALL A levels are challenging. ALL A levels have lots of information and suggesting that this is particularly true of History suggests some lack of understanding of the education process from the writer. If you are going to offer advice could there be an attempt to be more impartial and actually useful?

Hi there J, Firstly, I’m sorry to hear that you didn’t find this student’s opinion informative. The content listed on this site is written by students who each have their own unique opinion that some will agree with and some will not. We do not aim to present the information displayed on this site as absolute fact as many of the topics we discuss can’t be narrowed to simple quantitative arguments and we try to be as transparent as humanly possible. Due to this, I have now ensured that a disclaimer is now displayed on the sidebar of every single …  Read more »

“you never explain what happened in a historical event.” There are literally questions that ask you how far something happened or to what extent you need to explain!

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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]

• UCAS Guide Home >
• 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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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 .

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A Level History Coursework Edexcel – A Guide

• Post author By admin
• Post date November 16, 2023
• No Comments on A Level History Coursework Edexcel – A Guide

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

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

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