a level history no coursework

A-Level History: A Complete Guide

Dr Rahil Sachak-Patwa

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

Is History a good A-Level to do?

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

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

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

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

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

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

Is it hard to pass A-level History?

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

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

Table showing A-level History grades distribution

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

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What topics are in History A-level?

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

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

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

CIE A-Level History Syllabus

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

Table showing CIE A-Level History syllabus

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

AQA A-Level History Syllabus

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

Table showing AQA A-Level History syllabus

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

Prohibited Combinations

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

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

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

The following are designated British history options:

Component 1

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

Component 2

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

Edexcel A-Level History Syllabus

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

Table showing Edexcel A-Level History syllabus

Note : Students take one option each from the following:

• 2A.1 to 2H.2

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

OCR A-Level History Syllabus

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

Table showing OCR A-Level History syllabus

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

What is the A-Level History exam structure?

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

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

Key features include:

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

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

CIE A-Level History Exam Structure

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

Table showing CIE A-Level History exam structure

AQA A-Level History Exam Structure

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

Table showing AQA A-Level History exam structure

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

Edexcel A-Level History Exam Structure

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

Table showing Edexcel A-Level History exam structure

OCR A-Level History Exam Structure

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

Table showing OCR A-Level History exam structure

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

*Also includes synoptic assessment.

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

Choosing the Right Exam Board

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

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

When choosing an exam board, consider:

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

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

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

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

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

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

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

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

How do you write A-Level History essays?

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

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

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

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

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

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

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

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

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

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

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

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

Best A-Level History Resources

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

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

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

Common Challenges and How to Overcome Them

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

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

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

Past Papers and Practise Questions

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

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

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

Opportunities with A-Level History

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

Pie chart showing gender distribution across A-Level History

Majors in Higher Education:

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

Career Paths:

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

Skills Development:

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

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

Conclusion on A-Level History

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

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

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

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

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

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

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

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

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

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

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

What is AO2 in history A-level?

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

What are the most popular history topics?

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

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

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

What are easy history topics?

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

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

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

How many paragraphs are in a level history?

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

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Written by: Dr Rahil Sachak-Patwa

Rahil spent ten years working as private tutor, teaching students for GCSEs, A-Levels, and university admissions. During his PhD he published papers on modelling infectious disease epidemics and was a tutor to undergraduate and masters students for mathematics courses.

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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. 

Table of Contents

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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A Level History

Study this A Level History course from home and earn up to 56 UCAS points. We have a 97% pass rate** with our A Levels!

• Gain an official A Level History qualification from Edexcel.

Course duration

Up to two years.

Course outcome

A Level History qualification from Edexcel.

Entry requirements

We recommend that you have a grade 4/C in GCSE History, however, this is not essential.

Three paper-based exams and coursework.

Course Options

Study options.

£50 off every course with code PUMPKIN

*Pay monthly option available via Snap Finance on payment page in checkout

Course overview

• Achieve up to 56 UCAS points to help you land your dream place at university.
• Nationally recognised accredited A Level qualification that is the same course offered in schools and colleges.
• No waiting around for term to start, you can enrol today and start studying as soon as you are ready.
• Study this online A Level from home at your own pace.
• Benefit from the full support of your personal tutor via email.
• Choose to include exams and save up to £400* .

During this A Level History course, you’ll study the key political, social, and economic features of the communist rule in twentieth-century Russia; the transformation of communist China and the effects on China today; and the relationship between authority and mass agitation in England.

Depending on the degree and future career you aspire to, the A Levels we recommend that you study alongside this course are A Level Philosophy , A Level Politics , and A Level Sociology .

A Level History via distance learning

This A Level History course is exactly the same as an A Level you would study at school or college, meaning you will take the same exams and get the same qualification. The only difference is that our courses are designed to be studied from home at your own pace, and you will receive full tutor support via email.

Course content

Edexcel qualification code: 9HI0

Unit 1 - Russia 1917-1991: from Lenin to Yeltsin

• Communist government in the USSR 19017-1985
• Industrial and agricultural change 1917-1985
• Control of the people 1917-1985
• Social developments 1917-1985
• The fall of the USSR 1985-1991

Unit 2 - Mao’s China 1949-1976

• Establishing communist rule
• Agriculture and industry 1949-1965
• The cultural revolution and its aftermath 1966-1976
• Social and cultural changes 1949-1976

Unit 3 - Protest, agitation and parliamentary reform in Britain 1780-1928

• Radical reformers 1790-1819
• Chartism 1838-1850
• Contagious diseases acts and the campaign for their repeal 1862-1886
• The Women's Social and Political Union 1903-1914
• Trades union militancy 1915-1927

Unit 4 - The Cold War: its development and its demise 1945-1990

Exam details, paper 1: breadth study with interpretations - russia 1917-1991: from lenin to yeltsin (code: 1e).

• Type: written examination
• Duration : 2 hours 15 minutes
• Weighting: 30% of A Level
• Assessment format: three essay questions

Paper 2: depth study - Mao's China 1949-1976 (code: 2E.1)

• Duration: 1 hour 30 minutes
• Weighting: 20% of A Level

Paper 3: themes in breadth, with aspects in depth - protest, agitation and parliamentary reform in Britain 1780-1928 (code: 36.1)

• Duration: 2 hours 15 minutes
• Assessment format: two-part question, depth essay and a breadth essay

Coursework: The Cold War, its development and its demise (1945-90) (code: 04)

• Type: coursework
• Assessment format: detailed essay of approximately 3,000-4,000 words

Extra information

You will have two years to complete your A Level History course.

The only deadlines involved in studying this course are concerning the A Level exam timetables. Please see the exams and assessments section for more information on this.

Exams and assessments

To achieve your A Level History qualification, you must complete the exams. There are three written exams and one piece of coursework for this course which will cover the topics studied on this course. A breakdown of the exam papers can be found in the following section.

When you enrol on your course, you will have the option to add your exams and coursework marking to your enrolment, or you can select the course-only option.

Choosing to add the exams package

If you choose to add your exams to your enrolment, all you need to do is contact us when you are ready to sit your exams, we will book and pay for them and your coursework marking on your behalf. Please note that the A Level exam timetable typically takes place during May and June each year. You are advised to contact us well in advance of when you intend to sit your exams so that we can confirm your place with the exam board – cut-off dates apply.

Please note, our A Level exam centre locations for this course are as follows:

• St Neots, Cambridgeshire
• High Wycombe

The course-only option

If you do not add your exams to your enrolment, you will be responsible for booking and paying for your exams and arranging your coursework marking yourself. If you select this option, you must source and liaise with your chosen exam centre in order to book your exams and coursework marking, Open Study College will not be able to book your exams for you. In this instance, you are advised to contact Pearson Edexcel exam centres well in advance of their intended exam dates, as cut-off dates sometimes change.

Study method

This course will be studied entirely via distance learning, meaning you will complete your learning either from home or a place that suits you. Full tutor support will be available via email, so if you have any questions or need some guidance, your tutor will be here to help. Your course materials will include a series of self-assessment exercises and tutor-marked questions to allow both yourself and your tutor to monitor your progress.

The study method you choose depends on your personal learning style. Your options are:

• Study pack: if you choose the study pack option, you will be sent a set of printed course materials.
• Study online: if you choose this option, you will be sent your login details to our online portal through which you will access your course materials digitally. You can access your course via a desktop/laptop computer, tablet, or smartphone.

Upon successful completion of your exams, you will be awarded an A Level History qualification issued by Edexcel . You will also receive UCAS points relevant to the grade you achieved to support your university application.

Degrees this subject could lead to

After completing your History A Level, you could progress to study a degree in subjects such as geography, history, philosophy, sociology, politics, or archaeology.

Future career options

You’ll gain valuable knowledge and skills during your studies that will come in useful for future careers in:

• Public services
• Conservation
• Museum curation

The final grade you achieve in your A Level will be translated into UCAS points. Based on your grade, you will be awarded up to 56 points per A Level which can then be added together to reach the UCAS points you need to be accepted by your chosen university.

To help you achieve the best possible grade from home, we recommend that you complete the tutor-marked assessments included in your course materials. These are designed to provide you with detailed feedback to help you fine-tune your technique before you sit your exam. Completing your tutor-marked assessments will also help your tutor to provide you with a predicted grade if this is required for your UCAS application.

Download our A Level prospectus

To find out more about Open Study College, the A Levels we offer and how they work, download our  A Level prospectus .

Is this A Level the same qualification as an A Level I would achieve at a school or college?

Yes, you will study the same course, take the same exams and get the same qualification. The only difference is that our courses are designed to be studied from home at your own pace, and you will receive full tutor support via email.

What previous knowledge do I need to enrol onto an A Level course?

We recommend that you have at least a grade 4 (equivalent to a grade C) in GCSE History, however, this is not essential.

What is included in the cost of the course?

When you enrol on this A Level course with OSC, you will receive:

• Dedicated personal tutor support with unlimited email access.
• Dedicated learner services from our learner services team.
• Course materials with learning activities.
• Assignment marking and feedback from your personal tutor.
• A predicted grade on completion of your tutor-marked assignments, if required for your university application.
• A free CV critique service and employability guide  if you’re focusing on career advancement.
• A free Student Discounts membership to save you money on your favourite brands.
• A study pack including a pen, study planner, and notebook*.
• If you choose to add exams to your enrolment with an A Level package, then your exam fees and coursework marking will be included. We will also handle the booking on your behalf. Otherwise, you will need to book your exams and coursework marking yourself.

* Not included with the online study option

Is there a required reading list for my A Level course?

We recommend the following textbooks to help you with your studies, however, they are not essential for the completion of the course:

• Edexcel AS/A Level History, Paper 1 and 2: Communist states in the 20th century Student Book + ActiveBook
• Edexcel A Level History, Paper 3: Protest, agitation, and parliamentary reform c1780-1928 Student Book + ActiveBook

Do I have to sit an exam?

Yes, in order to achieve your A Level qualification, you must complete the exams and coursework required by the course’s exam board. A Level exams take place during the summer exam period which typically falls in May and June each year.

You can choose to add your exams to your enrolment with us, in which case we will book and pay for your exams for you when you are ready. Alternatively, if you choose the course-only option, you will be responsible for booking and paying for your exams and coursework marking which can be done directly with your local exam centre.

Please note: if you add on exams, you will need to sit them at one of the following examination centres:

Are there any additional costs?

If you select the course-only option when enrolling on your A Level, you will need to book directly with the exam centre and pay for your exams and coursework marking yourself. We highly recommend researching your options before enrolling as costs can vary between centres. However, if you choose to add the exams package to your enrolment, we will take care of booking and paying for your exams and coursework marking for you when you are ready. You may want to purchase textbooks to supplement your course, but this is entirely optional.

What if I live outside the UK?

You are still able to study our A Level courses abroad, however, you must sit your exams within the UK at an official exam centre.

What happens if I lose my course pack?

It's not a problem. We offer a course replacement service, so if you get into trouble and your course pack is lost or damaged, our Learner Services Team can provide you with a new set of materials for a one-time additional fee.

What if I still have questions?

That's not a problem. We want to make sure you're 100% confident about enrolling on the course and starting your study. So, just give our team of education specialists a call on 03300 563 100 and they'll do their best to help.

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A-level History 7042

History AS and A-level Specification

PDF | 1.02 MB

2.0 Specification at a glance

A-level students must take assessments in all three of the following components in the same series:

• Component 1: Breadth Study
• Component 2: Depth Study
• Component 3: Historical Investigation (Personal study)

Students must:

• study the history of more than one country
• study a British history option for Component 1 or 2
• study a non-British history option for Component 1 or 2
• study topics from a chronological range of at least 200 years

Subject content

Component 1: Breadth study

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

Component 2: Depth study

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

Assessments

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

Prohibited combinations

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

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

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

The following are designated British history options:

Component 1

1F Industrialisation and the People: Britain, c1783–1885

1G Challenge and Transformation: Britain, c1851–1964

Component 2

2D Religious Conflict and the Church in England, c1529–c1570

All about A level History – course information

What's a level history about.

History is the study of the past. It examines the  political, economic, social and cultural issues of different era and cultures. At its most ambitious, the subject is the study of everything.

Of course, in A level History you won't be expected to learn everything from the Battle of Hastings in 1066 to the Cold War, but you will cover enough in breadth and depth to develop a good understanding of events in their historical context, and to develop an historian's approach to the past. "Why was a particular course of action followed?" is a fundamental question underlying the study of history, and its primary purpose is not to judge but to comprehend.

From an intellectual standpoint, A level History is about the acquisition of vital learning skills: you need to be able  to read and digest large amounts of information and to pick out what is and is not relevant to the question you are dealing with. History will teach you how to analyse, reflect and to argue clearly in class and in writing.

Across all exam boards A level History students study particular events in depth and in broader outline papers: for example the OCR paper on the Early Tudors 1485-1558 also requires the much more focused source-based examination of the 1547-58 Mid Tudor Crisis. Each exam board offers different 'outline' and 'in depth' topics, (see OCR's specification as an example), though your college is likely to have picked the combination of outline and specific topics it will teach you.

The rewards are many! The enjoyment and intellectual stimulation you get when you've securely understood the topic are considerable. This is when arguments can be formed and you can involve yourself in the cut-and-thrust of historical debate. Your ideas will be revived or challenged and you are bound to establish new perspectives.

 What sort of work is involved ?

• Reading around the topics and researching are key elements of A level History.
• Historians need to be effective at making notes: grouping information according to themes and noting different sorts of evidence (dates, statistics and quotes).
• You will learn to evaluate source-material: understanding a document in relation to who wrote it and when it was composed.
• Writing essays is a major part of any History course. Learning how to assemble information into a thematic and analytical response to the specific question posed. Read The Economist   and The Guardian style guide for examples of effective writing.

Your teacher will guide you through the topics and techniques required. You will need to supplement this work through your own  reading and note-taking.

A key feature of most A level History courses in the second year is the 3000-4000 word independently researched assignment. This can often be on a topic of your choosing and needs to be based on primary and secondary material. This is excellent preparation for the skills required at university.

What background do I need ?

History GCSE, although useful, is not essential for the study of History A Level. It is more important that you have or can develop an analytical and precise writing-style. You will also need to assimilate a great deal of information and to assess what is valid for a particular question. History also works well with almost any combination of other A level subjects.

Where can it lead?

History is a highly respected A level and very popular at degree level. Offers from top universities will regularly be AAA or A*AA. The analytical skills required for History A level also make it a natural foundation for anyone wishing to study Law.

A degree in History also leads to many career options: you don’t just have to become a History teacher (nothing wrong with that, of course!). The Historical Association   provides a very useful overview of potential careers.

One year course?

To cover A level History in one year is perfectly manageable. It is hard work, but the skills and content can readily be covered in that time if you are organised and hard-working. History is a subject that requires excellent written skills, and it is the development of your writing skills  as much as the content which will determine how well you cope. The one year course is fast-paced, but it is all the more exciting for that!

History is mainly examined through written exams at the end of the course. It is essential that you become confident in timed conditions, and a good course will ensure that you get lots of practice in writing under limited time. The majority of boards have a coursework component, but this is usually no more than 20%. CIE is the exception to this; all the exams take the form of written exams. To take OCR as an example, you sit three written exams and submit a project. The written exams cover:

• British period study and enquiry 1 hour 30 minute paper 25% of the total
• Non-British period study 30 marks 1 hour paper 15% of the total
• Thematic study and historical interpretations 2 hour 30 minute paper 40% of total

And you will complete a 3000–4000 word essay on a topic of your choice which counts for 20% of the total

The majority of questions are concerned with why events occur - e.g. "How far do you agree that tensions in the Balkans were the most important reason for the outbreak of war in 1914?" There will also be questions that ask you to analyse a source as a piece of evidence - e.g. "How useful is Source A as evidence as to why Henry VIII broke with the Catholic Church?"

This article was written by Robert Heggie Head of History at MPW College London .

The data entered on this form will be used only for the purpose of responding to your enquiry. It will not be used for sales/marketing, nor shared with any third party unless required to respond to your query (i.e. with one of our partner colleges).

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A Level History Topics

• Post author By admin
• Post date October 9, 2021
• No Comments on A Level History Topics

The following list of A Level History topics will help you to understand exactly which topics you are studying and how your course is broken down in terms of assessment. This post covers all the three main exam boards of AQA, Edexcel and OCR.

No matter which exam board and modules you are studying in order to get your best result at A Level History you will need to learn and improve certain techniques.

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

AQA Assessment Breakdown

Historical Investigation (Coursework) – 20% of final grade

Breadth Study (Exam) – 40% of final grade

Depth Study (Exam) – 40% of final grade

AQA A Level History Topics

Component 1: Breadth study

1A The Age of the Crusades, c1071–1204

1B Spain in the Age of Discovery, 1469–1598

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

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

Component 2: Depth study

2A Royal Authority and the Angevin Kings, 1154–1216

2B The Wars of the Roses, 1450–1499

2C The Reformation in Europe, c1500–1564

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

2G The Birth of the USA, 1760–1801

2H France in Revolution, 1774–1815

2J America: A Nation Divided, c1845–1877

2K International Relations and Global Conflict, c1890–1941

2L Italy and Fascism, c1900–1945

2M Wars and Welfare: Britain in Transition, 1906–1957

Edexcel Assessment Breakdown

Research Enquiry (Coursework) – 20% of grade

Breadth Study with Interpretations (Exam) – 30% of grade

Depth Study (Exam) – 20% of grade

Themes in Breadth + Aspects in Depth (Exam) 30% of grade

Ed Excel A Level History Topics

Breadth study with interpretations

1A: The crusades, c1095–1204

1B: England, 1509–1603: authority, nation and religion

1C: Britain, 1625–1701: conflict, revolution and settlement

1D: Britain, c1785–c1870: democracy, protest and reform

1E: Russia, 1917–91: from Lenin to Yeltsin

1F: In search of the American Dream: the USA, c1917–96

1G: Germany and West Germany, 1918–89

1H: Britain transformed, 1918–97

Depth study

2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106

2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89

2B.1: Luther and the German Reformation, c1515–55

2B.2: The Dutch Revolt, c1563–1609

2C.1: France in revolution, 1774–99

2C.2: Russia in revolution, 1894–1924

2D.1: The unification of Italy, c1830–70

2D.2: The unification of Germany, c1840–71

2E.1: Mao’s China, 1949–76

2E.2: The German Democratic Republic, 1949–90

2F.1: India, c1914–48: the road to independence

2F.2: South Africa, 1948–94: from apartheid state to ‘rainbow nation’

2G.1: The rise and fall of fascism in Italy, c1911–46

2G.2: Spain, 1930–78: republicanism, Francoism and the re-establishment of democracy

2H.1: The USA, c1920–55: boom, bust and recovery

Themes in breadth with aspects in depth

30: Lancastrians, Yorkists and Henry VII, 1399–1509

31: Rebellion and disorder under the Tudors, 1485–1603

32: The Golden Age of Spain, 1474–1598

33: The witch craze in Britain, Europe and North America, c1580–c1750

34.1: Industrialisation and social change in Britain, 1759–1928: forging a new society

34.2: Poverty, public health and the state in Britain, c1780–1939

35.1: Britain: losing and gaining an empire, 1763–1914

35.2: The British experience of warfare, c1790–1918

36.1: Protest, agitation and parliamentary reform in Britain, c1780–1928

36.2: Ireland and the Union, c1774–1923

37.1: The changing nature of warfare, 1859–1991: perception and reality

37.2: Germany, 1871–1990: united, divided and reunited

38.1: The making of modern Russia, 1855–1991

38.2: The making of modern China, 1860–1997

39.1: Civil rights and race relations in the USA, 1850–2009

39.2: Mass media and social change in Britain, 1882–2004

OCR Assessment Breakdown

Topic Based Essay (Coursework) – 20% of grade

British Period Study and Enquiry (Exam) – 25% of grade

Non-British Period Study (Exam) – 15% of grade

Thematic Study and Interpretations (Exam) – 40% of grade

OCR A Level History Topics

British Period Study and Enquiry

Alfred and the making of England 871—1016

Anglo-Saxon England and the Norman Conquest 1035—1107

England 1199—1272

England 1377—1455

England 1445—1509: Lancastrians, Yorkists and Henry VII

England 1485—1558: the early Tudors

England 1547—1603: the late Tudors

The early Stuarts and the origins of the Civil War 1603—1660

The making of Georgian Britain 1678 — c. 1760

From Pitt to Peel: Britain 1783—1853

Liberals, Conservatives and the rise of Labour 1846—1918

Britain 1900—1951

Britain 1930—1997

Non-British Period Study

The rise of Islam c. 550 — 750

Charlemagne 768—814

The Crusades and the crusader states 1095—1192

Genghis Khan and the explosion from the Steppes c. 1167 — 1405

Exploration, Encounters and Empire 1445—1570

Spain 1469—1556

The German Reformation and the rule of Charles V 1500—1559

Philip II 1556—1598

African kingdoms c. 1400 — c. 1800: four case studies

Russia 1645—1741

The rise and decline of the Mughal Empire in India 1526—1739

The American Revolution 1740—1796

The French Revolution and the rule of Napoleon 1774—1815

France 1814—1870

Italy and unification 1789—1896

The USA in the 19th Century: Westward expansion and Civil War 1803 — c. 1890

Japan 1853—1937

International relations 1890—1941

Russia 1894—1941

Italy 1896—1943

Democracy and dictatorships in Germany 1919—1963

The Cold War in Asia 1945—1993

The Cold War in Europe 1941—1995

Apartheid and reconciliation: South African politics 1948—1999

Thematic Study and Historical Interpretations

The early Anglo-Saxons c. 400 — 800

The Viking age c. 790 — 1066

English government and the Church 1066—1216

The Church and medieval heresy c. 1100 — 1437

The Renaissance c. 1400 — c. 1600

Rebellion and disorder under the Tudors 1485—1603

Tudor foreign policy 1485—1603

The Catholic Reformation 1492—1610

The ascendancy of the Ottoman Empire 1453—1606

The development of the nation state: France 1498—1610

The origins and growth of the British Empire 1558—1783

Popular culture and the witchcraze of the 16th and 17th centuries

The ascendancy of France 1610—1715

The challenge of German nationalism 1789—1919

The changing nature of warfare 1792—1945

Britain and Ireland 1791—1921

China and its rulers 1839—1989

Russia and its rulers 1855—1964

Civil Rights in the USA 1865—1992

From colonialism to independence: The British Empire 1857—1965

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History Coursework: how to Choose the Best Question

• Dr Janet Rose
• June 13, 2020

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

1. Choose to study something interesting for your history coursework

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

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

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

3. Find your source material early

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

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

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

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

4. Remember you actually have to answer the question!

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

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

5. Choose a good format for your history coursework question

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

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

Exam Board History Coursework Guidance

AQA Guidance

Cambridge Pre U Guidance

OCR Guidance

Edexcel Guidance

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The U.S. is about to be thrown into chaos. The only real question is for how long

Republican presidential nominee and former U.S. president Donald Trump arrives for a campaign rally in Traverse City, Mich., on Oct. 25. Anna Moneymaker/Getty Images

Chaos theory enjoyed a brief spell at the top of the intellectual charts a generation ago, then largely passed from public consciousness. It may be about to undergo something of a revival.

No matter who wins the U.S. presidential election, that is, the United States seems destined to enter a period of chaos and upheaval. If Donald Trump wins, it may be changed irrevocably, no longer the greatest of the democracies and their champion against the dictatorships, but at best an illiberal, inward-looking semi-democracy, and at worst the dictators’ enthusiastic ally.

But even if Mr. Trump loses, the chances are good that the U.S. will descend into political, social and economic chaos: a short-run crisis of great intensity, followed by a long period of uncertainty, or simply a spiral into greater and greater instability. Mr. Trump himself, he has made quite clear, will not accept any result that does not put him in the White House and out of reach of the multiple criminal prosecutions in which he is embroiled.

And even if the United States should survive the immediate assault on its democracy, and Mr. Trump should eventually pass from the scene, there will remain the problem that half its population, and one of its two main political parties, have been so thoroughly radicalized, so profoundly alienated from their fellow citizens and so disillusioned with the institutions of American government and society as to be willing to embrace what it is no longer controversial to call fascism.

The loss of Mr. Trump would surely be a setback for the MAGA movement, but short of a catastrophe – either massive electoral defeat or a social and economic collapse of Great Depression proportions – it is difficult to see how they can soon be brought back to reality, or democracy. And so long as one party in a two-party system rejects the basic premises of American democracy, the whole structure must be considered vulnerable.

Anna Moneymaker/Getty Images

Enjoy these last few days before the election, then. We may look back on them as the final moments of that extraordinary 80-year period of relative peace and prosperity, for America and the democratic world, known as the Pax Americana.

This may all seem far-fetched. Even today, after four years of Mr. Trump in power and four more years as the de facto leader of the Republican Party, the mind yearns always for normalcy. Something in us makes us want to believe that everything will work out, somehow: if not for the best, then at least not for the worst.

Mr. Trump doesn’t really mean what he says, we tell ourselves. Or if he does, he will fail. The “guardrails” will hold. He is a disruptive force, to be sure, of a kind rarely seen in world history. But America’s democracy is too big and too strong to be taken down by one man, or even one party. Somehow it will carry on.

This is where chaos theory comes in. Its key insight is the concept of non-linear or exponential risk. As humans, we tend to think in linear terms: A 5-per-cent shock to a given system knocks it 5 per cent off-course. A brief period of course-correction, a few repairs, and you’re back on your way.

But some risks are non-linear. A small initial disturbance can, in certain circumstances, set off a self-reinforcing feedback loop of reactions and counter-reactions leading to very large and sudden changes. We saw that during the financial crisis. We saw it again during the pandemic. And we may be about to see it again.

At this point the election remains impossible to call. The polls seem to indicate an excruciatingly tight race, but the polls have been wrong before, and the pollsters’ well-known difficulties, especially when it comes to modelling turnout, have only grown worse.

Apply a modest polling error, in either direction, to the first-past-the-post, winner-take-all elections in each state that decide, by way of the Electoral College, who becomes president, and it is possible to imagine either Mr. Trump or Kamala Harris, his Democratic opponent, winning quite handily. Had fewer than 39,000 votes in three Rust Belt states, Michigan, Pennsylvania and Wisconsin, gone the other way in 2016 – out of more than 136 million cast – Hillary Clinton and not Mr. Trump would have been elected president.

Still, the odds favour a narrow victory, one way or the other. Suppose it is for Ms. Harris. We do not have to guess how Mr. Trump and his Republican allies would respond to this. They have been quite clear. Mr. Trump will declare victory on election night, come what may, rejecting the official results as illegitimate on fabricated charges of election fraud. He and his officials will follow up with formal legal challenges.

Initially this will take place in court. Indeed this process is already under way: Dozens of cases have been filed in states across the country, even before the election. But while it is every candidate’s right to seek the courts’ protection in a close race, it seems evident this is only the opening salvo in the Republican plan. The game, rather, is to tie up elections in certain states in procedural knots, long enough to prevent the certification of the results, and the awarding of Electoral College delegates in those states, within the statutorily required time frame.

Lately Republicans have shifted their focus from the courts to empowering state and local election administrators to refuse to certify results on their own. Or, should that fail, appealing to Republican-controlled state legislatures – as in four of the seven swing states – to set aside the results, or even to certify their own slates of electors, in a reprise of the plot attempted after the 2020 election.

The idea is in every case the same: to prevent the election from being decided in the usual way, by a simple counting of the Electoral College votes, in favour of some other method, more likely to deliver victory to Mr. Trump.

Two versions of the plan have been floated. One is to prevent any candidate from winning a majority of the 538 votes in the Electoral College, and so, under the terms of the 12th Amendment to the Constitution, throw the election to the newly elected House of Representatives to decide. Aren’t the Democrats favoured to win a majority in the House? Yes, but under the 12th Amendment the winner is decided not by a vote of the House’s members, but by a vote of its state delegations: one vote per state. The Republicans hold a majority of the states, and are expected to retain it.

The other version of the plan: toss out only enough electors, in the right states, to push Mr. Trump ahead of Ms. Harris, then argue that the constitutional requirement is for a majority of the electors validly “appointed” at the time of the vote, not a majority of those originally elected.

Either way, it is hard to imagine this settling anything. The tens of millions of Americans who voted for Ms. Harris – almost certainly a plurality of the vote, possibly a majority – are hardly likely just to shrug and accept Mr. Trump as their president on the basis of such flim-flammery. The Electoral College is controversial enough as it is – Ms. Clinton beat Mr. Trump by nearly three million votes in the popular vote – but this would bring people into the streets.

But Mr. Trump’s supporters will have equally been primed by months of warnings from Mr. Trump and others that the Democrats would somehow try to “steal” the election from them, by means ranging from allowing illegal immigrants to vote to monkeying around with ballot boxes to elaborate tricks with voting machines. Polls showing Mr. Trump ahead or level with Ms. Harris before the election will be offered as evidence that some sort of skulduggery must have been at work – Mr. Trump has often said the only way he could lose is if the Democrats cheat – and that therefore the Republicans were justified in contesting the results.

In normal times this sort of controversy might end up being decided in the Supreme Court, as it was in the infamous “hanging chads” case that awarded the election to George W. Bush in 2000. After that episode, however, and even more after the outrageous series of pro-Trump decisions in the past year at the court, notably the decision granting him, and future presidents, immunity from criminal prosecution for acts taken in their official capacities, there is little likelihood of this offering any resolution to the crisis.

This way, then, lies madness: months and months of uncertainty and division, and the ever-present possibility that someone – possibly egged on by Russian intelligence – might decide to make their point with violence.

But now suppose Mr. Trump wins the election: I mean the old-fashioned way. Is it to be imagined this will lead to any greater stability? It is by now taken as a given – hardly worth mentioning – that Mr. Trump’s first act would be to abort the two federal criminal proceedings against him, the one for keeping classified documents at his Mar-a-Lago resort, the other for the attempt to overturn the 2020 election.

This is, of course, obstruction of justice on a massive scale – far worse than what drove Richard Nixon from office. There would almost certainly be mass resignations at senior levels of the Justice department, but Mr. Trump’s team has already recruited legions of ideologues and fanatics to replace them. He would almost certainly also be impeached by the House for it, but the Republicans in the Senate would acquit, his supporters would shrug and the media would move on.

And the pattern would be set. Fresh from absolving Mr. Trump of criminal liability – and his friends, and his supporters, and anyone who paid him enough for a pardon – the new-look Trump DoJ would be set to work prosecuting his enemies. Mr. Trump has been explicit about this: The prosecutors on his cases, former staffers who criticized him, journalists, Democratic donors, all have been put on notice. Just the threat – just the possibility of a threat – would be enough to silence most.

Criminal prosecution would be only one of the weapons in Mr. Trump’s arsenal. Harassing civil suits, inclement regulatory decisions, investigations, audits: There are a world of possibilities for a president who observes no limits. It’s all illegal, even criminal, but Mr. Trump has received his benediction in advance by the Trump-appointed and Trump-friendly members of the Supreme Court.

And if the justices should not prove so obliging? Mr. Trump’s running mate, JD Vance, has already provided the answer: defy the court. How many divisions, after all, does the Supreme Court have?

Meanwhile the great work of arresting, detaining and deporting “millions and millions” – the Trump camp seems uncertain of the number, but call it at least 12 million – of undocumented immigrants would have begun. Quite apart from the profound despotism of uprooting millions of people from their jobs, schools and communities and imprisoning them in enormous camps while they wait to be deported, there are the disturbing practical considerations: the impact on the economy of such a sudden and massive drain of labour and purchasing power; the sheer cost of the operation, estimated in the hundreds of billions of dollars annually; and of course, the little matter of enforcement.

How exactly would officials divide the illegal immigrants from the legal? Suppose they were members of the same families? Would they all be deported together? How would officials even find them, after they had gone underground? What if they resisted? What if their neighbours resisted with them?

Well, we know what Mr. Trump would do. He’s been quite explicit about this, too, as have his officials. He’d invoke the 1798 Alien Enemies Act, last used to intern Japanese-Americans during the Second World War, to round up undocumented immigrants. And he’d use the Insurrection Act – call in the military, in other words – to put down any protests, as he would other protests he disliked.

And we have not even started on the rest of the Trump agenda. Abroad, he would abandon Ukraine, or parts of it, to Russia, a clear enough signal to Vladimir Putin and other expansionist dictators even without its follow-on: gutting NATO. Whether this would take the shape of the United States actually withdrawing from the organization, or merely refusing to uphold its commitments, it would be extraordinarily destabilizing.

At home, the economy would have to contend with a series of shocks: not only from the mass deportations, but from the 20-per-cent tariffs he would impose on all imports, the politicization of the Federal Reserve he would initiate (Mr. Trump has claimed the right to having “a say” in interest-rate decisions), the massive deficits he would run, at least without the US$2-trillion cuts in spending he claims he could make, at Elon Musk’s behest.

He can’t, of course: Congress controls the purse strings. But Mr. Trump’s advisers have a plan for that, too – a plan where Mr. Trump simply goes ahead and does it, and dares Congress, or the courts, to object. Will they? Many will fear to, given Mr. Trump’s taste for repression. But supposing they do. Who will resolve any resulting conflict? On what basis?

It’s no use objecting that any of this is illegal, or impossible, or insane. Those are the sorts of objections that reasonable people would find reasonable. But Mr. Trump is not reasonable. He is a nihilist.

At some point it becomes clear that the endless, unbroken string of situations in which Mr. Trump says and does the exact opposite of what logic, morals, the law or even rational self-interest would suggest is no accident. It is not because he merely neglects to do the right thing, or finds it inconvenient. He does the wrong thing, affirmatively, with the same principled consistency that a good man does the right thing. His malignant narcissism permits him no other course. To build himself up, he must tear down everything and everyone else.

So: Think of the worst, most unreasonable thing to do in any given situation. That is what he will do. And if he were not so inclined, he has surrounded himself with people who will urge him on to it: The Mattises and the Kellys and the Tillersons who attempted to restrain him in his first term are all gone, replaced by the Bannons and the Millers and the Flynns and the Loomers.

By some strange accident of history this is whom America is poised to elect. Or if it does not elect him, must try to keep from taking power regardless. Either way, brace for chaos.

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