Pass History Exams

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 from which to complete our 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.

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A Level History Coursework Edexcel – How to Research and Write

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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)   

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How To Improve Further at A Level History

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Getting an A Level History essay structure right is by no means an easy task. In this post we will look at how we can build a structure from which our essay can develop.

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Expanded A level History Essay Structure

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How To Improve Further at A Level History

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How To Answer Questions Effectively

1. Do ensure that you are clear and concise with your points. Therefore, you need to eliminate unnecessary waffle from your writing. Try to explain things in a way that is easy to understand and gets straight to the point you are making. Furthermore, select the evidence that is most relevant to your point and answering the question that has been asked.
2. Do back your points up with facts and figures wherever possible. Avoid generalisation and inadequately supported points. Instead, support your points with relevant evidence because this is the difference between C grade answers and A/B grade answers. Substantiated judgement will take you to the higher levels.
3. Do use analytical language that makes judgement. Analysis and judgement is key to answering questions well. By using analytical language that makes judgement like; ‘more importantly’, ‘less significantly’, your answer will show this.

1. Avoid long passages of narrative. Narrative is simple description of events that have happened. A limited amount can be useful to introduce points and/or set the scene. However, most of your writing should concentrate on analysis, rather than narrative.
2. Avoid terms like: firstly, secondly, finally. This is because these terms tend to make an answer read too much like a list. This hampers the flow of your answer and makes it less readable.
3. Avoid using ambiguous terminology. Ambiguous terminology like, for example; ‘arguably’, signals that you are not clear and undecided. Use of the word ‘arguably’ does not make a judgement. Instead, make judgement on the issues and back your views with evidence.

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How To Improve Further at A Level History

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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.

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

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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

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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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How To Improve at A Level History

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When we revise A Level History for the purpose of performing better in exams or any assessments, then we have a choice of what exactly to revise. For most students, that choice is simply made from choosing different areas of content to revise – For example, somebody currently studying the Soviet Union under Stalin may elect to spend more time revising economic developments than the terror.

In this post I will argue that whilst revising content is obviously important, it is only half the story. By concentrating revision energy on content only, many students miss the other piece to the puzzle and fail to work on their question answering techniques enough. This will be especially crucial during 2021 with much content curtailed due to lack of learning time and a number of teacher/exam board based assessments likely to be used to grade students.

In this environment, the student that is a master of technique as well as content will achieve their best grades. Let’s now compare how we can use technique as well as content to revise for A Level History assessment.

– Using Content to Revise For A Level History –

All students should be familiar with using content to revise. As we can see above we have a standard piece of content that a student may use for revision. A timeline of events can be used by students to learn important dates and events within a period and also to gain an overview of the particular period of study.

Content for revision comes in numerous forms and will be accessible through text books, revision guides, class notes, online material and other resources.

Learning the content you need to know is critical to your performance in any exam or assessment. Without this knowledge, we simply cannot answer questions properly, as we do not have the correct information available to use in our answers.

However there is another crucial component to answering A Level History questions well.

– Using Technique to Revise For Assessment –

• Students will always have to answer questions that will require them to write essay answers.
• Students will always have to answer questions based around sources or extracts.

Because A Level history assessment always works in this way, that gives us the opportunity to revise or ‘work on’ the techniques required to answer these question types properly.

When revising our technique for essay questions we can look at working on a number of different areas such as:

• Interpreting and Understanding Questions
• Planning Answers
• Writing Introductions
• Structuring Paragraphs or Themes
• Writing Conclusions

Similarly, when revising for source or extract questions we can also look at improving in different areas such as:

• Planning Answers
• Identifying and Extracting Information
• Backing Extractions
• Evaluating Sources or Extracts
• Making Judgement on the value of Sources and Extracts

By understanding and practicing these different techniques we help to ensure that our A Level History assessment performance will improve, regardless of the specific content we are studying.

How To Improve Further at A Level History

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