aqa a level coursework history

A Level History Coursework AQA – A Guide

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

A Level History Coursework AQA – Ideas, Examples and Resources

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

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

Question Ideas, Example and Selection

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

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

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

• Question formulation – Students are advised to use the type of question formulations seen in AQA examinations and shown in the examples above.
• Historiographical debate – There needs to be a scholarly debate around the question or issue. This means differing views on the question from different historians. This makes it easier to select appropriate works to analyse and compare.
• Primary sources – Is there a range of primary sources and primary material available to support the coursework? These primary resources need to be accessible to the student.

Coursework Resources

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

A Level History Coursework AQA – Structure and Planning

First section – introduction to the question (c. 350 words).

Introduction to the overall topic. You need to put the question into context by providing relevant information regarding what was happening at the time. You then need to define any key terms in the question. For the British women example question above you would need to define ‘remained marginalised and downtrodden’ .

This we could do by defining;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sixth Section – Overall Conclusion (c. 350 words)

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

A Level History Coursework AQA – Primary Source Analysis

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

Assessing Your Primary Sources

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

How To Improve Further at A Level History

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

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AS and A-level History

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance

1A The Age of the Crusades, c1071–1204

• 1B Spain in the Age of Discovery, 1469–1598 (A-level only)
• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 (A-level only)
• 1F Industrialisation and the people: Britain, c1783–1885
• 1G Challenge and transformation: Britain, c1851–1964
• 1H Tsarist and Communist Russia, 1855–1964
• 1J The British Empire, c1857–1967
• 1K The making of a Superpower: USA, 1865–1975
• 1L The quest for political stability: Germany, 1871–1991
• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2C The Reformation in Europe, c1500–1564 (A-level only)
• 2D Religious conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2F The Sun King: Louis XIV, France and Europe, 1643–1715 (A-level only)
• 2G The Birth of the USA, 1760–1801
• 2H France in Revolution, 1774–1815 (A-level only)
• 2J America: A Nation Divided, c1845–1877
• 2K International Relations and Global Conflict, c1890–1941 (A-level only)
• 2L Italy and Fascism, c1900–1945
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2N Revolution and dictatorship: Russia, 1917–1953
• 2O Democracy and Nazism: Germany, 1918–1945
• 2P The Transformation of China, 1936–1997
• 2Q The American Dream: reality and illusion, 1945–1980
• 2R The Cold War, c1945–1991
• 2S The Making of Modern Britain, 1951–2007
• 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 (A-level only)
• Component 3: Historical investigation (non-exam assessment) (A-level only)
• Scheme of assessment
• Non-exam assessment administration
• General administration

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

• What were the motives of the crusaders and the counter-crusaders?
• What problems faced the states in Outremer and how successfully were these problems addressed?
• How important were faith and ideas for Christians and Muslims?
• What was the impact of the crusades on the Muslim Near East?
• How did the Byzantine Empire, Outremer and the Latin West change and what influenced relations between them?
• How important was the role of key individuals and groups and how were they affected by developments?

Part one: the Crusader states and Outremer, c1071–1149

The origins of conflict and the first crusade, c1071–c1099.

• Christianity in western Europe c1071; the role of the Church in the late 11th century; the rising influence of the Papacy
• Islam c1071: Muslim expansion and the rise of the Seljuk Turks
• The Byzantine Empire c1071: the internal problems of the Byzantine Empire; the impact of defeat in the Battle of Manzikert
• Urban II: the reasons for the calling of the First Crusade; responding to the call for help from the Byzantine Empire; the political and religious motives of the Papacy
• The motives of the crusaders; Raymond of Toulouse and the Frankish knights; popular movements
• The course and impact of the First Crusade and its impact on the Muslim Near East, the Byzantine Empire and the Latin West by 1099

The foundation of new states and the Second Crusade, c1099–1149

• Establishing the states of Outremer: Kings Baldwin I, II and Queen Melisende; expansion and conquest; trade and pilgrimage
• The foundation of the military orders: Templars and Hospitallers; their military, religious and economic roles
• Relations of the Crusader states with the Byzantine Empire, the Latin West, the Muslim Near East and indigenous peoples
• The Islamic response to the Crusader states: Islamic politics and the rise of ideas of jihad under Zengi
• The preaching of the Second Crusade; its course and outcome
• The impact of the Second Crusade on the Muslim Near East, the Byzantine Empire, the Latin West and Outremer by 1149

Part two: the revival of Islam and the later Crusades, 1149–1204 (A-level only)

The muslim counter-crusade and crusader states, 1149–1187 (a-level only).

• The context of Islamic power in the Near East from 1149; the rise of Nureddin in Syria and Egypt and the growth of jihad
• Outremer from 1149: political developments, military strengths and weaknesses
• Relations between Outremer and wider Christendom, the Latin West and the Byzantine Empire
• Internal divisions within Outremer, including the reign of Baldwin IV and his successors
• The rise of Saladin: religion, politics and military expansion; victory at Hattin
• The crisis of Outremer: the consequences of Saladin’s capture of Jerusalem

The Third and Fourth Crusades, 1187–1204 (A-level only)

• Preaching and preparing for the Third Crusade: motives of Pope Gregory VIII ; Henry II and Richard I of England; Philip II of France; Frederick Barbarossa
• The course of the Third Crusade: leadership and internal rivalries of the Crusaders; the reasons for the military outcome
• The impact of the Third Crusade; Saladin’s power and prestige in the Muslim Near East
• The origins of the Fourth Crusade; the papacy of Innocent III; the weakness of the Byzantine Empire; the role of Venice
• The course of the Fourth Crusade: military preparations; the diversion to Zara; the failure to make any impact on Muslim power
• The legacy of the Crusades by 1204: the Muslim Near East, the Byzantine Empire and the Latin West

AQA A Level History Past Papers

A complete collection of aqa a level history past papers. perfect for preparation for upcoming exams. can be used at home for individual learning or within a classroom environment..

It’s time to start preparing for your exams and it’s never been easier with School History. We’ve got hundreds of past papers that are easy to use, come with mark schemes, and are specifically tailored to each specific examination board, so you can get the most from your revision time and enter your examination feeling confident and fully prepared.

Why use past exam papers?

The answer is simple: preparedness. As a A Level student, exams become an important part of your assessment criteria and preparation for A-levels. The use and importance of past papers, therefore, cannot be over-emphasised.

Fill in the blanks

Using past papers are an effective way to establish your strengths and weaknesses so you know where to focus your revision time. Don’t spend hours on a topic you’re familiar with while neglecting an area that needs more time and effort to familiarise yourself with.

Learn effective time management

Proper time management can quite literally mean the difference between passing and failing an exam, even if you know everything that’s required to pass. Your revision time and using past papers is an excellent way to start practicing how to properly manage the time in the exam setting. You’ll be given different styles of questions with different mark allocations, so it’s important to know what’s expected of you and how much time to dedicate to each question, whether its a multiple-choice question, short answer or an essay.

Walk into your exam with confidence

With proper preparation, it’s possible to walk into and out of your exam feeling confident. Confidence is key to performing well as doubt and anxiety can cloud your judgment and affect your ability to think clearly and make the proper decisions. Past papers are the most effective way to familiarise yourself with important terminology, vocabulary, and styles of questions so that you have a solid understanding of what is expected of you to excel in each and every style of question.

Get to know your questions

Remember, some questions will be assessing your knowledge and understanding of key features and characteristics of a period studied, others will require you to explain and analyse historic events, others will require you to compare and contrast source material and contextualise it in the historic environment, while thematic studies will require you to demonstrate knowledge clearly over centuries while following a particular theme. All of these questions require you to substantiate your answers using facts.

All these questions will be awarded marks in levels, i.e. basic, simple, developed and complex, and short answers and essay questions will also have marks awarded for spelling and grammar. By practicing with past papers you’ll have access to mark schemes, which examiners use to evaluate your responses and you’ll quickly learn how to achieve the most marks while striking the right balance with time management.

Where do I find past papers? Right here, of course! School History has hundreds of examination-style questions to help you practice for your history exams. By signing up, you’ll not only have access to past papers but thousands of resources related to what you’re studying, including notes, activities, quiz questions and more. Let’s dive in! Take a look below at the major examination boards we cover. Give yourself every advantage to excel in your exams and sign up today!

AQA A-Level History Past Papers

This section includes recent A-Level History past papers from AQA. You can download each of the AQA A-Level History past papers and marking schemes by clicking the links below.

June 2022 AQA A-Level History Past Papers (7042)

A-Level History (7042/1A) The Age of Crusades, c1071 - 1204 - Component 1A  Download Paper    -    Download Mark Scheme

A-Level History (7042/1B) Spain the Age of Discovery, 1469-1598 - Component 1B  Download Paper    -    Download Mark Scheme

A-Level History (7042/1C) The Tudors: England, 1485 -1603 - Component 1C  Download Paper    -    Download Mark Scheme

A-Level History (7042/1D) Stuart Britain and the Crisis of Monarchy, 1603 - 1702 - Component 1D  Download Paper      -  Download Mark Scheme

A-Level History (7042/1E) Russia in the Age of Absolutism and Enlightenment, 1682 - 1796 - Component 1E Download Paper    -    Download Mark Scheme

A-Level History (7042/1F) Industrialisation and the people: Britain, c1783 -1885 - Component 1F  Download Paper    -    Download Mark Scheme

A-Level History (7042/1G) Challenge and transformation: Britain, c1851 - 1964 - Component 1G  Download Paper    -    Download Mark Scheme

A-Level History (7042/1H) Tsarist and Communist Russia, 1855 - 1964 - Component 1H Download Paper    -    Download Mark Scheme

A-Level History (7042/1J) The British Empire, c1857 - 1967 - Component 1J  Download Paper    -    Download Mark Scheme

A-Level History (7042/1K) The making of a Superpower: USA, 1865 - 1975 - Component 1K  Download Paper    -    Download Mark Scheme

A-Level History (7042/1L) The quest for political stability: Germany, 1871 - 1991 - Component 1L Download Paper    -    Download Mark Scheme

A-Level History (7042/2A) Royal Authority of the Angevin Kings, 1154 -1216 - Component 2A  Download Paper    -    Download Mark Scheme

A-Level History (7042/2B) The Wars of the Roses, 1450-1499 - Component 2B  Download Paper    -    Download Mark Scheme

A-Level History (7042/2C) The Reformation in Europe, c1500-1564 - Component 2C  Download Paper    -    Download Mark Scheme

A-Level History (7042/2D) Religious conflict and the Church in England, c1529-c1570 - Component 2D Download Paper    -    Download Mark Scheme

A-Level History (7042/2E) The English Revolution, 1625-1660 - Component 2E  Download Paper    -    Download Mark Scheme

A-Level History (7042/2F) The Sun King: Louis XIV, France and Europe, 1643-1715 - Component 2F Download Paper    -    Download Mark Scheme

A-Level History (7042/2G) The Birth of the USA, 1760-1801 - Component 2G  Download Paper    -    Download Mark Scheme

A-Level History (7042/2H) France in Revolution, 1774-1815 - Component 2H  Download Paper    -    Download Mark Scheme

A-Level History (7042/2J) America: A Nation Divided, c1845-1877 - Component 2J  Download Paper    -    Download Mark Scheme

A-Level History (7042/2K) International Relations and Global Conflict, c1890-1941 - Component 2K  Download Paper    -    Download Mark Scheme

A-Level History (7042/2L) Italy and Fascism, c1900-1945 - Component 2L  Download Paper    -    Download Mark Scheme

A-Level History (7042/2M) Wars and Welfare: Britain in Transition, 1906-1957 - Component 2M Download Paper    -    Download Mark Scheme

A-Level History (7042/2N) Revolution and dictatorship: Russia, 1917-1953 - Component 2N  Download Paper    -    Download Mark Scheme

A-Level History (7042/2O) Democracy and Nazism: Germany, 1918-1945 - Component 2O  Download Paper    -    Download Mark Scheme

A-Level History (7042/2P) The Transformation of China, 1936-1997 - Component 2P  Download Paper    -    Download Mark Scheme

A-Level History (7042/2Q) The American Dream: reality and illusion, 1945-1980 - Component 2Q Download Paper    -    Download Mark Scheme

A-Level History (7042/2R) The Cold War, 1945-1991 - Component 2R Download Paper    -    Download Mark Scheme

A-Level History (7042/2S) The Making of Modern Britain, 1951-2007 - Component 2S  Download Paper    -    Download Mark Scheme

A-Level History (7042/2T) The Crisis of Communism: the USSR and the Soviet Empire, 1953-200 - Component ST  Download Paper    -    Download Mark Scheme

November 2021 AQA A-Level History Past Papers (7042) (Labelled as June 2021)

November 2020 AQA A-Level History Past Papers (7042) (Labelled as June 2020)

June 2019 AQA A-Level History Past Papers (7042)

June 2018 AQA A-Level History Past Papers (7042)

A-Level History (7042/1A) The Age of Crusades, c1071 - 1204 - Component 1A  Download Paper  -  Download Mark Scheme

A-Level History (7042/1B) Spain the Age of Discovery, 1469-1598 - Component 1B  Download Paper  -  Download Mark Scheme

A-Level History (7042/1C) The Tudors: England, 1485 -1603 - Component 1C  Download Paper  -  Download Mark Scheme

A-Level History (7042/1D) Stuart Britain and the Crisis of Monarchy, 1603 - 1702 - Component 1D  Download Paper  -  Download Mark Scheme

A-Level History (7042/1E) Russia in the Age of Absolutism and Enlightenment, 1682 - 1796 - Component 1E Download Paper  -  Download Mark Scheme

A-Level History (7042/1F) Industrialisation and the people: Britain, c1783 -1885 - Component 1F  Download Paper  -  Download Mark Scheme

A-Level History (7042/1G) Challenge and transformation: Britain, c1851 - 1964 - Component 1G  Download Paper  -  Download Mark Scheme

A-Level History (7042/1H) Tsarist and Communist Russia, 1855 - 1964 - Component 1H Download Paper  -  Download Mark Scheme

A-Level History (7042/1J) The British Empire, c1857 - 1967 - Component 1J  Download Paper  -  Download Mark Scheme

A-Level History (7042/1K) The making of a Superpower: USA, 1865 - 1975 - Component 1K  Download Paper  -  Download Mark Scheme

A-Level History (7042/1L) The quest for political stability: Germany, 1871 - 1991 - Component 1L Download Paper  -  Download Mark Scheme

A-Level History (7042/2A) Royal Authority of the Angevin Kings, 1154 -1216 - Component 2A  Download Paper  -  Download Mark Scheme

A-Level History (7042/2B) The Wars of the Roses, 1450-1499 - Component 2B  Download Paper  -  Download Mark Scheme

A-Level History (7042/2C) The Reformation in Europe, c1500-1564 - Component 2C  Download Paper  -  Download Mark Scheme

A-Level History (7042/2D) Religious conflict and the Church in England, c1529-c1570 - Component 2D Download Paper  -  Download Mark Scheme

A-Level History (7042/2E) The English Revolution, 1625-1660 - Component 2E  Download Paper  -  Download Mark Scheme

A-Level History (7042/2F) The Sun King: Louis XIV, France and Europe, 1643-1715 - Component 2F Download Paper  -  Download Mark Scheme

A-Level History (7042/2G) The Birth of the USA, 1760-1801 - Component 2G  Download Paper  -  Download Mark Scheme

A-Level History (7042/2H) France in Revolution, 1774-1815 - Component 2H  Download Paper  -  Download Mark Scheme

A-Level History (7042/2J) America: A Nation Divided, c1845-1877 - Component 2J  Download Paper  -  Download Mark Scheme

A-Level History (7042/2K) International Relations and Global Conflict, c1890-1941 - Component 2K  Download Paper  -  Download Mark Scheme

A-Level History (7042/2L) Italy and Fascism, c1900-1945 - Component 2L  Download Paper  -  Download Mark Scheme

A-Level History (7042/2M) Wars and Welfare: Britain in Transition, 1906-1957 - Component 2M Download Paper  -  Download Mark Scheme

A-Level History (7042/2N) Revolution and dictatorship: Russia, 1917-1953 - Component 2N  Download Paper  -  Download Mark Scheme

A-Level History (7042/2O) Democracy and Nazism: Germany, 1918-1945 - Component 2O  Download Paper  -  Download Mark Scheme

A-Level History (7042/2P) The Transformation of China, 1936-1997 - Component 2P  Download Paper  -  Download Mark Scheme

A-Level History (7042/2Q) The American Dream: reality and illusion, 1945-1980 - Component 2Q Download Paper  -  Download Mark Scheme

A-Level History (7042/2R) The Cold War, 1945-1991 - Component 2R Download Paper  -  Download Mark Scheme

A-Level History (7042/2S) The Making of Modern Britain, 1951-2007 - Component 2S  Download Paper  -  Download Mark Scheme

A-Level History (7042/2T) The Crisis of Communism: the USSR and the Soviet Empire, 1953-200 - Component ST  Download Paper  -  Download Mark Scheme

For more A-Level History past papers from other exam boards  click here .

30+ A-Level History NEA Ideas

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

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

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

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

Table of Contents

What is an A-Level History NEA?

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

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

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

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

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

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

How to choose an A-Level History NEA idea

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

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

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

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

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

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

What makes a good A-Level History NEA idea?

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

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

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

A-Level History NEA ideas for 2024

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

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

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

A-Level History NEA ideas for Russian dictatorship

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

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

Some ideas for Russia and its rulers are as follows.

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

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

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

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

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

A-Level History NEA ideas for Weimar and Nazi Germany

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

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

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

A-Level History NEA ideas for the Tudors

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

Some NEA ideas are as follows.

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

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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.

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History A-Level Coursework Exemplar Essay (Full Marks and Grade A* Achieved)

Subject: History

Age range: 16+

Resource type: Unit of work

Last updated

19 April 2024

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History A-Level Coursework Exemplar Essay (Full Marks and Grade A* Achieved).

Title: Muslim disunity was the most important reason for the success of the First Crusade. How far do you agree?

This resource contains a full mark A* coursework essay that was awarded this grade in 2022. Included is an introduction, establishment of criteria, theme analysis, primary sources, historical interpretations and interim/final judgements. Furthermore, footnotes and an extensive bibliography (Harvard) are also included in this 13-page resource. Also included is a workbook to help you plan your own coursework as well as some advice sheets from the examiners.

Please use this resource (PDF version) to aid your study and how to plan your essay, rather than copying the content. Despite this, the information could well be very useful if you are studying the Crusades and Crusader States at A-Level (OCR and AQA exam boards).

If you do have any questions regarding this resource, or the course in general, please do not hesitate to email [email protected]

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A-level History

A-level history aqa online course.

Are you fascinated by the past and the power it holds to help us understand the present? Then you’ll enjoy delving into some of the most fascinating periods of British and American history when you study A-level History online.

You’ll explore the USA from 1865 to 1975, the compelling period between the end of the American Civil War and World War Two and how the USA came to be the superpower it is today. Moving on, you’ll examine one of the most tumultuous periods in British history, the Wars of the Roses, before undertaking your own independent historical research on a subject of your choosing .

What you will learn

Unit 1 - the making of a superpower part 1: from civil war to world war.

• The Era of Reconstruction
• The weaknesses of the Federal Government
• Political corruption in the Gilded Age
• Social, regional and ethnic divisions
• Economic growth and the rise of corporations
• Laissez Faire Dominance and Consequences
• Foreign affairs and Isolationism
• Populism, Progressivism and Imperialism, 1890–1920

Unit 2 - The Wars of the Roses Part 1: The Fall of the House of Lancaster

• The origins of the conflict, 1450-1459
• The War of the Barons, 1459-1461
• The Triumph of the Yorkists, 1461-1471

Unit 3 - The Making of a Superpower Part 2: Crises and the Rise to World Power

• Domestic Politics in the 1920s
• Underlying economic problems
• Government response to The Great Depression
• Social change and development
• The War and new opportunities
• International Relations 1920-45
• Crisis of identity, 1920–1945
• The Superpower, 1945–1975
• Domestic Politics, 1945-60
• Domestic Politics, 1961-74
• Economic Change & Developments, 1945-75
• The USA and International Relations

Unit 4 - The Wars of the Roses Part 2: The Fall of the House of York

• ‘The Sun in Splendour’: The Reign of Edward IV, 1471–1483
• The Downfall of the Yorkist Monarchy, 1483–1486
• The End of the Yorkist Dynasty, 1486–1499

Preparation for Paper 1K

• Component One: Breadth Study
• Component Two: Depth Study
• Component Three: Historical Investigation

Awarding Body

AQA qualifications are internationally recognised and taught in 30 countries around the world, highly valued by employers and universities and enable young people to progress to the next stage of their lives. AQA qualifications suit a range of abilities and include  GCSE courses ,  IGCSE courses  and  A-level courses .

Recognised through UCAS

This course carries UCAS points . This means that it can be used to gain direct access to University courses and other Higher Education, through the UCAS system.

Course Outcome

Upon successful completion of this home learning course, you will receive an A-level in History, issued by AQA. Your certificate is identical to that issued to students at any other school, college or university.

Oxbridge has chosen this syllabus ( 7042 ) because it is the best suited to online learning and we believe it provides the best chance of success.

How is this course assessed or examined?

You’ll be required to complete three assessments as part of this course: 

Written Exams:  

• Paper 1: 2 hours 30 minutes, 40% of A-level, 80 marks
• Paper 2: 2 hours 30 minutes, 40% of A-level, 80 marks

Non-Exam Assessment (NEA):  

• Coursework Task 1: 3,500-4,500 words, 20% of A-level, 40 marks

The exams contain questions linked to primary sources given and sources relevant to the period studied. The coursework is a personal study based on a topic of the student’s choice to be completed in their own time. Coursework is marked by a tutor and moderated by AQA.

Entry requirements

A GCSE or equivalent in History is recommended for this course. This History A-level syllabus is a difficulty level three: the equivalent difficulty of an A-level or BTEC, which is usually suitable for most learners of all ages.

Find out more about the exams .

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For 10+ years, my passion for helping learners develop and grow has driven my career as a teacher . To help me progress even further, I am currently studying to achieve the IQA award . I love reading and I’m a self-professed Harry Potter fan. Talk to me about all things history, rock music, tattoos and true crime podcasts.  

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I always knew that a career focused around helping people achieve their goals was perfect for me . That’s why I bec a me a tutor . I love to see my student ’s confidence flourish as they progress through their course s . I t’s important to help them fit the ir learning goals around their personal commitment s so they have the best chance of success !  

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