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A Level History Coursework Edexcel – A Guide

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

A Level History Coursework Edexcel – Ideas, Examples and Resources

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

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

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

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

Question Ideas, Example and Selection

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

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

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

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

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

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

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

Coursework Resources

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

A Level History Coursework Edexcel – How to Research and Write

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

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

A Level History Coursework Edexcel – Structure and Planning

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How To Improve Further at A Level History

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 range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

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Urban Practical Skills ( Edexcel IGCSE Geography )

Revision note.

Geography Content Creator

Aims, Sampling, Equipment & Risk Assessment

Urban environment fieldwork enquiry.

• To undertake the urban fieldwork enquiry there are a range of practical skills and methods will be used
• These can apply to any urban fieldwork
• In the urban fieldwork enquiry the theories of the changes in urban land use and sustainability

Aims and Hypothesis

• How does the quality of the urban environment vary along a transect?
• What impact on the urban environment does the building of a new housing estate/road/industrial estate have?
• How has the land use on the urban fringe changed?
• An investigation into the environmental impact of a new road/housing estate/business park in the city of Y
• An investigation into changes in land use on the urban-rural fringe of the city of X
• An investigation into environmental quality from the CBD to the urban fringe in the city of W
• Hypotheses are statements   that are tested through fieldwork
• Environmental quality improves with distance from the CBD
• You are not ignoring evidence because it doesn't prove the statement
• If you cannot prove the statement then the opposite must be true
• Environmental quality does not improve with distance from the CBD
• Select the sites - this will involve sampling
• Decide on the equipment to be used
• Consider health and safety issues - complete a   risk assessment
• Data collection methods to be used

Worked example

State the title of your geographical enquiry., explain one reason why this title was suitable for your geographical enquiry (2).

• Award 1 mark for identifying a reason and a further expansion mark up to a maximum of 2 marks
• The title was both manageable and achievable. (1) . Meaning that our primary data could be designed to fully answer the title set (1)
• The urban model allowed us to test a theory (1) , so the title and focus were established to challenge the assumptions in the model (1)
• It was linked to a place close to school (1). Therefore, the data we collected would help answer the initial question set (1)

Site Selection and Sampling

• It is not practical to take measurements or look at changes in all parts of the urban environment 
• To select sites sampling should be used
• Reduce bias
• Provide an overview of the whole
• There may be situations where access to the sample site may be limited meaning an opportunistic approach may need to be taken
• However, this should be as close as possible to the site selected using sampling
• Systematic - a sampling of sites/people at regular intervals along a transect line
• Random - all sites have an equal chance of being selected
• If 10% of the population is over 65 then 10% of a questionnaire sample should be over 65
• Site location can be recorded using GPS to give an accurate location using latitude and longitude
• Use of grid reference and compass points can also be used

State one type of sampling you used in your geographical enquiry (1)

• Systematic (1)
• Stratified (1)
• Pragmatic (1)
• Opportunistic (1)
• Accept any other appropriate response
• Note: Title not required for credit

Explain one way this sampling technique helped you to collect reliable data or information (2)

• It allowed find out about the spatial variation in the area of study (1) so that we knew that we would get good spatial coverage to minimise bias (1)
• Stratified sampling was used as we had census data about the town's population (1) so we could design a fair sampling frame for the questionnaire about urban change that we were using (1)
• Accept any other appropriate response, e.g. asking “different people” is allowable
• To complete the urban environments enquiry a range of equipment is needed
• Record sheets
• Interview Sheets
• Pencil for completing recording sheets
• Camera to take photographs of land use
• Digital noise meter

Environmental Quality Surveys

Risk assessment.

• Any fieldwork will involve consideration of health and safety using a risk assessment
• Weather conditions
• Working in an unfamiliar place
• Getting lost
• Speaking to strangers

Explain one way you could manage risk during fieldwork in a regenerated urban area (3)

• Remain alert (1) to ensure awareness of traffic (1) to prevent accidents (1)
• Wear appropriate clothing (1) to ensure remain comfortable during fieldwork (1) and reduce the chance of illness (1)
• The uneven ground in urban areas poses a risk of slipping or falling   (1)   appropriate footwear (1)  with good tread for grip   (1)
• Work in groups (1) to ensure safety (1) against unexpected events (1)

Using Equipment in the Field

• In urban environment fieldwork the only equipment which may be used is a digital decibel meter
• Other data collection may include questionnaires, traffic counts and environmental quality surveys
• Data collection should include both quantitative and qualitative methods

Questionnaires

• 'The building of the new housing estate has increased traffic.' Do you strongly agree, agree, disagree or strongly disagree?
• 'How long have you lived in this area?'
• 'What are your views on the new housing development in ............?'
• These can be used to gather a large data sample
• A survey would be completed for each site
• Care needs to be taken to be as objective as possible

Traffic and Pedestrian Flow Surveys

• Traffic and pedestrian flow surveys can be used to compare the traffic and pedestrian levels at different sample sites
• They can be completed on a tally chart at different sites and different times of the day

Identify one type of   quantitative   data used in an urban environment land use change enquiry (1)

• Environmental surveys   (1)
• Traffic/pedestrian surveys  (1)
• Closed questions from questionnaires   (1)

Photographs and Field Sketches

• Photographs and field sketches are qualitative data 
• Just as with any data collection and presentation they have their strengths and weaknesses
• In an urban environment enquiry, photographs and field sketches can be used to show changes in land use and their impact on the environment at sample site locations
• Photographs are also useful for illustrating the data collection methods used

Explain why field sketches are a useful form of primary data (2)

• Can capture lots of detail   (1)   which means they can be examined properly after the field trip has ended   (1)
• Highlights specific features which relate to the other data collected   (1)   so can be used to support other forms of data collection   (1)
• Easy to annotate to show details  (1)   so can help with analysis   (1).

Annotations and labels are not the same. A label is a simple descriptive point. For example, 'litter'. Whereas an annotation is a label with a more detailed description or explanatory point. For example, 'Large amounts of litter near to a playground where there are no bins available.

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Jacque graduated from the Open University with a BSc in Environmental Science and Geography before doing her PGCE with the University of St David’s, Swansea. Teaching is her passion and has taught across a wide range of specifications – GCSE/IGCSE and IB but particularly loves teaching the A-level Geography. For the last 5 years Jacque has been teaching online for international schools, and she knows what is needed to pass those pesky geography exams.