a level history coursework criteria

A Level History Coursework AQA – A Guide

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• Post date January 8, 2024
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This guide shows you how to plan, research and write A Level History Coursework for AQA using ideas, resources, examples and structure. This coursework is weighted in the following format. Assessment Objective One (AO1) 10% (20 marks), Assessment Objective Two (AO2) 5% (10 marks) and Assessment Objective Three (AO3) 5% (10 marks). For AQA coursework this gives a total of 20% (40 marks) divided as shown above across all three of the A Level History Assessment Objectives.

A Level History Coursework AQA – Ideas, Examples and Resources

Choosing an Issue and Question – You are required to identify an issue or topic that you wish to study and develop a question from this. This gives a broad scope for potential questions. There are however two specific requirements of the question.

• The question must not duplicate any of the content that you are studying for examination assessment in components 1 and 2.
• The question must place the issue or topic in the context of approximately 100 years of history.

Question Ideas, Example and Selection

There are two potential ways to ensure that you cover the 100 year requirement for this coursework. You could identify an issue and related question which traces development over approximately 100 years. Alternatively, you could focus on a narrower issue but place it in the context of a 100 year period. Lets look at a couple of examples below to make this clear.

• Q1. Q. ‘Despite a period of unprecedented economic and social change, British women remained marginalised and downtrodden’. During the period 1760-1867, assess the validity of this view. – This is the perfect example of a broad issue and question from which you could analyse development over the time period.
• Q2. In the context of the period 1905 to 2003, to what extent was the Cuban missile crisis the biggest turning point in the relationship between Russia and the USA? – This question highlights a more specific issue (the Cuban missile crisis) and places it in context of the relationship between the two countries over the c100 year period.

There are some key points to consider when selecting a question for your coursework.

• Question formulation – Students are advised to use the type of question formulations seen in AQA examinations and shown in the examples above.
• Historiographical debate – 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.
• Primary sources – Is there a range of primary sources and primary material available to support the coursework? These primary resources need to be accessible to the student.

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 AQA – Structure and Planning

First section – introduction to the question (c. 350 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. For the British women example question above you would need to define ‘remained marginalised and downtrodden’ .

This we could do by defining;

• remained as showing continuity rather than change
• marginalised as a group treated as insignificant and peripheral. 
• downtrodden as a group oppressed or treated badly by those in power.

You would then need to set-out valid criteria by which the question can be judged in order to provide an accurate answer. These criteria will go on to become your factors as you can see in the plan below.

For the British women example question, we could potentially use the following criteria to judge whether they remained marginalised and downtrodden. Did women’s lives change for the better, during the period, in the following different areas?

• Socially and Culturally
• Legally and Politically
• Education and Work

Second Section – Historians Viewpoints (c. 800 words – 400 each)

In this section we look at the viewpoints of two different academic historians. In order to achieve the highest marks, Level 5 (9-10 Marks) we need to do the following:

• Show a very good understanding of the differing historical interpretations raised in the question.
• Convincingly evaluate the interpretations with reference to time, context and/or limitations placed on the historians.

Using the example Cold War question shown above, you could analyse the views of a US historian writing after the Cold War has ended, with a Soviet historian writing during the period. This would enable you to contrast the content of both works and evaluate the interpretations given. This would also show how the time period affected the works, how limitations affected the works, how purpose affected the works, amongst many other issues that help to explain the authors differing viewpoints.

Third Section – Factor 1 and Source 1 (c. 650 words Factor 1 and 350 words Source 1)

In this section you cover the first factor that you have identified from your criteria in the introduction, as well as one of your primary sources that matches with this theme. So for the British women example question this section would concentrate on the Socially and Culturally factor that we are using as criteria to answer the question. Crucially you have to cover the time period and show your understanding of change and continuity as illustrated by the mark scheme detailed below.

• Level 5 (17-20) marks – Very good understanding of change and continuity within the context of approximately 100 years.

You then add to this section your evaluation of your first primary source that matches with this theme. So for the British women example question you would have a primary source that related to the Socially and Culturally factor being covered here.

Fourth Section – Factor 2 and Source 2 (c. 650 words Factor 2 and 350 words Source 2 )

In this section you cover the second factor that you have identified from your criteria in the introduction, as well as one of your primary sources that matches with this theme. So for the British women example question this section would concentrate on the Legally and Politically factor that we are using as criteria to answer the question. Crucially you have to cover the time period and show your understanding of change and continuity as illustrated by the mark scheme detailed below.

You then add to this section your evaluation of your first primary source that matches with this theme. So for the British women example question you would have a primary source that related to the Legally and Politically factor being covered here.

Fifth Section – Factor 3 and Source 3 (c. 650 words Factor 3 and 350 words Source 3 )

In this section you cover the second factor that you have identified from your criteria in the introduction, as well as one of your primary sources that matches with this theme. So for the British women example question this section would concentrate on the Education and Work factor that we are using as criteria to answer the question. Crucially you have to cover the time period and show your understanding of change and continuity as illustrated by the mark scheme detailed below.

You then add to this section your evaluation of your first primary source that matches with this theme. So for the British women example question you would have a primary source that related to the Education and Work factor being covered here.

Sixth Section – Overall Conclusion (c. 350 words)

In the final section you need to produce an overall conclusion that fully answers the coursework question. So for the British women question you would be answering ‘did they remain marginalised and downtrodden during this period?’. This will take into account everything you have considered throughout the piece of work including your criteria, the viewpoints of the academic historians, the primary sources and the factors that you have covered from your criteria. In reaching a final judgement and conclusion, you need to take into account the entire period considering continuity and change across it, as you should have done throughout the rest of the coursework.

A Level History Coursework AQA – Primary Source Analysis

Looking at the primary source mark scheme table from the AQA website can help you to understand the requirements. Firstly, you must ensure that three sources are used and that there are a minimum of two different types (can be two different types of written source). To achieve the highest marks you must then ensure that a range of relevant and well supported comments are made on the value of the sources. Finally, you must provide a balanced and convincing judgement on the merits of each source in relation to our question.

Assessing Your Primary Sources

• Provenance – The five W’s of Who, Why, What, When, Where; can help you to identify the provenance of a primary source and assess its value or limitations.
• Tone and Emphasis – How does the tone and emphasis impact the value of the source. Is it impartial, critical, formal, aggressive, empathetic, mocking, candid etc?
• Content – What is the actual content of the source saying? How true is this in terms of your contextual knowledge? Is there value in the inaccuracies of the content?
• Value/Limitations and Judgement – The above three points ( Provenance, Tone and Emphasis and Content ) can be used to assess how much we can learn from the source, by weighing up value and limitations, as well as giving judgement on the merit of the source.

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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• 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 .

Endorsed resources

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

Read more on the Cambridge University Press website

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

Read more on the Hodder website

Important notices

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

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

We communicated this change to schools in September 2022.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

School Support Hub

Teachers at registered Cambridge schools can unlock over 30 000 teaching and learning resources to help plan and deliver Cambridge programmes and qualifications, including Schemes of work, Example candidate responses, Past papers, Specimen paper answers, as well as digital and multimedia resources.

Schemes of work

Example responses, past papers, specimen paper answers.

Register your interest in becoming a Cambridge School

Stay up to date

Sign up for updates about changes to the syllabuses you teach

• Past papers, examiner reports and specimen papers
• Published resources

30+ A-Level History NEA Ideas

In A-Level by Think Student Editor May 3, 2024 Leave a Comment

When I took A-Level History, doing the NEA was my favourite part. Having so much more independence and control over my own work was exciting and much more engaging than just being in lessons or doing exams. However, it was also pretty daunting.

All kinds of A-Level coursework give you so much more academic freedom and independence than you’d previously experienced, which can make it a bit stressful to have all this responsibility. The first place this can come into play is right at the start when you have to choose your essay question. In this article, we’ll try to make this part a little bit less stressful by giving you some ideas for what you could do.

Continue reading to getter a better understanding of the A-Level History NEA as a whole and to see some ideas for your essay question. This article will take you through these ideas by going through some of the main topic areas that you could focus on.

Table of Contents

What is an A-Level History NEA?

The term NEA stands for non-exam assessment, which is relatively the same as coursework. For A-Level History, this piece of coursework is in the form of an extended essay, which may even be referred to as an “investigation” on a specific area of history that has different historical interpretations.

Due to this, students will need to research into different historical interpretations of their specific topic as well as use primary sources and factual evidence/ data to evaluate the different historical interpretations.

The specific requirements for this NEA will depend on the exam board, which is especially the case when it comes to the word count, which can vary quite a lot. For example, for students using the Pearson Edexcel exam board, the word count is between 3,000 and 4,000 words, whereas for the AQA exam board, there is a word limit between 3,500 and 4,500 words.

Unlike these exam boards that have a set maximum word count, the OCR exam board only has a recommendation of 3,000- 4,000 words, although there is no actual set limit.

Despite being quite a lot of work, the A-Level History NEA will generally be a fair low proportion of the A-Level in comparison to other factors. Typically, this will be worth 20% of the whole A-Level History qualification.

You can learn more about this by checking out the specifications of A-Level History courses by clicking on the links with the respective exam board: AQA (linked here and here) Pearson Edexcel , OCR , WJEC , CCEA .

How to choose an A-Level History NEA idea

Choosing an A-Level History NEA idea can come in a few different ways and may not even be your choice as a student. How this all works will depend on your sixth form or college.

The first most obvious option is that your sixth form/ college lets you choose the topic and question that you want to focus on. Alternatively, your sixth form or college may give you an approved topics list but allow you to submit your own topic question and consider options outside of this list.

The strictest form is where your sixth form or college chooses the topic(s) that you can do and may even give you pre-approved question ideas. You can learn more about these by checking out this guide by OCR.

As choosing your own idea and topic from scratch is by far the hardest, we’ll see primarily focusing on that in this article. When choosing your own idea, the first thing you should think about is which historical period you want to focus on.

There are obviously a wide range you can choose from, although exam boards tend to have some restrictions in this aspect too. First of all, you won’t be able to do the same topic as whichever piece of history you studied for your depth study. Other restrictions will vary by exam board, so it’s best to ask your teachers or to look directly at your exam board’s coursework information.

After you pick your main topic, you need to narrow it down to a specific historical debate within this topic. From here, you can shape it into an extended essay question that allows you to have a clear line of argument and be evaluative and analytical. To do this, you might want to use vocabulary such as “the most/ least important/ significant/ etc.”.

What makes a good A-Level History NEA idea?

To make sure you have a good A-Level History NEA idea, you need to make sure that it is something you can write an entire extended essay on. Remember the NEA will require students to do over 3000 words and write a full answer with several sections and a clear line of argument and judgement, depending on the style of your essay question.

To be able to do this, you need to make sure you have enough background information about this specific subsection of your topic area and that there are lots of interpretations and primary sources available.

Another step to making sure that you have a good topic and question title is to make sure that it is has the right level of detail. This is as you need to make sure the focus is very specific so it can be in-depth and analytical but also broad enough to give you a full answer and enough to write about.

A-Level History NEA ideas for 2024

Now that we’ve looked at the criteria for choosing a topic and what makes a good one, we can properly dive into some examples. However, as previously mentioned, an NEA idea needs to be focused on a specific area of history. Due to this, in this article, we’ll be looking at some ideas based on specific historical areas.

These historical areas have been chosen due to being commonly studied in A-Level History courses. You can learn more about this from this page of the Cambridge Assessment website as well as from the component options mentioned in each exam board’s specification, as linked above.

The ideas below are sourced from a mixture of exam board suggestions and information provided to me when I was doing the NEA myself. Exam board suggestions come from pages of the Pearson Edexcel website, OCR website, the WJEC website and the AQA website all linked respectively.

A-Level History NEA ideas for Russian dictatorship

When looking at the history of dictatorships in Russia, we’re generally referring to the period from 1855 to 1991/2. In this period of history, there were several different kinds of leaders of Russia, all of which can be focused on for your NEA. These types of leaders are the Tsar rulers, the Provisional Government and the communist leaders.

While you may want to look at the leaders and their regimes, you could also look at society at the time

Some ideas for Russia and its rulers are as follows.

• In the context of the years 1861 to 1964, to what extent was the Russian Revolution of 1917 caused by the war?
• How far do you agree with the view that Peter the Great was largely unsuccessful in his attempts to modernise Russia?
• How far do you agree with the view that Alexander II was largely successful in his attempts to modernise Russia in the period after 1855?
• How far do you agree with the view that Stalin’s main aim in the period 1924–1939 was to carry out the changes begun by Lenin?
• ‘The lives of the Russian peasants were transformed for the better in the years between 1928 and 1964.’
• How valid is assessment of the peasantry in Russia?
• How far do you agree with the view that the Battle of Stalingrad was mainly responsible for Soviet victory in the Second World War?
• To what extent do you agree with the view that by 1924, the people of Russia had exchanged one authoritarian regime for another?
• Assess the reasons for the purges in 1930’s Russia
• To what extent did Communism in Russia improve the lives of women in the years 1917-53?

A-Level History NEA ideas for civil rights in the USA

The civil rights movement in the USA spanned a long period and was made up of several significant events. Due to this, there is so much for you to focus on within this topic, from specific figures, such as Martin Luther King Jr. or Rosa Parks, to key legislation or specific protests or events.

Some of the essay question you could chose for the civil rights movement are as follows.

• How far do you agree with the view that the most significant contribution to the success of the Civil Rights movement between 1954 and 1970 was made by people in local communities in the US?
• ‘Martin Luther King had the greatest impact of any individual in advancing the civil rights of African Americans in the USA.’ How valid is this view of the years 1865 to 1968?
• Assess the claims that the role of Martin Luther King in the civil rights movement was exaggerated.
• Assess the view that the Civil Rights movement was the most significant cause of Second Wave Feminism?
• To what extent did Rosa Parks change the nature of the Civil Rights Movement by 1965?
• How far did World War II improve the lives of black Americans?
• To what extent has the role of women in the Black Civil Rights Movement been undervalued?
• To what extent did Malcolm X and the Black Panthers further the civil rights movement?
• To what extent was the National Association for the Advancement of Colored People (NAACP) responsible for the successes of the civil rights campaign in the years 1945–57?
• To what extent did life for black people in America improve between the end of the First World War and the Wall Street Crash of 1929?

A-Level History NEA ideas for Weimar and Nazi Germany

Weimar and Nazi Germany is a common topic, not only at A-Level, but also at GCSE and even at the start of secondary school, before starting GCSEs. Due to this, students will often have quite a bit of background knowledge on this topic, even if they haven’t studied it as part of their A-Levels. This can make it a bit easier for you to access this topic for your NEA.

Some NEA ideas for Weimar and Nazi Germany are as follows.

• ‘Propaganda was the main reason for Hitler’s rise to power in 1933’. How far do you agree?
• To what extent do you agree that the Holocaust was a long-term plan?
• The Reichstag Fire was a deliberate plot hatched by Hitler’s henchmen to help consolidate the NSDAP’s control over Germany.’ How valid is this assessment of the Reichstag Fire?
• Assess the view that the Wall Street Crash was the main reason the Weimar government lost support by 1930.
• Assess the view that Hitler’s use of fear and violence the main reason why he was able to maintain control of Germany between 1933 – 45.
• To what extent were the Nazis successful in winning over the hearts and minds of the youth?
• To what extent were ordinary German people responsible for the Holocaust?
• To what extent was music used as a form of opposition to the Nazi Regime?
• To what extent was Stresseman right when he said ‘Germany was dancing on a volcano’ when implying that German democracy would inevitably fail?
• Assess the view that the errors of Hitler were the main reason for allied victory in WWII.

A-Level History NEA ideas for the Tudors

Once again, the Tudors are commonly taught in some shape or form throughout, even starting in primary school. This can still make it easier to access the essay questions on this topic as you’ll already have some background knowledge.

Some NEA ideas are as follows.

• In the context of the years 1485 to 1603, how effectively did Tudor government deal with rebellion in England?
• How far do you agree with the view that the main reason for the dissolution of the monasteries by Henry VIII was that they no longer served any useful purpose?
• How far do you agree with the view that Mary, Queen of Scots, was the greatest challenge facing Elizabeth in the period after 1568.
• Assess the reasons why there was there an attempt to put Lady Jane Grey on the throne in 1553.
• Assess the view that the survival of Roman Catholicism in England during the reign of Elizabeth I depended on the role of the gentry
• To what extent did Elizabeth I remain single to keep her political power?
• ‘Anne Boleyn lost her head because of the large faction against her’ To what extent is this true?
• Assess the view that Elizabethan propaganda was a success.
• ‘The reign of Mary I was a complete failure.’ How fair is this assessment?
• Assess the impact of the reign of Elizabeth I on the roles of women in Tudor society

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Understanding history coursework assessment objectives.

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

Topic choice

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

Resourcing the topic

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

Synopticity matters

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

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

The Assessment Objectives

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

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

The full asessment objectives can be accessed via the website .

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

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

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

INSET material will also be available in due course.

Coming soon

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

Grant Robertson

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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

You can find information about all aspects of administration, as well as all the forms you need, at aqa.org.uk/examsadmin

Entries and codes

You only need to make one entry for each qualification – this will cover all the question papers, non-exam assessment and certification.

Every specification is given a national discount (classification) code by the Department for Education (DfE), which indicates its subject area.

If a student takes two specifications with the same discount code, Further and Higher Education providers are likely to take the view that they have only achieved one of the two qualifications. Please check this before your students start their course.

The entry codes for History are dependent on the components studied by the student. They can be determined using the following rules.

For AS, the first part of the code is 7041 .

The next letter is the component 1 option (A to L ).

The next letter is the component 2 option (A to T ).

For example, the entry code for AS Component 1A The Age of the Crusades c1071-1149 and AS Component 2E The English Revolution 1625-1642 would be 7041AE .

For A-level, the first part of the code is 7042 .

For example, the entry code for A-level Component 1A The Age of the Crusades c1071–1204 and Component 2E The English Revolution 1625–1660 would be 7042AE.

See aqa.org.uk/entries for a full list of all possible entry codes. Please also look at the prohibited combinations in Specification at a glance.

These specifications comply with Ofqual’s:

• General conditions of recognition that apply to all regulated qualifications
• GCE qualification level conditions that apply to all GCEs
• GCE subject level conditions that apply to all GCEs in this subject
• all relevant regulatory documents.

Ofqual has accredited these specifications. The qualification accreditation number (QAN) for the AS is 601/4974/7 . The QAN for the A-level is 601/4973/5 .

Overlaps with other qualifications

There is overlapping content in the AS and A-level History specifications. This helps you teach the AS and A-level together.

Awarding grades and reporting results

The AS qualification will be graded on a five-point scale: A, B, C, D and E.

The A-level qualification will be graded on a six-point scale: A*, A, B, C, D and E.

Students who fail to reach the minimum standard for grade E will be recorded as U (unclassified) and will not receive a qualification certificate.

Re-sits and shelf life

Students can re-sit the qualifications as many times as they wish, within the shelf life of the qualifications.

Previous learning and prerequisites

There are no previous learning requirements. Any requirements for entry to a course based on these specifications are at the discretion of schools and colleges.

However, we recommend that students should have the skills and knowledge associated with a GCSE History course or equivalent.

Access to assessment: diversity and inclusion

General qualifications are designed to prepare students for a wide range of occupations and further study. Therefore our qualifications must assess a wide range of competences.

The subject criteria have been assessed to see if any of the skills or knowledge required present any possible difficulty to any students, whatever their ethnic background, religion, sex, age, disability or sexuality. If any difficulties were encountered, the criteria were reviewed again to make sure that tests of specific competences were only included if they were important to the subject.

As members of the Joint Council for Qualifications (JCQ) we participate in the production of the JCQ document Access Arrangements and Reasonable Adjustments: General and Vocational qualifications . We follow these guidelines when assessing the needs of individual students who may require an access arrangement or reasonable adjustment. This document is published on the JCQ website at jcq.org.uk

Students with disabilities and special needs

We can make arrangements for disabled students and students with special needs to help them access the assessments, as long as the competences being tested are not changed. Access arrangements must be agreed before the assessment. For example, a Braille paper would be a reasonable adjustment for a Braille reader but not for a student who does not read Braille.

We are required by the Equality Act 2010 to make reasonable adjustments to remove or lessen any disadvantage that affects a disabled student.

If you have students who need access arrangements or reasonable adjustments, you can apply using the Access arrangements online service at aqa.org.uk/eaqa

Special consideration

We can give special consideration to students who have been disadvantaged at the time of the assessment through no fault of their own – for example a temporary illness, injury or serious problem such as the death of a relative. We can only do this after the assessment.

Your exams officer should apply online for special consideration at aqa.org.uk/eaqa

For more information and advice about access arrangements, reasonable adjustments and special consideration please see aqa.org.uk/access or email [email protected]

Working with AQA for the first time

If your school or college has not previously offered any AQA specification, you need to register as an AQA centre to offer our specifications to your students. Find out how at aqa.org.uk/becomeacentre

If your school or college is new to these specifications, please let us know by completing an Intention to enter form. The easiest way to do this is via e-AQA at aqa.org.uk/eaqa

Private candidates

A private candidate is someone who enters for exams through an AQA-approved school or college but is not enrolled as a student there.

If you are a private candidate you may be self-taught, home-schooled or have private tuition, either with a tutor or through a distance learning organisation. You must be based in the UK.

If you have any queries as a private candidate, you can:

• speak to the exams officer at the school or college where you intend to take your exams
• visit our website at aqa.org.uk/examsadmin
• email: [email protected]