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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

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All about A level History – course information

What's a level history about.

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

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

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

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

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

 What sort of work is involved ?

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

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

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

What background do I need ?

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

Where can it lead?

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

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

One year course?

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

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

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

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

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

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

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A Level History

The study of History helps us to understand and explain the past and, as such, is a fascinating subject in its own right. In addition, the skills that you acquire as an historian, the ability to think clearly, to weigh up arguments and to analyse problems, are highly desirable in Higher Education and employment. History is a popular GCSE subject and A Level allows students to develop their enjoyment and understanding of major world events.

Key information

Humanities / Full Time / A Levels and Equivalent

Why choose this course?

At Callywith College during the two years you will study Modern History. In Modern, you will study the British Empire between 1857 and 1967. How did Britain come to assume a vast Empire upon which the sun never set? Why, having amassed such a vast Empire, did Britain relinquish much of it in a 20-year period after the end of World War Two? The rise and fall of the British Empire provides an interesting contrast to the other examined module - the rise and fall of Weimar and Nazi Germany, 1918-1945. The final component of the History A Level comprises an historical investigation, looking at the history of the USA from 1754 to 1865, during which the USA won its freedom from the British - ending Britain’s first empire - and then went on to descend into Civil War as the new nation attempted to carve out its political identity.

Assessment Arrangements

Units 1 and 2 are examined by two 2.5 hour exams at the end of the second year. Each of these exams is worth 40% of the A Level. The Historical Investigation comprises of an essay of 3000-3500 words. It is internally assessed and externally moderated. This is worth 20% of the A Level.

You will learn in a friendly atmosphere, using a variety of assessment methods that will include discussion and debate, research tasks, group work, presentations and lectures. You will be expected to complete 5 hours of independent study a week.

You will be assessed regularly on written essay work that is conducted either as independent study or under timed conditions in class. You will be given detailed written feedback including next steps to focus on for the next piece of assessed work. You will be completing approximately one piece of assessed work every fortnight. You will also have opportunities to review your performance in 1:1 sessions with your tutor.

Where will it take me?

History A Level is a popular and highly regarded qualification by both Higher Education establishments and employers. It opens career pathways specifically involving historical skills, e.g. archeologist, archivist, curator and teacher. However, History is also of general educational value and many who achieve high positions within government, business, law and the media hold History degrees. History students have gone on to study a wider variety of degrees and have gained access to a range of careers including law, teaching, journalism, politics, advertising and positions in the heritage sector.

What will I need?

Five GCSEs at grade 4 or above including two GCSEs at grade 6 from English / Maths / History (or equivalent subjects). GCSE History, whilst very useful, is not a requirement.

Additional Information

Awarding Body: AQA

To obtain more information about this course, please call: 01208 224000 or email [email protected]

From the course

Progression:  History - Cambridge University

Courses studied:  A Level History, English Literature, Biology and Extended Project Qualification (EPQ) Previous school:  Fowey River Academy How are you finding your course/experience at uni?

I am absolutely loving University life. The History course here at Cambridge, while challenging, is immensely engaging. I have had the opportunity to explore areas of especial interest to me such as Modern British Political History, particularly our imperial with Northern Ireland, while also exploring completely new areas of study, in Lent term I got the opportunity to take a Classics paper on Ancient Rome. 

How did your time at Callywith influence and support your choice of/transition to university?

The whole history department at Callywith were fantastic. My lecturer was immensely inspiring and, having studied South Africa in our lectures, has motivated me to undertake an extended essay for my final degree on race, class and gender in South Africa. Before coming to a history lecture in my second week of college I was not even taking History A level- it is fair to say the lectures at Callywith inspired the direction I have taken in my academic career. 

Not only this but the history department gave me unmatched support in writing my personal statement and helping me through the vigorous Cambridge admissions process.

How have your A Levels helped you in your degree?

The History departments’ brilliant work on our A level course work along with my EPQ have equipped me well for the research and writing process required University level essays. Further to this my brilliant English lecturers refined my writing style and gave me fantastic advice and support during the stressful exam period. While Biology may seem like the outlier in my choices, it nevertheless developed my critical thinking skills which are vital in any degree. 

What are you hoping to do in the future?

While I am not yet certain on my future plans I am considering undertaking a law conversion in the hopes of becoming a barrister.

Progression:  History - Exeter University Courses studied:  A Level History, Law, Philosophy of Religion and Ethics and AS Sociology Extra Activites:  Academic Academy  Previous School:  St Joseph's School How are you finding your course/experience at university? My last year and a half at Exeter has been a wonderful experience. I have met many more people and of course, I love my degree. Exeter has been a great place to study, with a great atmosphere and ample support for the students. I have really enjoyed my course, as at university you can really specialise in certain areas and periods. The Medieval area has been mine. University gives you the opportunity to explore areas that you never heard of at GCSE or A Level. With regards to experience, the social aspects of university are on par with the academic. In many ways that is a key pull for many prospective students, having that university experience. In many ways I reflect this, as when I am not studying, I can always be found in a club; the chess club that is. Unfortunately, with Covid, in person teaching and socialising has been cut back considerably, which has impacted myself and the wider student body at large. Talking to students, it is clear that this has led to a downturn in their mental health, a fact that the university has acted on and is eager to improve the student experience in the face of this adversity. Despite this, I have had one of the best experiences of my life here in Exeter, nearly reaching the heights of my time at Callywith. University was definitely the right choice for me. It allows me to exercise my intellectual curiosity to discover and explore new interesting areas of study.

My time at Callywith was instrumental in my choice and transition to university. Through the support of the teachers, I realised my potential and started to work towards my future. There were huge amounts of help in regard to applying to university. There can be huge amounts of anxiety and stress when applying, but with the help of my personal tutor, the process was streamlined and easily followed. Moreover, Callywith held lots of talks from potential universities that helped form my choice. It was also very useful to just talk to my lecturers and ask them about their experiences at university. It was very helpful to get accounts of what they experienced and how it has shaped their life. In many, that point encapsulates a wider one about Callywith in general. The staff are very approachable and interact with the students in a way that learning becomes fun, the only downside to this was that I found it a bit of a shock when I did not have to call them ‘Miss’, or ‘Sir’. These factors also helped the transition to university teaching as the lessons were more often like seminars, where we would all discuss what was being taught in an open and thoughtful way.

What do you enjoy in particular about studying History?

This is a hard question. I remember writing in my personal statement the general statement of ‘history was a study of our past and also our future’, which not only sounded good at the time, but now I think it is much more complicated and harder to answer. I have always liked history and have always been good at it, that’s the first part. The second is that while studying at university, history allows me to exercise freedom of thought when looking back into the past, which I find very exciting. Working with primary sources has been really fun. I am currently working on an independent project that investigates how the Fourth Crusade impacted the potential of church union, with those sources being very rich and vivid. So, by studying history, the past is brought back to life. That is what I enjoy.

A Level History gave me the foundational skills needed to pursue a history degree. It allowed me to investigate primary source material, put forward my own answers and further opened my eyes to the richness that studying history has to offer. I would like to say a special thanks to the Callywith history team. Those lessons were very enjoyable, with the entire team being highly exceptional.

That is a good question. Currently I would like to join the Foreign Office. It looks like a very worthwhile job with great opportunities abroad. Conversely, thanks to my Law classes in Callywith I would also like to be a barrister. Failing that, I harbour an ambition to be a published historian.

Progression:  Ancient History - Durham University Courses studied:  A Level History, Philosophy, English Literature Extra Activities:  Academic Academy, Extended Project Qualification (EPQ)

Previous School:  Wadebridge School How are you finding your course/experience at uni?

I am loving university life so far! I have met so many new people and it is a great experience which I would recommend to anyone considering it. I am really enjoying my course, it offers lots of varied areas which are all super interesting. 

Callywith were very helpful with showing all the different options available to us post-college, 'Your future's week' was particularly useful in highlighting the variety of options, and to get us started at looking at the universities we may want to attend. My Tutor and Lecturers were very supportive in all aspects of my transition to university, answering any questions I had about it and supporting me with writing my personal statement and UCAS application. 

What did you enjoy in particular about studying A Level History?

I really enjoyed the content we learnt, I found it all very interesting and varied. It allowed me to learn about topics, such as the British Empire and the American Civil war which I had never studied before, but found to be very fascinating. Even Nazi Germany which I had studied at GCSE was engaging as it went into a much more significnat amount of detail and developed on things that I had already learnt. Further, the different ways we were taught the content meant it was never boring, especially as second year content was often built upon from first year topics. The lecturers were great and super approachable, supporting me in every aspect of the course.

Why you chose to study your uni course?

I have always had a love for history, and I really enjoyed both GCSE and A level history so I knew it was something I would like to develop a step further. However, I had also enjoyed reading and listening to podcasts about ancient history, but had never been able to study it at school, so I thought I would do it at university. 

As my course is fully essay based the essay writing skills I learnt in my A levels have been particularly useful. Especially how to reference and formulate a bibliography, which I learnt from completing my coursework in History and English Literature. It also helped me in learning how to manage my time and work, meaning I can balance both uni work and extracurricular activities.

I want to go on after completing my degree to do a PGCE and train to be a primary school teacher. 

Progression:  Medieval History - University of St Andrews Courses studied:  A level Economics, Law and History Previous School:  Sir James Smith Community School

How are you finding your course/experience at university?

I would be lying if I said that I didn't find online learning challenging to a certain extent, however the overall experience of going to university has been an enjoyable one- having the independence of living at halls has been very liberating and the ability to study my favourite aspects of my subject in depth has been incredibly rewarding and I have genuinely enjoyed being able to research these areas.

As someone from a homeschooled background, Callywith helped me a great deal in developing my academic skills and understanding as well as the social aspect of college which has helped no end in being able to engage with new people and make friends wherever I am. Lecturers at Callywith College also helped my choice of university by encouraging me to look at the wider selection of university courses available to me. 

I've always had a passion for history, having been brought up on family outings to museums, castles, etc., I find history both a fascinating subject to study and a rewarding one as it allows you to develop your ability to understand the world around you by learning how things have come to be. Studying history requires you to develop your critical thinking by challenging and evaluating sources and I think this is important not only to your broader understanding of the world but also in the development of yourself as a person.

How have your A Level studies helped you in your degree?

My A-levels have provided me with a solid foundation in understanding how to analyse and evaluate academic material as well teaching me how to structure coherent arguments. My A-levels have also helped me to develop my understanding of academic research and related skills like referencing.  

I am hoping on either going on to serve in the Armed Forces or the Civil Service.

How to apply to Callywith College

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Programmes & Qualifications

Cambridge international as & a level history (9489).

• Syllabus overview

Cambridge International AS and A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries. The syllabus builds upon skills gained at Cambridge IGCSE or Cambridge O Level and develops lifelong skills including understanding issues and themes within a historical period.

The emphasis is again on both historical knowledge and on the skills required for historical research. Learners develop an understanding of cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. Both at AS and A Level learners can select from topics on European, American or International history.

Teachers choose which periods to focus on, allowing them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context.

The syllabus year refers to the year in which the examination will be taken.

• -->2021 - 2023 Syllabus update (PDF, 114KB)
• -->2021 Legacy Notice (PDF, 102KB)
• -->2024 - 2025 Syllabus (PDF, 774KB)
• -->2026 - 2027 Syllabus (PDF, 880KB)

Syllabus support

• -->Support for History (PDF, 1MB)

Syllabus updates

We have reviewed Cambridge International AS & A Level History as part of our rolling review programme to make sure it reflects the latest trends in this subject and developments in education. We have made some changes to meet the needs of students, teachers and higher education institutions around the world. The following changes are for assessment in 2021, 2022 and 2023.

How has the syllabus changed?

• We have refreshed the content and reviewed the amount of optionality within question papers to make sure candidates continue to benefit from having a range of options to choose from.
• cause & consequence
• change & continuity
• similarity & difference
• significance
• interpretations.
• We have added a list of command words and their meanings to help learners know what’s expected of them in the exam.
• The syllabus code will change to 9489.

How has the assessment changed?

• Papers 1 and 2 will share the same content and learners will continue to study one of three options: European, American or International.
• Each option will consist of 4 topics, which will rotate year-on-year. The topic which is the focus of Paper 1 in June and November of any given year is not used to set the questions for Paper 2. There will be a table in the syllabus clarifying when each topic will be used for which papers.
• Paper 3 Topic 1 The Causes and Impact of British Imperialism will be replaced by The Origins of the First World War.
• Paper 4: Depth study 4: African History, 1945–91, and Depth study 5: Southeast Asian History, 1945–90s (available in November only) have been removed.

When do these changes take place?

The updated syllabus is for examination in June and November 2021, 2022 and 2023. Please see the 2021-2023 syllabus above for full details.

Coming soon

We are developing a wide range of support to help you plan and teach the 2021-2023 syllabus.

Look out for a range of support including a Scheme of work, Example candidate responses, Teacher and Learner guides. These materials will be available before first teaching from April 2019 onwards through our School Support Hub .

Endorsed resources

Increased depth of coverage and closely mapped to the new Cambridge syllabus, this series provides a wide range of source material and language support. Builds confidence in the skills of language, essay writing and evaluation.

Read more on the Cambridge University Press website

Develop knowledge and analytical skills with engaging and comprehensive coverage of the Cambridge International AS Level History syllabuses for examination from 2021.

Read more on the Hodder website

Important notices

We are withdrawing Cambridge International AS & A Level History (9489) from the March exam series. The last March series for this syllabus will be March 2025. 

From 2026, we will only offer this syllabus in the June and November exam series.

We communicated this change to schools in September 2022.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

School Support Hub

Teachers at registered Cambridge schools can unlock over 30 000 teaching and learning resources to help plan and deliver Cambridge programmes and qualifications, including Schemes of work, Example candidate responses, Past papers, Specimen paper answers, as well as digital and multimedia resources.

Schemes of work

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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

Purpose of the Historical investigation

The purpose of the Historical Investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification.

Through undertaking the Historical Investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work.

• ask relevant and significant questions about the past and undertake research
• develop as independent learners and critical and reflective thinkers
• acquire an understanding of the nature of historical study
• organise and communicate their knowledge and understanding in a piece of sustained writing

Students will be required to submit a Historical Investigation based on a development or issue which has been subject to different historical interpretations. The Historical Investigation must:

• be independently researched and written by the student
• be presented in the form of a piece of extended writing of between 3500 and 4500 words in length, with a limit of 4500 words
• draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this
• place the issue to be investigated within a context of approximately 100 years
• be an issue which does not duplicate the content of Components 1 and 2.

The Historical Investigation must be supervised in accordance with the requirements of Section 5.1 of this specification.

The centre must complete a non-examined assessment (NEA) title approval form no later than 20 October in the year before the intended completion of the A-level course. The form must detail the title and date range of the proposed historical investigation for each student. The teacher must state which examined components will be studied. This form must be submitted to AQA for review. AQA will check that the proposed historical investigation title, when combined with the examined components, meets the following requirements:

• the proposed title is set in the context of approximately 100 years
• there is no overlap with the content of the options studied for the examined components
• all three components together cover a chronological range of at least 200 years

AQA will inform the centre if any historical investigation title does not meet the requirements and the focus for the non-examined assessment will need to be changed.

Failure to comply with these requirements will invalidate the student’s entry and no A-level result will be issued.

It is therefore vital that the teacher ensures that all requirements are met. If a student changes their historical investigation title, a new form should be completed.

On completion of the NEA, each student must also complete a Candidate Record Form (CRF) detailing the options studied for the examined components. The student must sign this form. The teacher must counter sign the CRF and this declaration will confirm that the historical investigation complies with the NEA title approval form and has adhered to all requirements.

The CRF must be sent to the moderator at the same time as marks for the NEA are submitted. The moderator will check that all course requirements have been met.

If the requirements have not been met, then the entry will be invalid and no result issued.

Copies of all the documentation, including the NEA proposal form and guidance on submission procedures are available from the AQA website at www.aqa.org.uk/history

Further guidance is available from the History subject team: [email protected]

Choice of issue and question to be studied

Students will be required to identify an issue or topic they wish to study and develop a question from this issue or topic as the focus of the Historical Investigation. The issue or topic to be studied and the question which stems from it must place the issue or topic in the context of approximately 100 years of history. The question could be based on British history or non-British history or could be a multi-country issue. However, it must not duplicate content studied in Components 1 and 2.

The Historical Investigation could identify an issue and a related question which traces a development over approximately 100 years. Alternatively, it could focus on a narrower issue, but place it the context of approximately 100 years.

• A broad issue and related question which analyses its development over approximately 100 years, for example: assessing how Puritanism changed during the Seventeenth Century; or assessing the extent to which the condition of the Russian peasant improved over the period 1850–1950
• A more specific issue in the context of approximately 100 years, for example: assessing the extent to which the Glorious Revolution successfully settled relations between Crown and Parliament in the context of the Stuart period; or assessing the extent to which Tsar Nicholas I changed the nature of Tsarist rule set against the period of Catherine the Great, Alexander and Nicholas I.

Issues which relate to international, national or local developments are appropriate, as are investigations which adopt specific historical perspectives such as cultural, social or technological.

However, in choosing the issue, students need to take the following into account:

• Is there a range of primary sources and primary material available to support individual investigation?
• Is the issue and related question one which has promoted debate and differences of interpretation amongst historians?

When framing the question to be answered, students must ensure that it enables them to demonstrate skills of historical analysis, evaluation and judgement, to appraise the views of historians and to evaluate primary sources.

Students are advised to use the type of question formulations seen in examinations such as the use of questions which begin ‘To what extent’ or a quotation in the form of a judgement followed by ‘Assess the validity of this view’.

The A-level subject content for history requires that students carry out a Historical Investigation that is independently researched. It is acceptable that students within a centre base their Historical Investigations around the same topic. However, the essential pre-requisite of non-exam assessment and the principal purpose of the Historical Investigation both require that the Historical Investigation is the work of individual students each developing a question to investigate and each evaluating individually, primary sources and historical interpretations. Where students in a centre are studying a similar topic or topics, there may be only a limited number of primary sources and, more so, a limited number of historical interpretations. However, the centre must ensure that students assess and evaluate sources individually, even where sources used are similar. It is not permitted for centres to direct students to the same sources as this fundamentally undermines the need for the Historical Investigation to be the work of an individual student.

Further guidance and exemplar material are available via the AQA website.

The skills and qualities to be demonstrated and assessed

The skills and qualities of all three Assessment Objectives must be demonstrated in the Historical Investigation. These are:

AO1: demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2: analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

AO3: analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

The task required of students in responding to AO3 will be different from that in the examined components in that students will be expected to:

• show an understanding of the limitations placed on historians
• show an understanding of the significance of the time and/or context in which an historian writes
• compare and evaluate differing historical interpretations.

Students must base their analysis and evaluation of historical interpretations on the work of academic historians. It is not acceptable that the analysis and evaluation is based on textbook historians or course books.

Students are expected to use short quotations, paraphrase and/or footnotes to show the source of their interpretations. Lengthy extracts are not required.

In developing their response to a chosen issue to investigate, students are expected to consult a range of resources, which may include textbooks, course books and work of academic historians. Within the Historical Investigation, however, there must be explicit analysis and evaluation of two differing interpretations by academic historians where students analyse and evaluate the differences between the interpretations, show an awareness of the time and/or context of the interpretations and demonstrate an understanding of the limitations placed on historians.

The Historical Investigation must be written with the qualities of all three objectives integrated within the body of the work. For example, students will analyse, evaluate and reach judgements about the question chosen (AO1) and within this analysis and evaluation, appraise the views of historians (AO3) and analyse and evaluate primary source material and the extent to which it is useful in supporting arguments or conclusions (AO2).

Completion of the Historical investigation

The Investigation should be completed in approximately 3500-4500 words, excluding bibliography, footnotes, and appendices, with a limit of 4500 words. Work that exceeds this word limit will incur a five mark penalty. This penalty will be applied by AQA, and should not be applied by the teacher. A word count must be included on the Candidate Record Form.

The Investigation must contain an evaluation of three primary sources. At least two different types of primary source should be evaluated. These may be different types of written primary sources, for example: official publications; reports; diaries; speeches; letters; chronicles; observations of elite or ‘ordinary’ people (from the inside or from the outside). Other appropriate sources may include artefacts, archaeological or visual sources.

The Investigation must also demonstrate an understanding of differing interpretations presented by two academic historians about the issue.

Students are advised to avoid extensive, verbatim copying from sources and to ensure that the Investigation is written in their own words. Extensive verbatim copying can lead to malpractice.

The use of footnotes is strongly advised in order to demonstrate the range of evidence consulted and validate the bibliography. Additionally, footnotes alleviate concerns about plagiarism, as the source of comments, views, detail or others' judgements is acknowledged. Skill in the use of footnotes is also highly valued by Higher Education. A bibliography should be provided, listing the sources that have been consulted.

The role of the teacher

Teachers have a number of significant roles:

• to explain the requirements of the Historical Investigation to students
• to ensure that students do not duplicate content already covered in Components 1 and 2 and to ensure that the NEA title which forms the focus of the Historical Investigation is placed in the context of approximately 100 years
• to provide appropriate supervision of students, offering general guidance about the issue and question chosen for investigation
• to monitor the progress of the Investigation
• to submit to AQA, by 20 October in the year before intended A-level certification, an NEA title approval form. This form will require that options from Components 1 and 2 are identified, along with the title of Component 3 and its chronological range for each student
• to sign a declaration that the Investigation is the work of the individual working independently
• to inform AQA where there are concerns about malpractice, such as plagiarism or the submission of work that is not that of the student

Assessment and moderation

The Historical Investigation will be marked by centres and moderated by AQA. It is most important that centres establish rigorous internal standardisation to ensure that the rank order of the students is fair, accurate and appropriate. This is particularly important in larger centres where more than one teacher has prepared and assessed students.

The work of students is to be assessed by a levels of response mark scheme which addresses each of the following assessment objectives, with the weighting as indicated:

Mark Scheme to be used when assessing the Historical investigation

AO1: 20 marks

Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity and significance.

NOTE: An Historical investigation which fails to show an understanding of change and continuity within the context of approximately 100 years cannot be placed above Level 2 in AO1 (maximum 8 marks)

Level 5: 17–20 The response demonstrates a very good understanding of change and continuity within the context of approximately 100 years and meets the full demands of the chosen question. It is very well organised and effectively delivered. The supporting information is well-selected, specific and precise. It shows a very good understanding of key features, issues and concepts. The answer is fully analytical with a balanced argument and well-substantiated judgement.

Level 4: 13–16 The response demonstrates a good understanding of change and continuity within the context of approximately 100 years and meets the demands of the chosen question. It is well-organised and effectively communicated. There is a range of clear and specific supporting information, showing a good understanding of key features and issues, together with some conceptual awareness. The response is predominantly analytical in style with a range of direct comment relating to the question. The response is well-balanced with some judgement, which may, however, be only partially substantiated.

Level 3: 9–12 The response demonstrates an understanding of change and continuity within the context of approximately 100 years and shows an understanding of the chosen question. It provides a range of largely accurate information which shows an awareness of some of the key issues. This information may, however, be unspecific or lack precision of detail in parts. The response is effectively organised and shows adequate communication skills. There is a good deal of comment in relation to the chosen question, although some of this may be generalised. The response demonstrates some analytical qualities and balance of argument.

Level 2: 5–8 The response demonstrates some understanding of change and continuity but may have limitations in its coverage of a context of approximately 100 years. The response may be either descriptive or partial, showing some awareness of the chosen question but a failure to grasp its full demands. There is some attempt to convey material in an organised way although communication skills may be limited. The response contains some appropriate information and shows an understanding of some aspects of the investigation, but there may be some inaccuracy and irrelevance. There is some comment in relation to the question but comments may be unsupported and generalised.

Level 1: 1–4 The response demonstrates limited understanding of change and continuity and makes little reference to a context of approximately 100 years. The chosen question has been imperfectly understood and the response shows limited organisational and communication skills. The information conveyed is extremely limited in scope and parts may be irrelevant. There may be some unsupported, vague or generalised comment.

AO2: 10 marks

Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

Level 5: 9–10 Provides a range of relevant and well-supported comments on the value of three sources of two or more different types used in the investigation to provide a balanced and convincing judgement on their merits in relation to the topic under investigation.

Level 4: 7–8 Provides relevant and well-supported comments on the value of three sources of two or more different types used in the investigation, to produce a balanced assessment on their merits in relation to the topic under investigation. Judgements may, however, be partial or limited in substantiation.

Level 3: 5–6 Provides some relevant comment on the value of three sources of at least two different types used in the Investigation. Some of the commentary is, however, of limited scope, not fully convincing or has only limited direction to the topic under investigation.

Level 2: 3–4 Either: provides some comment on the value of more than one source used in the investigation but may not address three sources in equal measure or refers to sources of the same 'type'. Or: provides some comment on the value of three sources of at least two types used in the investigation but the comment is excessively generalised and not well directed to the topic of the investigation.

Level 1: 1–2 Provides some comment on the value of at least one source used in the Investigation but the response is very limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalised.

In commenting and making judgements on the value of the sources, students will be expected to apply their own contextual knowledge and perspectives of time and place in order to assess the value and limitations of their sources as evidence. They will be expected to comment on, as appropriate to the investigation and chosen sources:

• the differing perspectives of the sources chosen
• the social, political, intellectual, religious and/or economic contexts in which the sources were written
• the credibility, authority, authenticity, consistency and comprehensiveness of the sources
• the bias, distortion or propagandist elements found in the sources

AO3: 10 marks

Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Level 5: 9–10 Shows a very good understanding of the differing historical interpretations raised by the question. There is a strong, well-substantiated and convincing evaluation of two interpretations with reference to the time, context and/or limitations placed on the historians.

Level 4: 7–8 Shows a good understanding of the differing historical interpretations raised by the question. There is some good evaluation of the two interpretations with reference to the time, context and/or limitations placed on historians, although not all comments are substantiated or convincing.

Level 3: 5–6 Shows an understanding of differing historical interpretations raised by the question. There is some supported comment on two interpretations with reference to the time, context and/or limitations placed on historians, but the comments are limited in depth and/or substantiation.

Level 2: 3–4 Shows some understanding of the differing historical interpretations raised by the question. They may refer to the time, context and/or limitations placed on the historians in an unconvincing way.

Level 1: 1–2 Shows limited understanding of the differing historical interpretations raised by the question. Comment on historical interpretations is generalised and vague.

In showing an understanding of historical interpretations and evaluating historical interpretations, students will be expected to apply their own contextual knowledge.

They will be expected, as appropriate to the investigation:

• to show an understanding of the limitations placed on historians
• to show an understanding of the significance of the time and/or context in which an historian writes
• to compare and evaluate differing historical interpretations.

NOTE: The Investigation has a limit of 4500 words. Work that exceeds this word limit will incur a 5 mark penalty. This deduction will be applied by AQA, and should not be applied by the teacher.

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How much do f1 engineers earn, by edcel panganiban june 10, 2024 09:19.

F1 is top-tier racing in the world, requiring cutting-edge technology, skills, and a top team of engineers to back it up.

A Formula 1 engineer's salary is greatly influenced by a host of factors including their expertise, years of experience and the team for which they work.

In this article, we look at how much F1 engineers make and cover the aspects that determine the salary of F1 engineers.

Formula 1 Engineer Salaries And Implementation Factors

Role and expertise.

Formula 1 engineers earn according to what their role and specialty are within the team they work for.

Aerodynamics, Vehicle Dynamics, Power Unit development, Chassis design etc. are a few of the myriad specializations which engineering roles in F1 pertain of.

Aerodynamicist or Vehicle Dynamists engineers with the relevant skills and proven background in their special areas may earn you well into the higher mid-range of talent and experience salary levels due to their critical contribution to improving overall on-track performance.

Team Affiliation

This, of course, comes in a Formula 1 landscape that features teams of differing financial stature.

Engineers at the top of the field, like a Mercedes, Red Bull Racing, or Ferrari are likely to be paid more than other team engineers at teams mid-field or below personnel due to the massive budgets and resources available at these top teams.

Industry Experience

Formula 1 engineers will also earn a higher income as they build experience. More experienced engineers in the industry can sometimes earn much more than their junior version.

Having a track record of delivering innovative engineering solutions that have led to race victories can also make a significant difference to how much an engineer is paid.

Performance Incentives

F1 engineers may also benefit from performance based incentives in addition to the base salaries related to the team's on track success.

Setup for additional points awarded for race victories, podium finishes, or championships, offering another financial carrot for engineers who achieve their team's competitive successes.

Salaries for Formula 1 engineers

Entry-level engineers.

First year engine engineers in F1 will be in the region of £25k - £45k. But keep in mind these figures can drastically differ per team, location, etc.

Mid-Level Engineers

Similarly, mid-level engineers with at least a couple of years experience, and enough of a formal background in the industry could expect to be offered between £45,000 - £90,000 per annum.

This category includes engineers who have proven themselves and are beginning to assume higher levels of responsibility on their teams.

Principal Engineers and Tech Leads

Top-of-the-heap senior engineers and technical directors can easily garner six-figure salaries.

Highly experienced personnel in leadership roles, who have delivered championship cars and technological innovation, could earn in excess of £150,000 to £1 million or more, depending on the team and the impact they have had.

The Unsung Heroes

The F1 field offers some of the most specialized work on any grid, in probably the most competitive racing series in the world today, producing unique and highly-effective machines, and the earnings of its engineers are a testament to that.

The pay scale of F1 engineers is very wide and ranges from $50000 per year for entry-level position to multi million above wages for senior leadership roles, with a combination of factors like expertise, team affiliation, experience in the industry, and performance incentives.

As the top end of motorsport, Formula 1 will continue to be able to attract and retain premium engineering talent by paying competitive shareholders to pay to consider the engineers for the valuable part they play in establishing the pursuit of racing excellence.

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