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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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History Coursework: how to Choose the Best Question

• Dr Janet Rose
• June 13, 2020

So, just when you thought your first A-level History year was over and you could relax before tackling next year, you have to think about your history coursework. This will be the non-exam assessment (NEA) or Historical Investigation.  It can cause a lot of angst amongst students but taking some time and thinking it through carefully before you start can make the world of difference.

1. Choose to study something interesting for your history coursework

If you have the chance to choose whichever topic you like for your history coursework and set your own question, or if you are given a list of different topics, choose one you are genuinely interested in. You will be working on this piece for months, so it makes sense to choose something that will hold your interest.

2. Make sure there are no clashes with your other topics

In practice, there are constraints set by the various exam boards to make sure that your topic does not overlap with the components you are already studying for your A level or Pre U. Your exam centre (school, college or independent centre) will need to have your question approved by the exam board and they will not approve a topic with an obvious overlap. For example, if you are already studying the Tudors for AQA, it is unlikely that you can  study a topic set in England between 1485 to 1603. Therefore, if you are setting your own question, ask yourself if it overlaps in date or topic with one of your components. If it does, you will need to find an alternative. Each exam board has slightly different rules, so check on their website to see what the rules are for your exam board.

3. Find your source material early

For your history coursework, you will need to find two types of source material – primary and secondary:

P rimary sources are those that were written at the time and you will also need to find a range of these to support your investigation. To achieve high marks you should look for a variety of primary sources, for example, a letter, a report, a painting, a speech etc.

Secondary sources are scholarly books or articles by historians, or what the a-level exam boards call ‘interpretations.’ this means that your investigation will only be viable if historians have written about the topic and, preferably, argued over it. you will need to understand the arguments that provide a framework for your chosen topic. historians call this the historiography..

Therefore, the question you set yourself will only be able to achieve high marks if you make sure there are both secondary sources (scholarly argument) and primary sources (original material) to support your investigation. If you cannot find these, you should re-think your question.

4. Remember you actually have to answer the question!

It sounds really obvious – but remember that you actually have to answer the question you set yourself!  You need to choose something that is achievable in the time frame and gives you a good chance of success. A good question will give you a framework within which to research and write – you are looking for something that is not too vague nor too wide.

You also need something that you can address in the historical time frame (e.g. around 100 years for AQA) and a topic that you can analyse and evaluate in approximately 3, 500 words (check the word limit for your own exam board). In practice, any question that is too wide, too vague or unlikely to be achievable should be vetoed either by your school/college/independent centre or the exam board. However, this will waste your valuable time and is not totally foolproof, so choose an achievable project to give yourself a fighting chance of achieving that elusive A grade.

5. Choose a good format for your history coursework question

The standard ‘for and against’ question format will always be a good choice and will give you a framework within which to set your investigation. There are various ways to word such a question e.g. ‘How far…’, To what extent…’ ‘Within the context of … how important was…’ which will give you a clear framework and a direction for your investigation. Keep it simple is good advice here. Remember, though, to define your framework by including the date range in your question. For example ‘Within the context of 1790 to 1890, how important was…?’

Done well, the NEA or Personal Investigation will teach you a huge amount about how historians work, how sources are used and how to construct an argument. This will help you enormously when you come to the final exams and it can be a very valuable contribution to your qualification. It can also be enjoyable as it is your first chance to ‘do’ some real historical research. Choose your question with care and you automatically give yourself a head start.

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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.

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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.

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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.

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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. 

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A Level History - Edexcel Coursework A* Exemplar

Subject: History

Age range: 16+

Resource type: Unit of work

Last updated

5 January 2024

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A Level History, Edexcel Coursework, exemplar A* grade, 38/40. Route E, ‘Opposition in Nazi Germany’.

• 3,995 word essay on the extent of opposition in Nazi Germany, 1933-1945.
• Resource would be very useful for A Level History candidates undertaking an NEA coursework part of the course, particularly Edexcel.
• Full bibliography and referencing included.

‘Historians have disagreed about the extent of opposition towards Hitler and the Nazi regime 1933 – 1945. What is your view about the extent of opposition towards Hitler and the Nazi regime 1933 – 1945?’

• Please feel free to leave me a review, it really helps me out! :)

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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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Document information.

• Related courses
• PEARSON (PEARSON)
• Holocaust Official Coursework

A Level History Coursework - To What Extent was Hitler Responsible for the Holocaust

• Institution

A Level History Edexcel Holocaust Coursework. Grade A Star, 38/40, the coursework unit counts for 20% of your final history a level grade. Title - To What Extent was Hitler solely responsible for the Holocaust? A Star officially marked

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• Uploaded on June 19, 2022
• File latest updated on December 13, 2022
• Number of pages 10
• Written in 2021/2022
• Type Thesis
• Supervisor(s) Teacher
• Year Unknown
• history coursework
• holocaust coursework
• nazi germany
• a level history coursework
• edexcel history coursework
• to what extent was hitler responsibl
• Study Level A/AS Level
• Examinator PEARSON (PEARSON)
• Subject History
• Unit Holocaust Official Coursework

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