A Level History Coursework AQA – A Guide
- Post author By admin
- Post date January 8, 2024
- No Comments on A Level History Coursework AQA – A Guide
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
Previous and Next Blog Posts
Previous – A Level History Coursework Edexcel Guide – passhistoryexams.co.uk/a-level-history-coursework-edexcel/
Next – A Level History Extract Questions – How To Answer – passhistoryexams.co.uk/a-level-history-extract-questions/
Leave a Reply Cancel reply
You must be logged in to post a comment.
The UK National Charity for History
Password Sign In
Become a Member | Register for free
This section of the website, which deals with planning and teaching history for 16-18 year-old students, is organised in four sections: Read more
Progression and Assessment (A-level)
Although the formal examination structures of AS and A-level examinations tend to dominate teachers’ thinking about students’ progress and how it is assessed, there is still a need to plan carefully to support students’ transition from GCSE to A level, helping them make sense of the more extensive demands made of them at this level. The materials in this section help teachers to think about appropriate models of progression at this stage. They explore the use of formative assessment strategies, including self and peer assessment, and the ways in which teachers can develop students’ ideas about high-quality historical argument and their knowledge of how to construct and evaluate them.
Planning (A-level)
This section includes a range of articles concerned with planning on different scales for post-16 teaching. They deal with planning in relation to specific topics and in response to particular kinds of challenge at this level and with questions about the most appropriate kinds of curriculum structure to support the development and retention of knowledge over two-year courses
Independent Study Material in this section focuses specifically on ways of equipping and guiding students as they undertake the independent investigation that is a current requirement of all A-level specifications. Many teachers who have explored this issue in their own practice have concluded that they need to pay more attention to it in their work with younger students, gradually building their capacity to identify and frame worthwhile historical questions. This section therefore includes examples of related work at earlier stages, intended to develop students’ capacity to engage in more independent investigation.
Transition to HE
The materials in this section include teachers’ and students’ guides to history at university level and to the applications and interview processes involved. Other resources, some of which have been written from the perspective of higher education, reflect on the demands of a history degree and the ideas about history held by many first-year undergraduates, will help you to consider the nature of your curriculum and the ways in which particular approaches to A-level study may most effectively prepare students for further academic study of history – and, indeed, for different forms of assessment.
- It’s just reading, right? Exploring how Year 12 students approach sources
- Triumphs Show 182: A public lecture series
- Why does anyone do anything? Attempts to improve agentive explanations with Year 12
- Cunning Plan 175: Using the England's Immigrants database
- Allowing A-level students to choose their own coursework focus
- New, Novice or Nervous? 172: Curriculum planning
Progression & Assessment
- Rescuing assessment from ‘knowledge-rich gone wrong’
- Building Key Stage 5 students’ analysis of interpretations
- 'I feel if I say this in my essay it’s not going to be as strong’
- Nurturing aspirations for Oxbridge
- Historical scholarship and feedback
Independent Study
- The mechanics of history: interpretations and claim construction processes
- Reading? What reading?
- ‘This extract is no good, Miss!’
- The Harkness Method: achieving higher-order thinking with sixth-form
- Why we would miss controlled assessments in history
- Studying History at university: Student's guide to applications
- Studying History at University: Teacher's guide