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A Level History Coursework AQA – A Guide

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

A Level History Coursework AQA – Ideas, Examples and Resources

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

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

Question Ideas, Example and Selection

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

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

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

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

Coursework Resources

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

A Level History Coursework AQA – Structure and Planning

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

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

This we could do by defining;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sixth Section – Overall Conclusion (c. 350 words)

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

A Level History Coursework AQA – Primary Source Analysis

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

Assessing Your Primary Sources

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

How To Improve Further at A Level History

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

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AQA A Level History : Past Papers

Concise resources for the A Level AQA History course.

History (7042)

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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

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

The AS specification is designed to be taken over one or two years with all assessments taken at the end of the course. The A-level specification is designed to be taken over two years with all assessments taken at the end of the course.

Assessments and certification for the AS specification are available for the first time in May/June 2016 and then every May/June for the life of the specification.

Assessments and certification for the A-level specification are available for the first time in May/June 2017 and then every May/June for the life of the specification.

These are linear qualifications. In order to achieve the award, students must complete all exams in May/June in a single year. All assessments must be taken in the same series.

Assessment is designed to elicit extended responses and offers the opportunity for students to draw together and demonstrate their understanding of historical terms, concepts and the skills of analysis and evaluation, developed across the full course of study.

All materials are available in English only.

Courses based on these specifications should encourage students to:

• develop their interest in, and enthusiasm for, history and an understanding of its intrinsic value and significance
• acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity, as appropriate
• build on their understanding of the past through experiencing a broad and balanced course of study
• improve as effective and independent students and as critical and reflective thinkers with curious and enquiring minds
• develop the ability to ask relevant and significant questions about the past and to research them
• acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional
• develop their use and understanding of historical terms, concepts and skills
• make links and draw comparisons within and/or across different periods and aspects of the past
• organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all AS and A-level History specifications and all exam boards.

Weighting of assessment objectives for AS History

Weighting of assessment objectives for A-level History

Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students' final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Structure of question papers

There are two components of assessment in this AS History specification. Component 1 assesses candidates’ understanding of breadth and of historical interpretations. Component 2 assesses understanding of depth and of the value of primary sources.

Component 1

The examination paper for this component is designed to test students’ ability in relation to AO1 and AO3. There are two sections to the paper.

In Section A there will be a compulsory question which tests students’ ability to analyse and evaluate the views of historians (AO3). Two extracts will be provided, containing contrasting historical interpretations linked to a broad issue or development. In response to the question students will be required to assess and arrive at a judgement about which interpretation is more convincing. In doing so, they must apply knowledge and understanding of the historical context to these arguments and interpretations; deployment of knowledge that does not relate to the extracts will, however, not be credited. The question is worth 25 marks.

In Section B, two questions will be set of which students answer one. Either question tests AO1 and is designed to test historical understanding over an extended period. The focus of these questions will be, as appropriate, on causation, change, continuity, similarity and significance over time. Either question will be in the form of a judgement about an issue or development and students are required to analyse and evaluate the judgement. The question carries 25 marks.

Component 2

The examination paper for this component is designed to test students’ ability in relation to AO1 and AO2. There are two sections to the examination paper.

In Section A there will be a compulsory question which tests students’ ability to analyse and evaluate the value of primary sources (AO2). Two primary sources will be provided. In response to the question, candidates will be required to make an assessment of the value of the sources in relation to an event or issue. The question is worth 25 marks.

In Section B, two questions will be set of which students answer one. Either question tests AO1 and is designed to test historical understanding in depth. The focus of these questions will be, as appropriate, on causation, change, continuity, similarity and significance in relation to a narrow issue or development. Either question will be in the form of a judgement about an issue or development and students are required to analyse and evaluate the judgement. The question carries 25 marks.

The questions in Section B, in order to test AO1 in its entirety, will have a range of foci both in any one paper and over time. Thus, in addition to targeting the generic qualities of organisation, analysis, evaluation and judgement, questions will also test the range of foci in the AO: cause, consequence, change, continuity, similarity, difference and significance. Consistent with the nature of historical analysis, a single question may require students to demonstrate understanding of more than one of these perspectives.

The knowledge, understanding, skills and abilities tested at AS reflect those tested at A-level, but are at a standard that reflects what can be expected from students at the end of the one year of study and comprises the first part of the equivalent specified A-level content. In this way co-teachability of the AS specification alongside the A-level specification is facilitated.

At A-level, there are three assessment components. Component 1 assesses students’ understanding of breadth and of historical interpretations. Component 2 assesses understanding of depth and of the value of primary sources. Component 3 is a Historical Investigation (non-exam assessment).

There will be a compulsory question in Section A testing students’ ability to analyse and evaluate the views of historians (AO3). Three extracts will be provided, containing historical interpretations linked to a broad issue or development. Students will be required to identify the arguments and evaluate them. In doing so, they must apply knowledge and understanding of the historical context to these arguments and interpretations; deployment of knowledge that does not relate to the extracts will receive no credit. This question carries 30 marks.

Section B will contain three essay questions of which students are required to answer two. Each essay tests AO1 and assesses historical understanding of developments and issues within a broad and coherent chronology, covering a minimum of 20 years. The focus of these questions will be, as appropriate, on understanding causation, change, continuity, similarity, difference and significance over time. Thus, questions with a narrow focus, such as those focused on specific events, will not be set. Each question in this section carries 25 marks.

It is advised that students should spend one hour on the compulsory question and 45 minutes on each of the essay questions.

In order to ensure that students demonstrate knowledge and understanding of the breadth component over the whole period, the balance of questions on the breadth paper will be as follows:

• Where the compulsory question is based on Part 1 of the content, Section B will contain one essay on Part 1 of the content, or one which overlaps Parts 1 and 2 and two questions on Part 2 of the content.
• Where the compulsory question is based on Part 2 of the content, Section B will contain one essay on Part 2 of the content, or one which overlaps Parts 1 and 2 and two questions on Part 1 of the content.
• Where the compulsory question overlaps Parts 1 and 2 of the content, Section B will contain one question on Part 1 of the content, one question on Part 2 of the content and one from either Part 1 or 2 depending on the overall balance of the paper.

The essay questions in Section B, in order to test AO1 in its entirety, will have a range of foci both in any one paper and over time. Thus, in addition to targeting the generic qualities of organisation, analysis, evaluation and judgement, questions will also test the range of foci in the AO: cause, consequence, change, continuity, similarity, difference and significance. Consistent with the nature of historical analysis, a single question may require students to demonstrate understanding of more than one of these perspectives.

In Section A there will be a compulsory question testing students’ ability to analyse and evaluate the value of primary sources to an historian studying a particular issue or development (AO2). Three sources will be set for evaluation. In their assessments, students are expected to evaluate the sources, considering, for example, provenance, style and emphasis and the content of the sources. Students must deploy knowledge and understanding of the historical context when making their assessments and, in doing so, must avoid generalised comment about the value of sources without reference to context. Deployment of knowledge that does not relate to the sources will receive no credit. This question carries 30 marks.

Section B will contain three essay questions of which students are required to answer two. Each essay tests AO1 and is designed to test historical understanding in depth, by a focus on events, issues and developments and the interrelationships of various perspectives as they apply to the question. Each question in this section carries 25 marks.

Component 3

Students must complete a Historical Investigation. This tests AO1, AO2 and AO3. The Historical Investigation must:

• be independently researched and written by the student
• take the form of a question in the context of approximately 100 years that does not duplicate content within option chosen for Components 1 and 2
• 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.

The Historical Investigation carries 40 marks.

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]

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AQA A-Level History Papers

Welcome to our comprehensive guide to AQA A-Level History Papers. Our page provides detailed information on the course syllabus, exam format, grading, historical topics covered, and tips for success. Whether you're a student or a teacher, our guide will help you prepare for and excel in AQA A-Level History Papers.

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

• 2021 | A-Level History (7042/1A) The Age of Crusades, c1071 - 1204 - Component 1A Question Paper Mark Scheme
• 2020 | A-Level History (7042/1B) Spain the Age of Discovery, 1469-1598 - Component 1B Question Paper Mark Scheme
• 2021 | A-Level History (7042/1C) The Tudors: England, 1485 -1603 - Component 1C Question Paper Mark Scheme
• 2021 | A-Level History (7042/1D) Stuart Britain and the Crisis of Monarchy, 1603 - 1702 - Component 1D Question Paper Mark Scheme
• 2021 | A-Level History (7042/1E) Russia in the Age of Absolutism and Enlightenment, 1682 - 1796 - Component 1E Question Paper Mark Scheme
• 2021 | A-Level History (7042/1F) Industrialisation and the people: Britain, c1783 -1885 - Component 1F Question Paper Mark Scheme
• 2021 | A-Level History (7042/1G) Challenge and transformation: Britain, c1851 - 1964 - Component 1G Question Paper Mark Scheme
• 2021 | A-Level History (7042/1H) Tsarist and Communist Russia, 1855 - 1964 - Component 1H Question Paper Mark Scheme
• 2021 | A-Level History (7042/1J) The British Empire, c1857 - 1967 - Component 1J Question Paper Mark Scheme
• 2021 | A-Level History (7042/1K) The making of a Superpower: USA, 1865 - 1975 - Component 1K Question Paper Mark Scheme
• 2021 | A-Level History (7042/1L) The quest for political stability: Germany, 1871 - 1991 - Component 1L Question Paper Mark Scheme
• 2021 | A-Level History (7042/2A) Royal Authority of the Angevin Kings, 1154 -1216 - Component 2A Question Paper Mark Scheme
• 2021 | A-Level History (7042/2B) The Wars of the Roses, 1450-1499 - Component 2B Question Paper Mark Scheme
• 2021 | A-Level History (7042/2C) The Reformation in Europe, c1500-1564 - Component 2C Question Paper Mark Scheme
• 2021 | A-Level History (7042/2D) Religious conflict and the Church in England, c1529-c1570 - Component 2D Question Paper Mark Scheme
• 2021 | A-Level History (7042/2E) The English Revolution, 1625-1660 - Component 2E Question Paper Mark Scheme
• 2021 | A-Level History (7042/2F) The Sun King: Louis XIV, France and Europe, 1643-1715 - Component 2F Question Paper Mark Scheme
• 2021 | A-Level History (7042/2G) The Birth of the USA, 1760-1801 - Component 2G Question Paper Mark Scheme
• 2021 | A-Level History (7042/2H) France in Revolution, 1774-1815 - Component 2H Question Paper Mark Scheme
• 2021 | A-Level History (7042/2J) America: A Nation Divided, c1845-1877 - Component 2J Question Paper Mark Scheme
• 2021 | A-Level History (7042/2K) International Relations and Global Conflict, c1890-1941 - Component 2K Question Paper Mark Scheme
• 2021 | A-Level History (7042/2L) Italy and Fascism, c1900-1945 - Component 2L Question Paper Mark Scheme
• 2021 | A-Level History (7042/2M) Wars and Welfare: Britain in Transition, 1906-1957 - Component 2M Question Paper Mark Scheme
• 2021 | A-Level History (7042/2N) Revolution and dictatorship: Russia, 1917-1953 - Component 2N Question Paper Mark Scheme
• 2021 | A-Level History (7042/2O) Democracy and Nazism: Germany, 1918-1945 - Component 2O Question Paper Mark Scheme
• 2021 | A-Level History (7042/2P) The Transformation of China, 1936-1997 - Component 2P Question Paper Mark Scheme
• 2021 | A-Level History (7042/2Q) The American Dream: reality and illusion, 1945-1980 - Component 2Q Question Paper Mark Scheme
• 2021 | A-Level History (7042/2R) The Cold War, 1945-1991 - Component 2R Question Paper Mark Scheme
• 2021 | A-Level History (7042/2S) The Making of Modern Britain, 1951-2007 - Component 2S Question Paper Mark Scheme
• 2021 | A-Level History (7042/2T) The Crisis of Communism: the USSR and the Soviet Empire, 1953-200 - Component ST Question Paper Mark Scheme

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

• 2020 | A-Level History (7042/1A) The Age of Crusades, c1071 - 1204 - Component 1A Question Paper Mark Scheme
• 2020 | A-Level History (7042/1C) The Tudors: England, 1485 -1603 - Component 1C Question Paper Mark Scheme
• 2020 | A-Level History (7042/1D) Stuart Britain and the Crisis of Monarchy, 1603 - 1702 - Component 1D Question Paper Mark Scheme
• 2020 | A-Level History (7042/1E) Russia in the Age of Absolutism and Enlightenment, 1682 - 1796 - Component 1E Question Paper Mark Scheme
• 2020 | A-Level History (7042/1F) Industrialisation and the people: Britain, c1783 -1885 - Component 1F Question Paper Mark Scheme
• 2020 | A-Level History (7042/1G) Challenge and transformation: Britain, c1851 - 1964 - Component 1G Question Paper Mark Scheme
• 2020 | A-Level History (7042/1H) Tsarist and Communist Russia, 1855 - 1964 - Component 1H Question Paper Mark Scheme
• 2020 | A-Level History (7042/1J) The British Empire, c1857 - 1967 - Component 1J Question Paper Mark Scheme
• 2020 | A-Level History (7042/1K) The making of a Superpower: USA, 1865 - 1975 - Component 1K Question Paper Mark Scheme
• 2020 | A-Level History (7042/1L) The quest for political stability: Germany, 1871 - 1991 - Component 1L Question Paper Mark Scheme
• 2020 | A-Level History (7042/2A) Royal Authority of the Angevin Kings, 1154 -1216 - Component 2A Question Paper Mark Scheme
• 2020 | A-Level History (7042/2B) The Wars of the Roses, 1450-1499 - Component 2B Question Paper Mark Scheme
• 2020 | A-Level History (7042/2C) The Reformation in Europe, c1500-1564 - Component 2C Question Paper Mark Scheme
• 2020 | A-Level History (7042/2D) Religious conflict and the Church in England, c1529-c1570 - Component 2D Question Paper Mark Scheme
• 2020 | A-Level History (7042/2E) The English Revolution, 1625-1660 - Component 2E Question Paper Mark Scheme
• 2020 | A-Level History (7042/2F) The Sun King: Louis XIV, France and Europe, 1643-1715 - Component 2F Question Paper Mark Scheme
• 2020 | A-Level History (7042/2G) The Birth of the USA, 1760-1801 - Component 2G Question Paper Mark Scheme
• 2020 | A-Level History (7042/2H) France in Revolution, 1774-1815 - Component 2H Question Paper Mark Scheme
• 2020 | A-Level History (7042/2J) America: A Nation Divided, c1845-1877 - Component 2J Question Paper Mark Scheme
• 2020 | A-Level History (7042/2K) International Relations and Global Conflict, c1890-1941 - Component 2K Question Paper Mark Scheme
• 2020 | A-Level History (7042/2L) Italy and Fascism, c1900-1945 - Component 2L Question Paper Mark Scheme
• 2020 | A-Level History (7042/2M) Wars and Welfare: Britain in Transition, 1906-1957 - Component 2M Question Paper Mark Scheme
• 2020 | A-Level History (7042/2N) Revolution and dictatorship: Russia, 1917-1953 - Component 2N Question Paper Mark Scheme
• 2020 | A-Level History (7042/2O) Democracy and Nazism: Germany, 1918-1945 - Component 2O Question Paper Mark Scheme
• 2020 | A-Level History (7042/2P) The Transformation of China, 1936-1997 - Component 2P Question Paper Mark Scheme
• 2020 | A-Level History (7042/2Q) The American Dream: reality and illusion, 1945-1980 - Component 2Q Question Paper Mark Scheme
• 2020 | A-Level History (7042/2R) The Cold War, 1945-1991 - Component 2R Question Paper Mark Scheme
• 2020 | A-Level History (7042/2S) The Making of Modern Britain, 1951-2007 - Component 2S Question Paper Mark Scheme
• 2020 | A-Level History (7042/2T) The Crisis of Communism: the USSR and the Soviet Empire, 1953-200 - Component ST Question Paper Mark Scheme

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

• 2019 | A-Level History (7042/1A) The Age of Crusades, c1071 - 1204 - Component 1A Question Paper Mark Scheme
• 2019 | A-Level History (7042/1B) Spain the Age of Discovery, 1469-1598 - Component 1B Question Paper Mark Scheme
• 2019 | A-Level History (7042/1C) The Tudors: England, 1485 -1603 - Component 1C Question Paper Mark Scheme
• 2019 | A-Level History (7042/1D) Stuart Britain and the Crisis of Monarchy, 1603 - 1702 - Component 1D Question Paper Mark Scheme
• 2019 | A-Level History (7042/1E) Russia in the Age of Absolutism and Enlightenment, 1682 - 1796 - Component 1E Question Paper Mark Scheme
• 2019 | A-Level History (7042/1F) Industrialisation and the people: Britain, c1783 -1885 - Component 1F Question Paper Mark Scheme
• 2019 | A-Level History (7042/1G) Challenge and transformation: Britain, c1851 - 1964 - Component 1G Question Paper Mark Scheme
• 2019 | A-Level History (7042/1H) Tsarist and Communist Russia, 1855 - 1964 - Component 1H Question Paper Mark Scheme
• 2019 | A-Level History (7042/1J) The British Empire, c1857 - 1967 - Component 1J Question Paper Mark Scheme
• 2019 | A-Level History (7042/1K) The making of a Superpower: USA, 1865 - 1975 - Component 1K Question Paper Mark Scheme
• 2019 | A-Level History (7042/1L) The quest for political stability: Germany, 1871 - 1991 - Component 1L Question Paper Mark Scheme
• 2019 | A-Level History (7042/2A) Royal Authority of the Angevin Kings, 1154 -1216 - Component 2A Question Paper Mark Scheme
• 2019 | A-Level History (7042/2B) The Wars of the Roses, 1450-1499 - Component 2B Question Paper Mark Scheme
• 2019 | A-Level History (7042/2C) The Reformation in Europe, c1500-1564 - Component 2C Question Paper Mark Scheme
• 2019 | A-Level History (7042/2D) Religious conflict and the Church in England, c1529-c1570 - Component 2D Question Paper Mark Scheme
• 2019 | A-Level History (7042/2E) The English Revolution, 1625-1660 - Component 2E Question Paper Mark Scheme
• 2019 | A-Level History (7042/2F) The Sun King: Louis XIV, France and Europe, 1643-1715 - Component 2F Question Paper Mark Scheme
• 2019 | A-Level History (7042/2G) The Birth of the USA, 1760-1801 - Component 2G Question Paper Mark Scheme
• 2019 | A-Level History (7042/2H) France in Revolution, 1774-1815 - Component 2H Question Paper Mark Scheme
• 2019 | A-Level History (7042/2J) America: A Nation Divided, c1845-1877 - Component 2J Question Paper Mark Scheme
• 2019 | A-Level History (7042/2K) International Relations and Global Conflict, c1890-1941 - Component 2K Question Paper Mark Scheme
• 2019 | A-Level History (7042/2L) Italy and Fascism, c1900-1945 - Component 2L Question Paper Mark Scheme
• 2019 | A-Level History (7042/2M) Wars and Welfare: Britain in Transition, 1906-1957 - Component 2M Question Paper Mark Scheme
• 2019 | A-Level History (7042/2N) Revolution and dictatorship: Russia, 1917-1953 - Component 2N Question Paper Mark Scheme
• 2019 | A-Level History (7042/2O) Democracy and Nazism: Germany, 1918-1945 - Component 2O Question Paper Mark Scheme
• 2019 | A-Level History (7042/2P) The Transformation of China, 1936-1997 - Component 2P Question Paper Mark Scheme
• 2019 | A-Level History (7042/2Q) The American Dream: reality and illusion, 1945-1980 - Component 2Q Question Paper Mark Scheme
• 2019 | A-Level History (7042/2R) The Cold War, 1945-1991 - Component 2R Question Paper Mark Scheme
• 2019 | A-Level History (7042/2S) The Making of Modern Britain, 1951-2007 - Component 2S Question Paper Mark Scheme
• 2019 | A-Level History (7042/2T) The Crisis of Communism: the USSR and the Soviet Empire, 1953-200 - Component ST Question Paper Mark Scheme

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

• 2018 | A-Level History (7042/1A) The Age of Crusades, c1071 - 1204 - Component 1A Question Paper Mark Scheme
• 2018 | A-Level History (7042/1B) Spain the Age of Discovery, 1469-1598 - Component 1B Question Paper Mark Scheme
• 2018 | A-Level History (7042/1C) The Tudors: England, 1485 -1603 - Component 1C Question Paper Mark Scheme
• 2018 | A-Level History (7042/1D) Stuart Britain and the Crisis of Monarchy, 1603 - 1702 - Component 1D Question Paper Mark Scheme
• 2018 | A-Level History (7042/1E) Russia in the Age of Absolutism and Enlightenment, 1682 - 1796 - Component 1E Question Paper Mark Scheme
• 2018 | A-Level History (7042/1F) Industrialisation and the people: Britain, c1783 -1885 - Component 1F Question Paper Mark Scheme

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→ what is aqa a-level history.

AQA A-Level History is an academic program in the United Kingdom that provides students with an in-depth understanding of historical events and their impact on society. It covers a wide range of historical topics, from ancient civilizations to modern-day events, and encourages students to develop their critical thinking and analytical skills.

→ What are the benefits of studying AQA A-Level History?

Studying AQA A-Level History can provide students with numerous benefits, including a better understanding of the past and its impact on the present, improved critical thinking and analytical skills, enhanced research and writing skills, and a broader perspective on global events and cultures. It can also prepare students for further education or a career in fields such as law, journalism, or politics.

→ What are the requirements for taking AQA A-Level History?

To take AQA A-Level History, students must have at least a grade 4 or above in GCSE History or a related subject. Some schools or colleges may also have additional requirements, such as a certain overall GCSE grade or specific A-Level subject combinations.

→ What is the format of AQA A-Level History Papers?

AQA A-Level History Papers consist of three written exams, each lasting two hours. The exams cover a range of historical topics, with a focus on the analysis and evaluation of historical sources, and the ability to construct and support a historical argument. There is also a coursework component that allows students to conduct independent research on a historical topic of their choice.

→ How are AQA A-Level History Papers graded?

AQA A-Level History Papers are graded on a scale of A* to E, with A* being the highest grade. The exams are marked by qualified examiners who use a set of criteria to assess students' knowledge and understanding of historical topics, their ability to analyze and evaluate historical sources, and their skill in constructing and supporting a historical argument. Coursework is also marked by examiners, with grades contributing to the overall A-Level grade.

→ What historical topics are covered in AQA A-Level History Papers?

AQA A-Level History Papers cover a wide range of historical topics, including British, European, and American history. Some of the topics covered may include the Tudors, the American Revolution, the French Revolution, the Cold War, and Civil Rights in America. Students may also have the opportunity to specialize in a particular area of historical study, such as early modern history or modern world history.

→ How can I prepare for AQA A-Level History Papers?

To prepare for AQA A-Level History Papers, students should begin by familiarizing themselves with the course syllabus and exam format. They should also develop their research and writing skills, as well as their ability to analyze and evaluate historical sources. Practicing past exam papers can also be a helpful way to prepare for the exams and gain a better understanding of the types of questions that may be asked. Additionally, seeking feedback from teachers or tutors can be beneficial for identifying areas for improvement and refining exam strategies.

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