coursework a level

Places on our 2024 summer school are filling fast. Don’t miss out. Enrol now to avoid disappointment

• How to Make Your Coursework as Good as It Can Possibly Be

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there’s usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

• English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
• Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
• Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

• No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
• There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
• Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
• Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language. Follow the links below to find lots more useful advice on writing great essays.

• How to write dazzlingly brilliant essays
• How to write more original essays
• Techniques from creative writing that can improve your essays

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

• Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
• Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
• Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
• Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
• Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

Image credits: banner

A Level History Coursework Edexcel – A Guide

• Post author By admin
• Post date November 16, 2023
• No Comments on A Level History Coursework Edexcel – A Guide

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

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

Previous and Next Blog Posts

Previous – A Level History Essay Structure – A Guide passhistoryexams.co.uk/a-level-history-essay-structure/

Next – A Level History Coursework AQA – A Guide passhistoryexams.co.uk/a-level-history-coursework-aqa/

Leave a Reply Cancel reply

You must be logged in to post a comment.

Admission for January 2023 Cohort Closing Soon

• Subject Choices
• Online Education
• University Admissions
• Student Stories
• How It Works?
• Enquire Now

Home » Blog » Understanding A-Levels: What They Are and How They Work

Understanding A-Levels: What They Are and How They Work

• 12 min read

Brief History of A-Levels

Importance of a-levels in the uk education system, definition and purpose, a-levels vs. other qualifications (gcse, ib, etc.), curriculum and structure, grading system, duration and coursework, compulsory and optional subjects, tips for choosing a-level subjects, exam preparation, exam format, retakes and resits, ucas points system, conditional and unconditional offers, clearing and adjustment, the role of a-levels in shaping future opportunities, tips for success in a-level studies.

Advanced Levels, or  A-Levels , are a set of qualifications that have been a cornerstone of the British education system since their inception in 1951. They were introduced as a more rigorous and specialized alternative to the Ordinary Level (O-Level) qualifications, which have since been replaced by the General Certificate of Secondary Education (GCSE). A-Levels have evolved over the years, with the most recent changes occurring in 2015, which saw a shift from modular to linear qualifications. This adaptation ensures that A-Levels continue to be a comprehensive and challenging pathway for students to pursue higher education.

The significance of A-Levels in the UK education system is indisputable. They serve as a crucial stepping stone for students, bridging the gap between secondary education and university. A-Levels provide students with the opportunity to delve deeper into subjects they are passionate about, helping them develop advanced critical thinking, problem-solving, and communication skills.

Moreover, A-Level qualifications are the primary determining factor in university admissions, with institutions often setting minimum grade requirements for their courses. It is not only the grades that matter; the subjects chosen by students can also impact their eligibility for specific degree programs, making informed decision-making crucial during the A-Level selection process.

As A-Levels remain an integral part of the UK’s education system, it’s essential for students to understand what A-Levels are, how they work, and the various aspects surrounding them, such as the  A-Levels grading system  and  A-Level Results Day .

What are A-Levels?

A-Levels , or  Advanced Level qualifications , are subject-based qualifications that students in the United Kingdom typically study between the ages of 16 and 18. The primary purpose of A-Levels is to prepare students for university, providing them with in-depth knowledge in specific subjects and developing their critical thinking and analytical skills. A-Levels also serve as an essential criterion for university admissions, with institutions often requiring specific A-Level grades for entry into their courses.

A-Levels are just one of several qualifications available to students in the UK, and it’s essential to understand the differences between them. Here, we’ll briefly compare A-Levels to other qualifications such as  General Certificate of Secondary Education  (GCSE) and the  International Baccalaureate  (IB).

GCSEs  are typically taken by students aged 14 to 16, before they begin their A-Levels. While A-Levels focus on a smaller number of subjects in greater depth, GCSEs cover a broader range of subjects, providing students with a foundational knowledge base. The GCSE curriculum is compulsory and includes subjects such as English, Mathematics, and Science, with students usually taking between 8 and 10 subjects in total.

The  International Baccalaureate  (IB) is another option for students aged 16 to 18, offering a comprehensive and internationally-focused curriculum. Unlike A-Levels, which allow students to focus on three or four subjects, the IB requires students to study six subjects, including at least one from each of the six subject groups: Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. Additionally, IB students must complete an Extended Essay, participate in the Theory of Knowledge course, and engage in Creativity, Activity, and Service (CAS) experiences. For a more detailed comparison, consider reading our article on  A-Levels vs IB .

In conclusion, while A-Levels allow students to focus on a few subjects in depth and are tailored to the UK’s education system, other qualifications like GCSE and IB offer different approaches to learning and cater to different educational goals. Students should carefully weigh their options and consider their future academic and career plans when choosing the most suitable qualification for them.

How do A-Levels Work?

The  Advanced Level (A-Level)  qualifications provide a strong foundation for students seeking higher education in the United Kingdom. The curriculum is designed to offer in-depth knowledge in specific subjects, allowing students to specialize in their chosen fields. A-Levels are offered in a wide range of subjects, from traditional academic disciplines like mathematics, sciences, and humanities to more vocational subjects such as art and design, business studies, and information technology.

Typically, students study three or four A-Level subjects over a two-year period, with the courses being divided into two parts: AS (Advanced Subsidiary) Level and A2 Level. The AS Level is completed in the first year, covering half of the A-Level content, while the A2 Level is completed in the second year, covering the remaining content. Some schools and colleges may offer a more flexible structure, allowing students to take additional subjects or complete their A-Levels in a shorter timeframe.

A-Levels utilize a grading system that ranges from A* (the highest grade) to E (the lowest passing grade). The final grade is determined by the combined results of both the AS and A2 Levels. It is important for students to understand the A-Levels grading system as it plays a crucial role in university admissions and future opportunities.

In addition to the letter grades, students also receive a numerical score called the Uniform Mark Scale (UMS), which standardizes results across different examination boards and subjects. This score is used to calculate the UCAS Tariff points, which are required for university applications in the UK.

The standard duration for completing A-Levels is two years, with each academic year consisting of three terms. However, some institutions may offer intensive courses that can be completed in a shorter period. The coursework for A-Level subjects is designed to challenge students and promote independent thinking, research, and problem-solving skills.

Throughout the two-year period, students are expected to engage in classroom instruction, practical work, and independent study. Some subjects may require additional coursework, including essays, projects, or presentations, which contribute to the final grade. Students should be prepared to dedicate a significant amount of time and effort to their A-Level studies, as these qualifications play a pivotal role in shaping their future opportunities and success in higher education.

In conclusion, understanding how A-Levels work is essential for students and their families as they navigate the UK education system. By familiarizing themselves with the curriculum, structure, grading system, and coursework requirements, students can make informed decisions about their A-Level subject choices and better prepare for the challenges and opportunities that lie ahead.

A-Level Subject Choices

An essential aspect of the A-Level journey is choosing the appropriate subjects to study. The ability to select the right combination of courses can significantly impact a student’s future academic and professional opportunities.

There are no specific compulsory subjects for A-Levels, as the system’s flexibility allows students to tailor their studies to their interests and career aspirations. However, some universities and degree programs may require specific A-Level subjects or subject combinations for admission.

A-Level students typically study three to four subjects, chosen from a wide range of available courses. These subjects can span across various disciplines, including but not limited to:

• Sciences (Biology, Chemistry, Physics)
• Mathematics
• English Literature and Language
• Humanities (History, Geography, Religious Studies)
• Social Sciences (Psychology, Sociology, Business Studies)
• Modern and Classical Languages
• Creative Arts (Art, Design, Music, Drama)

Selecting the right A-Level subjects is crucial, as it can pave the way for university admission and future career opportunities. Here are some tips to help students make informed decisions:

• Consider your interests and strengths : Choose subjects that genuinely interest you and align with your strengths. Studying subjects you enjoy will make the learning process more engaging and increase the likelihood of success.
• Research university requirements : If you have a specific degree program or university in mind, research their entry requirements and ensure your chosen A-Level subjects meet those criteria. Many universities list their preferred A-Level subjects on their websites or in their prospectuses.
• Consult with teachers and career advisors : Teachers and career advisors can provide valuable insights into the subject matter, workload, and potential career paths related to your chosen subjects. Don’t hesitate to seek their guidance when making your decision.
• Think long-term : Consider how your A-Level subject choices align with your long-term academic and professional goals. While it’s essential to enjoy your studies, it’s also crucial to choose subjects that will open doors to future opportunities.
• Maintain a balanced workload : Select a combination of subjects that provide a balanced workload, considering the demands, coursework, and examination formats of each course. This balance will help you manage your studies effectively and reduce the risk of burnout.

By carefully considering these factors, students can make informed decisions about their A-Level subject choices. In doing so, they will create a strong foundation for their academic and professional future, leading to success in their A-Level studies and beyond.

A-Level Examinations

A-Level examinations are a crucial aspect of the A-Level journey, as they ultimately determine a student’s final grade and potential university placement. In this section, we will delve into the details of exam preparation, format, and the options available for retakes and resits.

Adequate preparation is essential for success in A-Level examinations. Students should develop a comprehensive study plan that covers all relevant topics within their chosen subjects. This can be achieved through a combination of independent study, attending classes or lectures, and collaborating with peers to discuss and review critical concepts.

Utilizing  A-Levels past papers  is an excellent way to familiarize oneself with the exam format and identify areas that may require additional focus. It is also advisable to consult with teachers or tutors for guidance and support throughout the preparation process.

In addition to academic preparation, maintaining a healthy lifestyle and managing stress levels can significantly impact a student’s performance during exams. Incorporating regular exercise, a balanced diet, and adequate sleep into one’s routine can enhance mental clarity and improve overall well-being.

The format of A-Level examinations varies depending on the subject and exam board. However, most exams typically consist of a combination of multiple-choice, short answer, and essay questions. The exams are designed to assess a student’s knowledge, understanding, and application of the subject matter, as well as their ability to analyze, evaluate, and communicate effectively.

In some cases, A-Level subjects may include practical assessments or coursework in addition to the written examinations. This allows students to showcase their skills and understanding in a more hands-on manner, which could contribute to their final grade.

It is crucial for students to familiarize themselves with the specific exam format and requirements for their chosen subjects, as this will help them tailor their revision and preparation strategies accordingly.

A-Level students have the option to retake or resit their exams if they are unsatisfied with their initial results. This offers them the opportunity to improve their grades and potentially secure a place at their desired university or course.

Retaking an exam typically involves sitting the examination again during the next available exam session, usually the following academic year. Students should consult with their teachers or tutors to determine the best approach to revising for a retake and identify any areas that may need additional focus.

Resits, on the other hand, are specific to coursework-based subjects. Students can resubmit their coursework for re-assessment, with the aim of achieving a higher grade.

It is essential to carefully consider the implications of retakes and resits, as they may impact a student’s university application timeline and overall workload. However, they can also provide a valuable opportunity to demonstrate one’s determination, resilience, and commitment to academic success.

In conclusion, A-Level examinations are the culmination of a student’s hard work and dedication to their chosen subjects. By adequately preparing for the exams, understanding the format, and considering the options of retakes and resits, students can optimize their chances of success and open doors to future opportunities.

A-Level Results and University Applications

Upon completion of A-Level studies, students receive their results, which play a significant role in determining their university prospects. In this section, we will discuss the  UCAS Points System , the differences between  conditional and unconditional offers , and the processes of  clearing and adjustment .

The Universities and Colleges Admissions Service (UCAS) is the central organization responsible for managing applications to higher education courses in the UK. A crucial aspect of the UCAS process is the  UCAS Tariff points system . This system assigns a specific number of points to each A-Level grade, allowing universities to set entry requirements and make offers in a standardized manner.

The table below illustrates the points allocated for each A-Level grade:

Students should be familiar with the UCAS points system and understand the requirements for their desired university courses. For more information on A-Level grading, refer to our guide on the a-levels grading system.

After submitting their university applications through UCAS, students may receive two types of offers:  conditional  and  unconditional .

A  conditional offer  means that the university has agreed to accept the student, provided they meet specific grade requirements in their A-Levels. It is crucial for students to be aware of these conditions and strive to achieve the necessary grades.

On the other hand, an  unconditional offer  implies that the student has already satisfied the university’s entry requirements, and their place is guaranteed. This may occur when a student has already completed their A-Levels or has demonstrated exceptional aptitude in other ways, such as relevant work experience or outstanding performance in extracurricular activities.

In some instances, students may not receive offers from their preferred universities or may not meet the conditions of their offers. In such cases, the  clearing  process comes into play. Clearing is a UCAS service that helps students find available courses at other universities. It runs from July to September each year and provides an opportunity for students to secure a place at a university that suits their interests and qualifications.

Conversely, if a student performs better than expected in their A-Levels and exceeds the conditions of their firm offer, they may be eligible for the  adjustment  process. Adjustment allows students to explore alternative courses with higher entry requirements while still holding onto their original offer. This process typically lasts for five days, during which students can research and apply to different institutions without jeopardizing their initial offer.

Understanding the processes of clearing and adjustment can help students navigate the uncertainties of A-Levels results day and make informed decisions about their university options.

In conclusion, A-Level results and university applications are closely intertwined, with the UCAS points system, conditional and unconditional offers, and clearing and adjustment processes playing vital roles in shaping students’ higher education journeys. By mastering these aspects and performing well in their A-Level examinations, students can maximize their chances of securing a place at their desired university and pursuing a fulfilling academic career.

Final Thoughts

As we reach the end of our exploration into  A-Levels , it is essential to reflect on the critical role they play in shaping future opportunities for students in the UK. A-Levels not only serve as a stepping stone to higher education but also contribute significantly to the development of essential skills and knowledge in various subject areas. These qualifications allow students to showcase their competence in their chosen subjects, ultimately helping them secure a place at their desired university or embark on a fulfilling career path.

A-Level results have a direct impact on university applications. As students accumulate UCAS points based on their exam performance, it is crucial to remember that a strong performance in A-Levels can lead to conditional or unconditional offers from prestigious universities. In some cases, students may also have the opportunity to participate in clearing and adjustment processes to explore additional university options.

Achieving success in A-Levels requires dedication, effective time management, and a clear understanding of the  A-Levels curriculum . The following tips can help students excel in their A-Level studies:

• Set realistic goals : Establishing achievable targets for both short-term and long-term objectives will allow students to maintain focus and motivation throughout their A-Level journey.
• Develop a study plan : Creating a structured study plan that allocates sufficient time for each subject will ensure that students cover all necessary material and avoid last-minute cramming during A-Levels past papers revision.
• Stay organized : Keeping track of deadlines, coursework, and exam dates will help students manage their time effectively and avoid unnecessary stress.
• Seek additional support : If students are struggling with a particular subject or topic, reaching out to teachers, tutors, or classmates for assistance can provide valuable insights and guidance.
• Practice past papers : Regularly working through A-Levels past papers will help students familiarize themselves with the A-Levels grading system and exam format, allowing them to identify areas for improvement and refine their exam strategies.
• Maintain a healthy balance : While A-Levels are undoubtedly important, it is crucial for students to maintain a healthy balance between their studies and personal life. Engaging in hobbies, sports, and spending time with friends and family can help alleviate stress and maintain overall well-being.

In conclusion, A-Levels play an integral role in shaping the future opportunities of students in the UK. By understanding the ins and outs of these qualifications, from the curriculum to the exams themselves, students can maximize their potential and achieve their desired outcomes. With dedication, organization, and a clear understanding of the A-Levels grading system and curriculum, success in A-Level studies is well within reach.

Read our latest education blogs here. We are pioneers in proffering personalised, affordable and high-quality lessons using an advanced learning platform.

What are A-Levels, and how do they fit into the British education system?

A-Levels are a critical component of the British education system, typically taken in the last two years of secondary education. They provide a pathway to university education and serve as a rigorous academic qualification.

Can you provide an overview of the subjects typically offered within the A-Levels curriculum?

The A-Levels curriculum covers a wide range of subjects such as Mathematics, Sciences (Physics, Chemistry, Biology), Humanities (History, Geography), Languages, and Arts. This diversity accommodates varied career aspirations and academic interests.

How does the A-Levels program prepare students for higher education and future career paths?

A-Levels equip students with advanced subject knowledge, research skills, and critical thinking abilities, positioning them well for university studies and various career paths.

What is the structure of the A-Levels curriculum in terms of duration and subject choices?

A-Levels are usually completed in two years, with students choosing three to four subjects in the first year and continuing with three subjects in the second year. The flexibility to choose subjects aligns with career goals and university requirements.

Can you explain the grading system used for A-Levels and its significance for university admissions?

A-Levels are graded from A* to E, with universities considering these grades during the admissions process. Strong grades in relevant subjects can increase the likelihood of acceptance.

How do A-Levels differ from other secondary education programs like GCSEs or the IB?

A-Levels differ from programs like GCSEs due to their specialized focus and higher level of complexity. A-Levels are a more advanced qualification, preparing students for higher-level academic pursuits.

Are there any recommended study strategies or resources for students pursuing A-Levels?

To excel in A-Levels, create a structured revision schedule, actively engage with material through summarizing and self-testing, and use past papers to simulate exam conditions. Balance revision with breaks for optimal learning.

Can you elaborate on the importance of coursework and exams in the A-Levels assessment process?

Coursework allows students to delve deep into topics, while exams assess their comprehensive understanding. Balancing coursework and exam preparation contributes to a well-rounded assessment.

How do universities and colleges consider A-Levels results when making admissions decisions?

Universities weigh A-Levels grades as a primary criterion for admissions decisions. Strong grades showcase academic aptitude and dedication, enhancing the likelihood of acceptance.

Are there any notable success stories or examples of individuals who have benefitted from completing A-Levels?

Many students who excelled in A-Levels have gone on to thrive in their chosen fields. Their strong foundation and developed skills facilitated seamless transitions into university and successful careers.

Join Asia’s Leading Online School and Unlock endless opportunities

You may also want to read

Online Schooling Is More Efficient And Cost-effective Than The Alternatives — Here’s Why

How Can Online Schooling Help You Invest More In Your Child’s Future?

Homeschooling on a budget: cost-saving tips, leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Speak to Us

Get a call from the 21K School Advisor. Learn about the fee structure, admission process, International curriculum & more

Invalid value

Enter a value for this field.

Please ensure the number is reachable through WhatsApp and Normal calls

Select a choice

Select a choice.

Please select State

Please tick the box to confirm.

• Request a Callback

All rights reserved © 2024

Mindreflex Technologies Pte. Ltd.

Regd Address: 3 Phillip Street

#14-05 Royal Group Building

• How does it work?

How to Write a Coursework

Coursework projects do not resemble essays, research papers, or dissertations. They are the combination of all three. Students spend less time writing coursework than on making a term paper, but this type of work requires more time and efforts than an ordinary essay - it is made of several essays. Thanks to our guide, each student can discover how to write coursework. If you are running out of time or lack experience to complete the specific coursework, we recommend using our coursework writing services to hire professional academic writers.

What is Coursework and Why Does It Matter?

Coursework definition: General Certificate of Secondary Education (GCSE) coursework is a typical academic assignment, given in the course of study to evaluate the student’s knowledge, skills, and identify the final grade. Many students face this type of writing in the US colleges. One of the examples is a coursework UTD (The University of Texas at Dallas) - the requirements of this institution are strict, and many students fail to submit their papers and pass the corresponding courses.

Such type of assignment helps to have the ‘detective’ hat on: a student observes, examines, and evaluates the chosen topic using credible, up-to-date, and relevant sources. Working under controlled conditions is important. Participating in every school class will help to prepare good coursework by the end of the term. Take a look at the examples of what students of various profiles may face:

• English Composition - English coursework is an extended essay in most cases. A student has a right to pick the topic. The tutors provide their students with the list of recommended titles to choose from, sources to observe & analyze, and a format (e.g., a comparison between different relevant articles)
• Sciences - coursework for science is a complicated assignment. Such type of work appears in the form of a scientific paper to test what a writer investigates and reports independently.
• Geography - geography coursework is about collecting, reporting, and explaining information to reply to a certain geographical question or offer solutions to the problem. One idea is to explore the usage of a shopping mall or analyze the recent tornado. No matter whether you have to prepare a coursework Columbia or such paper for other educational institutions, keep in mind these differences!

Types of Coursework Explained

English Language coursework is the most common type of this assignment. At advanced GCE level, the student will be expected to write a couple of essays, totaling 3,000 words. Every assignment is 20 marks maximum.

An analytical essay : Evaluate, compare, & contrast 3 different sources of data interconnected by a common theme; written /spoken / multimedia content. Discuss different uses for targeting various audiences. Learn more on our blog.

Original essay with a supportive commentary : A student will have to come up with a single piece of media writing in the observed modes (written, spoken, or multimodal). Add a supporting piece with details about the aspects of English language. English Language & Literature coursework is a bit different. The basic requirements are the same, and the parts are:

An analytical study : Sharing an analysis of the chosen piece and its relation to the related content. It will show how well the writer understands the original piece. Tutors grade such works based on the:

• Use of the proper terminology and the coherence of the written words;
• Understanding & evaluation of the way a structure, form, and language create the written & spoken word;
• Opportunity to observe relationships between various pieces of writing.

Creative writing & commentary : Produce a creative piece that imitates the style of the assessed text. Share comments to backup your understanding. The goal is to show the knowledge, prove the competence, and use appropriate language skills in communicating with the target audience. You will also need a relevant coursework resume (review) in both cases. Keep on reading to learn how to write coursework of A level.

How to Write a Coursework: Guide for Students

Several factors may lead to the coursework being disqualified. It is a serious matter! The risk factors include:

• Plagiarism - it is the worst thing that could happen to any type of academic assignment. Lots of relevant information is available on the world wide web today, and the tutors are strict about the issue of plagiarism. Write everything in your own words! If you decide to insert the quotes from the sources, apply the suggested citation format and develop a list of references. Sign the declaration claiming it is your original project. If you're unsure about how to approach this, seeking professional help by choosing to write my coursework can be a wise decision.
• Word count - do not ignore the specific requirements concerning the length of the coursework. Specify if the footnotes, appendices, & references are included in the word count.
• Topics - go through the list of available themes. If there is an examination planned on the specific topic, try to pick another idea for the coursework.
• Tutor’s assistance - do not ignore the help of your instructor, ask them to provide guidance on what to write. Ask the questions to learn more details, but keep in mind they can go through the 1st draft once and just offer some general recommendations.

Choosing a Topic for Your Project

Dedicate enough time to this extra important question. Select the field of your interest if it is possible to relate it to the course. That is the golden rule of choosing a coursework topic - keep in mind the rest of the hints:

• Analyze the offered list of topics or develop yours
• Pick a topic from the area of your expertise related to the studied subject
• Select the topic you are interested in
• Choose the topic you’ve started to observe in the past
• Check how much relevant, up-to-date information is available on the Internet about each of the topics
• Pick what you can measure, change, & control (they call it a ‘fair test’)
• Use the ideas of previous researchers and students
• Do not choose a topic with a vast scope - you risk struggling to research it correctly

10 Good Coursework Topics

• Non-traditional Forms of Poetry with TC Tolbert
• Documentary Foundations: Usage of Oral Histories with Beth Alvarado
• Traditional Forms of Poetry
• Hermit Crabs: Type of Fiction
• Writing the Autobiographical Poem
• Creative Non-Fiction on the Examples of New Journalists
• Authors without Borders
• Writing the Sticky Stuff
• Socially Engaged Literary Arts
• Common Vocabulary

Research & Data Collection

Research is an integral part of coursework. Have you written research papers before? If yes, you will find it easier to select proper primary & secondary sources and gather the necessary information (evidence to support the main point - thesis). Depending on the required paper format, cite & reference the following sources:

• Books & e-Books

Base the project on a specific hypothesis. The research must start with minimum one hypothesis. The research stage for some topics may consist of visiting websites to collect information. Leave another time for collecting the data as it is the heart of the research. Three methods of data collection are known:

• Direct personal investigation : The one an author does individually (using literature and findings from previous studies);
• Interview/Questionnaire : The researcher should gather the data from the respondents asking questions regarding required data;
• Discussion with community leaders : Community leaders are approached to fetch information for the necessary data.

In case a student works on a scientific experiment, they should pay attention to planning the analysis with the help of rigorous scientific methods (keeping in mind the Health & Safety precautions you take). Review background information and theories. Take notes to express what you expect to occur to compare & contrast it to what happened in real life. In the write-up stage, one has to evaluate and present the findings.

Writing a Coursework Outline

The writing process follows the research. Do not start it without preparing an action plan and scheduling the work - a paper pin for English coursework is based on an extended essay . An outline will look different for the science coursework projects. The goal of creating a plan is to prevent a writer from being disorganized and waffling.

Let us explain coursework outline on the specific example - a project on the global pursuit of lower costs and the role of human rights.

Start with the brief introduction explaining why it might be a topic of interest for many people. Mention those vast corporations like Wal-Mart abuse human rights by choosing and using child labor in the factories.

Provide an overview of the problem . Define human rights and costs. Pick the definitions from the official dictionaries and cite them properly when inserting in the text. Try to explain the terms in your own words.

Develop a body of the coursework , start with the case for & against ethical business practices. Using evidence and examples, list the arguments supporting ethical business practices and another side of the coin. Include a business case for ethical practices after the opening body paragraph.

Move to discussing ethical responsibilities ; explain why business organizations should care about the ethical aspects of their activities. After three sections of the body, one can conclude the paper. It can be a good idea to share a fact or statistics stressing the importance of research problem in the essay conclusion. End up with the reference list that may look this way:

• Klein N (2000) No Logo (Flamingo, London)
• Marcousé I, Gillespie A, Martin B, Surridge M and Wall N (2003) Business Studies 2e (Hodder Arnold, Oxon)
• Royal Dutch Shell (2006) 4th Quarter Financial Report at (site example)

Additional Elements

Supporting materials and pictures are a must! The sciences & geography projects require tables, charts, graphs, and other types of images to illustrate the complicated topic. Not only should you add the pictures - it is essential to interpret and reference each of them. A separate part of the coursework where the student list and explains every visual element is Appendix , and it is an optional part. The presence of appendix increases the chances to earn an A+.

How to Write an Introduction for Coursework?

Most of the students underestimate the role of introduction & conclusion when it comes to writing an essay. An eye-catchy introduction is a key to success. The primary purposes of a coursework introduction are:

• To grab the reader’s attention
• To introduce the topic
• To explain the research importance
• To come up with a compelling thesis statement

The opening paragraph shows the depth of the writer’s acquaintance with the topic. Look at the expert tips below. They will help to learn how to write a coursework introduction to make the tutor want to read your entire paper.

What Is an Introduction?

The introduction of GCSE coursework is the opening paragraph that aims to interpret the central questions and purposes of the entire paper. It should have several elements to be effective. Those are:

• A hook sentence
• Background information
• Problem significance
• Solid thesis statement

Advice from our Experienced Writer

How to write an introduction to coursework? The quality of this part predetermines paper’s success. Look at some common mistakes writers do while working on the coursework introduction - try to prevent them!

Ignoring the prompt. Many students tend to neglect the tutor’s instructions. It is critical to read the prompt several times, highlight the main points, research question, rules, and grading rubric details.

Missing a plan. The prompt does not always say to develop a coursework outline. Without a plan for every separate section, it is impossible to write a flawless piece step-by-step. No matter whether you have to write a term paper, research paper, dissertation, or C3 coursework, get ready with the detailed plan. Once you understand how to write an introduction, it will be easier to develop the rest of the paper.

For those who need a helping hand in ensuring their work meets all the standards and deadlines, don't hesitate to buy coursework from trusted professionals.

Related Articles

AS Art Coursework: A Guide for Students

Last Updated on April 2, 2023

This article summarises what is expected for your AS Art Coursework Project (CIE).

CIE AS Art & Design students are required to submit:

• 1 x project (a two or three-dimensional final work, maximum weight 4.5kgs and maximum dimension in any direction of 750mm);
• Source material (your ‘starting point’ / source of inspiration);
• Development of ideas into personal solutions (original finished pieces);
• Experimentations with media and processes including trial samples;
• The influence of historical, contemporary and cultural factors (evidence that you have learnt from other designers and/or artist models).

Coursework should be an individual response to a theme (if you are struggling to come up with a theme, see this article for help coming up with good A Level Art ideas ).

Coursework must be focused on one area of study: Painting and Related Media; Textiles; Ceramics; Sculpture; Graphic Design; Fashion Design; Printmaking; Photography, Digital and Lens Media; Jewellery; Puppetry and so on.  Schools usually select which areas are available for students based on the interests of their students and the strength and expertise of their teachers.

AS Art Coursework assessment

The AS Coursework project is worth 40% of your final AS grade and 20% of your final A Level Art grade. It is internally assessed, which means it is marked by the Coursework Accredited Art teacher/s at your school and then externally moderated by CIE examiners. Most countries send Coursework to Cambridge University to be moderated; other counties, like New Zealand, are lucky enough to have the examiners travel to them.

The final project and supporting work are assessed together and are given a single mark out of 100, using the following criteria:

AS Art Coursework examples

READ NEXT: How to make an artist website (and why you need one)

Further AS Level Art Coursework examples and case studies will be added here over the coming months.

This article relates to CIE AS Coursework, Component 2, 9704 A Level Art and Design – the International version of A Levels, assessed by the University of Cambridge. Information is sourced from the CIE A Level Art and Design syllabus .

If you wish to see examples of more great student artwork that would be helpful for AS Art & Design students, please view our Featured Art Projects .

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

JOIN OVER 21,000 PEOPLE WHO RECEIVE OUR FREE NEWSLETTER

You will be notified first when free resources are available: Art project ideas, teaching handouts, printable lesson plans, tips and advice from experienced teachers. What are you waiting for?

Email Address*

We send emails monthly. And don’t worry, we hate spam too! Unsubscribe at any time.

• Counselling
• Health and Social Care
• Teaching Assistant
• Mental Health
• All courses
• Access to Higher Education
• Accounting and Bookkeeping
• Animal Care
• Business & Management
• Criminology
• Design & Photography
• Diet & Nutrition
• Event Management
• Functional Skills
• Mortgage & Finance
• Personal Interest
• Short Courses
• Sport & Fitness
• Teaching & Assessing
• Writing & Journalism

• How it works
• Student Benefits
• Oxbridge for Business
• Flexible Payment Plans
• Frequently Asked Questions
• Your basket
• 0121 630 3000
• Other contact methods

A-level courses

A-levels are respected in the UK and internationally. This is because they are a great indication to employers and higher education institutions (universities) that you've studied a subject thoroughly. In 2022 our students achieved a 98% pass rate, placing Oxbridge amongst the top colleges for A-level results in the UK.

Curious about exams?

Learn how easy it is to take your exams with Oxbridge.

Check out our new Mental Health Awareness Level 3 course

97% Pass Rate

In 2022, our students achieved a 98% pass rate, and 69% of our A-level pupils achieved a grade A or A*. That places Oxbridge amongst the top colleges for A-level results in the UK.  

Exam Pass Guarantee

We’re so confident that if you don’t pass the first time, we’ll support you through to the next exam for free.  

Talented Tutors

Feel study confident with our unlimited support and guidance from your own personal tutor. We carefully handpick tutors who are experts in their fields, that’s why we call them geniuses!   

Already know what course you’re looking for?

More about a-level courses.

If you want more out of life and feel that your current qualifications (or lack of qualifications) have let you down, why not look into studying A-level courses online? A-levels are respected in the UK and internationally. This is because they are a great indication to employers and higher education institutions (universities) that you've studied a subject thoroughly.

Oxbridge is rated Best in the UK for our A-levels by Think Student.

In 2022, our students achieved a 98% pass rate and 69% of our A-level pupils achieved a grade A or A*. That places Oxbridge amongst the top colleges for A-level results in the UK.

Plus get access to our Uni Ready Pack for FREE , when you enrol on one of our A-level courses!

Get started with one of our online courses below

A-level ancient history, a-level and gcse maths bundle.

Become adept at problem-solving and logical thinking, and supercharge your career with this A-level and GCSE maths bundle!

A-level Art & Design (Fine Art)

A-level biology, a-level business studies, a-level chemistry, a-level classical civilisation, a-level computer science, a-level economics, a-level english language, a-level english literature, a-level environmental science, a-level french, a-level further maths, a-level geography, a-level history, a-level history of art, a-level law, a-level maths, a-level media studies, a-level music, a-level philosophy, a-level physics, a-level politics, a-level psychology, a-level religious studies, a-level sociology, a-level spanish, no answers found, but we might still be able to help, get in touch.

• --> Call us on 0121 630 3000
• --> Chat to us online
• Book a call back
• Download a prospectus

Many of our courses do not require exams however, A-levels , GCSEs and some other courses do require exams to complete the qualification. Exam fees are additional to the cost of the course and prices vary depending on the course and where you sit them – find out more .

Planning on studying A-levels or GCSEs with us? We can add your exams during enrolment and blend them into your monthly payment plan if you wish. If you’re not ready to book your exam(s) yet, you can book them at a later date – all of the information is available on MyOxbridge under NEAS and Exams.

Yes! One of the many benefits of being an Oxbridge student is that you get access to great discounts with a Student Beans account! Eligibility criteria apply and acceptance is made at the discretion of Student Beans. Find out how to sign up .

Oxbridge is able to provide an academic reference for you however, we cannot provide a personal reference as this needs to be someone who knows you personally.

At Oxbridge, we take enrolments all year round. Once you’re enrolled, you’ll be able to get started right away. Studying online means your work and revision fit around you and your lifestyle. For example, if you have a part-time job or need to study alongside other subjects, you’ll be able to find time to fit our online courses into your schedule.

Enjoy flexible, convenient, affordable learning, fully supported by expert tutors who are passionate about their subjects. We pride ourselves on the quality of our course tutors and know that they hold the key to success. Whatever your goals, dreams or aspirations, Oxbridge is here to help you facilitate them.

Absolutely! We can process a predicted grade for you once you have completed a total of four assignments – this can be sent over to you via email or letter which can then be passed on to UCAS for your application.

First of all, don’t worry – everything will be okay. Unfortunately, if you didn’t get a grade 4 or higher (equivalent to a C or above) in your English and Maths , you will have to re-take it in order to pass. Oxbridge is ready and available to support you with this. Get in touch via live chat, phone or email.

Oxbridge students who sat their exams through our partnership exam centres will usually receive their certificates in November. Certificates will be sent out by recorded delivery.

Wondering what to do next? There are so many options available, it’s important to get the right advice. Whether your choice is to continue onto further education, go into job training or get an apprenticeship and whether your grades are high or low – there are always options! Speak to an adviser today to see how we can support you on your next steps…

Yes! There are a number of post-result services available. Your entering centre will be able to provide you with further information and will process any requests for you. If you’re not sure where to turn, our friendly learning advisers are on hand and ready to help you.

A-levels are a universal way to demonstrate academic competency in a multitude of disciplines. A-levels are subject-based qualifications that lead to either university, further study, training, or work. A-levels serve as a standardised way to demonstrate your academic ability and are very common entry requirements to most higher-level courses.

Check for a cash-in code on your statement of entry. If there isn’t one, cash-in may not have been applied for. Cash-in can be applied for retrospectively from your exam centre and once entered you can expect an overall grade in one week.

A-levels can be studied from home with Oxbridge, using our online platform. On average we find that students receive 20% higher grades and pass around 30% more quickly than in a traditional college.

It’s possible to study an A-level course both full-time and part-time. Normally students would study for two years, but with Oxbridge, you can also fast-track your course to complete it in one year.

If you’re planning on going on to a degree, your chosen university will usually publish their entry requirements for each course on their website. See how these subjects feel and decide if you would enjoy them as they will form much of the base knowledge for your degree.

If you’re not entirely sure what to study, there are some standard subjects that many students choose to help them secure a place at a prestigious university, such as one of the  Russell Group universities . These courses are known as the ‘facilitating courses’ and include Biology, Chemistry, Physics, English Literature, Geography, History, Maths, Further Maths, Modern Languages and Classical Languages.

Generally speaking, taking two facilitating subjects will allow you to keep your progression options open. For further help and guidance, we have written a detailed guide on  How to Choose A-Levels .

A-levels are the most common way to access university in the UK. The system in which this is done is called UCAS. This stands for: “the Universities and Colleges Admissions Service”. See the A-level UCAS tariff points breakdown below:

• A* – 56
• A – 48
• B – 40
• C – 32
• D – 24
• E – 16

Your student support will start as soon as you have paid for your course and will last for the set duration of your course. Support is available from your tutor and our highly trained administration team who can answer any questions you have. Shortly after enrolling, you will receive the contact details for your tutor and the login details to the MyOxbridge learning portal. From then onwards, you can contact your tutor as often as you need to; you can decide how much support is best for you. However, your tutor will not chase you for work. You are required to self-learn and reach out to your tutor for help whenever you need it. If you reach the end of your course duration and you have not completed the work, you can extend your tutor support, but there will be a fee to do so.

A-levels (also known as Advanced level qualifications) entail in-depth study of a chosen subject in order to open doors to further study including University, training, and work.

A-levels courses tend to focus on specific academic subjects such as Mathematics, English and the Sciences: Biology, Chemistry and Physics. The course material and the exams you take will be the same everywhere.

Are you ready to change your world?

We appreciate being bold is easier said than done. This is why the team at Oxbridge aim to help you feel confident and rest assured in taking your next steps. Our friendly, knowledgeable Learning advisers are always on hand to offer you the best guidance.

Celebrating 150 years of Harvard Summer School. Learn about our history.

Your Guide to Conquering College Coursework

Getting good grades in college can be a lot tougher than in high school. For many students, it requires building new skills and establishing new habits. Learning those skills now—before starting college—will help make your transition as easy and as successful as possible.

Mary Sharp Emerson

The transition from high school to college is a big one. Meeting new friends, living on your own, and creating your own schedule are just some of the new, exciting challenges that await you.   

In the excitement of starting a new life on campus, college coursework can sometimes become a second priority.

However, adjusting to college coursework is often the biggest challenge of all. Even the best students may be surprised at how difficult college courses are. The subject matter is more complex. The workload is larger. And instructors’ standards are higher.

Mastering college-level courses requires a new level of independence, advocacy, engagement, and time management.

You can prepare yourself to succeed before you even get to campus. Identifying the skills you need, and building those skills into established habits, will help make your transition to college academics, and college life, easier, less stressful, and more successful.

Be engaged in your college coursework

College courses require your full attention and active participation.

And the more you engage with your teachers, teaching assistants, and classmates both in and out of the classroom, the easier it will be for you to succeed in that class.

The importance of active listening

Active listening is one of the most critical parts of engaging in a course, according to Gina Neugebauer, assistant director of Harvard Summer School’s Secondary School Program.

“Professors and teaching assistants can tell if you’re actively listening. They notice if you’re taking notes and making eye contact. They also notice if you’re distracted by your phone or computer,” notes Neugebauer.

Active listening means not checking your social media accounts or texting friends during class.

It also means really giving the instructor and your classmates your full attention.

It sounds easy in theory but it takes practice. It can be tough to not think about all the work you have or your next party. But the more you work on actively listening, the easier it will be to not get distracted and miss important information in class.

Different ways to actively participate

Beyond active listening, there are many ways to participate in a course. And you can tailor your level of engagement to your personality and comfort level.

“It’s all about gauging what you’re comfortable with,” says Neugebauer.

“You may not be the person who raises their hand all the time but you actively respond to online discussion posts, for example. You may not feel comfortable talking in front of hundreds of students in a large lecture hall but you take advantage of TA office hours and email the instructor with questions.”

But don’t be afraid to push yourself if you aren’t someone who usually speaks up in class.

It’s ok to start small. Work on raising your hand in small seminars or discussion sections. As you gain confidence, you’ll find it gets easier to answer questions and share your opinions.

Build independence and advocate for yourself

In college, you are responsible for your own success. You will need to advocate for yourself and know when—and how—to ask for help. That requires a level of independence that you may not have needed in high school.

The good news is that instructors and teaching assistants want to help you.

“Instructors, on the whole, enjoy hearing from you. And they’d rather hear from you right from the start, rather than have you struggle on your own for three weeks,” says Neugebauer.

If you have a question about an assignment, send your instructor an email. Are you upset about a grade you got on a recent test? Visit your instructor or TA during office hours to discuss what went wrong and how you can improve.

But remember, says Neugebauer, professors are busy and you are only one of many students.

“Your email should include your full name, what course you’re taking, and a brief description of your question or concern. And you cannot expect an answer at 2 a.m. because that’s when you’re studying. When you reach out to an instructor, give them 24-48 hours to respond.”

And remember, always be respectful and non-confrontational.

Challenge yourself in a college course. Get a sneak peak at college life.

Explore summer programs for high school students.

Don’t be afraid to seek help

If you have excelled in high school without extra help, you might be tempted to persevere on your own.

In college, Neugebauer points out, asking for help is the norm.

“Once you get into your undergraduate program, you’ll find that almost everyone has, at some point, asked a TA for extra tutoring, gone to a tutoring center, or a writing or math center for extra help. It’s part of the learning process of an undergraduate program,” Neugebauer says.

Colleges have a variety of support systems in place to help you succeed.

TA office hours are a great place to start if you find yourself struggling with a specific concept or assignment. Peer tutoring programs enable you to learn from students who have been through the course themselves. Academic coaches can help with more general study tips or exam-related stress.

The key is seeking out help proactively, before you get too far behind. As the courses become more difficult, catching up becomes increasingly difficult.

Build time management techniques

Balancing everything that comes with life on a college campus can be difficult for many incoming college students.

“The biggest challenge we see facing high school students who are trying to adapt to college life is overcommitment. Students want to engage in every activity, a full course load, and even sometimes a part-time job. They don’t schedule enough time for self-care, quiet time, doing laundry, and plenty of study time. All those things take time,” Neugebauer says.

Good study habits and time management are key to avoiding the stress that comes from getting overcommitted.

Neugebauer recommends getting into the habit of keeping an accurate and up-to-date calendar.

“The best thing I can recommend is a calendar, such as Google Calendar. Use it to schedule everything: your class, your lunch time, time at the gym. It may seem counterintuitive, but work on scheduling literally everything, even sleep.”

Be sure to include assignments, tests, and other deadlines, as well as office hours for your instructors, TAs, and academic coaches.

Use your calendar to block off dedicated study time. And once you schedule it, stick to it! Avoid the temptation to procrastinate or use that time to hang out, play video games, or scroll on your phone.

Your calendar should also include dedicated time for self-care.

Regular mealtimes, good exercise habits, and a full night’s sleep are not only critical for your physical and mental health. You’ll also be surprised at how much they contribute to your academic success.

Challenge yourself as you engage in college coursework

Getting outside your comfort zone is a critical part of preparing yourself for the exciting challenges that await you in college.

“Being uncomfortable allows for growth. It means saying to yourself, ‘this is new. I want to try it. I want to see how it feels.’ This is all about adapting to a new environment but also examining yourself as a person,” says Neugebauer.

Taking on a new challenge—regardless of the ultimate outcome—builds resilience, mental toughness, and confidence, all of which you will need to succeed in your college courses.

But, warns Neugebauer, it’s also important to know your limitations.

“That uncomfortable feeling should be manageable. It should be a challenge but not so challenging that you feel panicked and wake up in cold sweats every night. It should be something that gets you a little nervous but also excited about what you’re involved in every day.”

However you decide to challenge yourself, it’s never too early to start if college is in your future. The sooner you start identifying and mastering the skills you need in college, the better prepared you’ll be to succeed right from day one.

Spend your summer at Harvard!

About the Author

Digital Content Producer

Emerson is a Digital Content Producer at Harvard DCE. She is a graduate of Brandeis University and Yale University and started her career as an international affairs analyst. She is an avid triathlete and has completed three Ironman triathlons, as well as the Boston Marathon.

8 Reasons Why Harvard Summer School Isn’t a Summer Camp — It’s So Much More!

Learn more about how a summer at Harvard offers so much more than your traditional summer camp experience.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

• TOP CATEGORIES
• AS and A Level
• University Degree
• International Baccalaureate
• Uncategorised
• 5 Star Essays
• Study Tools
• Study Guides
• Meet the Team
• Theatre Studies

Drama and Theatre studies - practical- coursework

      AS Drama and Theatre studies

                    Devised Work

              Marwa (Mia) Radwan

              Contents:

Section 1 - Inspiration and Influence

Section 2 - Research

Section 3 – Health and safety

Section 4 – Development of the play and my role

Section 5 – Final evaluation

Inspiration and Influence

In my AS theatre studies course we have studied, Antigone  a Greek tragedy by Sophocles and, Yerma by Federico Garcia Lorca which is a Spanish play based in the countryside of Andalusia. Both plays have their main characters female and both surround around the “injustice” they have been through the main reason being men and the patriarchy society they’re in. So from both the plays we’ve studied we get a feeling of a “battle between the sexes” they both create the idea of women “fighting back”. This was our group’s first inspiration for our devised piece we decided to base our play around the treatment of women and the unity of women coming together to fight against men, because of the unfairness towards women. This idea of all women against their men gave me the idea of a scene from the production of Chicago the musical, where all these women are together in jail for having killed their husbands/boyfriends in a variety of ways and they all sing of how “ He had it coming ”, making it the men’s fault. I thought this idea of fighting back but then justifying it because these men are “cruel” and so deserve punishment, this could also be used in our play. This scene is a musical scene they are all singing and dancing, it’s also quite creative in that it starts off with simple sounds that each woman makes to represent her “story” for example one woman keeps repeating the word “ pop ” you later find out when she explains her story (in song) that her man kept making that pop sound with his gum and that’s what irritated her into shooting him dead! When each woman says their word (or sound) it goes around again from the beginning and they kept repeating it over and over and faster each time that it started to make a beat and that’s when the song started. This influenced us into doing many things for our play such as having an unrealistic scene where we could have music and dancing and also if we had the female characters that have had the injustice done to them if they each had one word to describe them and then like in Chicago have them repeat it in a climax of a scene. In Chicago they all come together and dance in unison etc… so we began to think of having those individual stories of each woman but then in the big climax having them come together to get revenge in “unison”.

Therefore the basic plot that we gathered for our devised piece is that there are a number a woman who have been treated unfairly or unequally by men they are in a relationship and so they all get their ‘vengeance’ by coming together and punishing them all in an extremely unrealistic way. The group came up with ideas of using something like “voodoo” or magic to be their fight back. Because when we thought of “powerful” “evil” women it made us think of “witches” and that casting a spell could be their way of getting men back!

Chicago- Item 1 (enclosed)

In this scene of Chicago these women are in jail they all sing about how they killed their husbands and blame them for their death. The imagery of all these women uniting as one and dancing in unison, that’d be useful for our play, instead of keeping the women as individuals even though they all have different stories and are different people, make them come together, become one and fight back. Also it shows the feisty sexy side to women shows them to be strong not just sweet and caring as they are stereotyped to be, so we need to portray this. It’s almost like saying every woman has a tigress in them and you push her then it will be unleashed and she will fight back!

Arab men and domestic violence- Item 2 (enclosed)

From this article you can see the main reason these Arab men were abusive to their wives was because of their patriarchal society. This I feel is down to insecurities of when they are not feeling like they are in “power”. But these statistics show that they are “against” it, it’s almost like they don’t realise what they’re doing, and some blame their wives for them doing it. This helps me to understand my character because I know that he uses certain mechanisms to save himself from blame and feeling guilty. I’ll use this in my acting, id be trying to make excuses and to justify my reasons for beating my wife.

True story domestic violence Tanya Grey- Item 3 (enclosed)

This could be put into both my character and Priya’s, because we can use examples of things that had happened in this story of abuse and put it into our story. For example one scene in our play when the husband comes home and the wife is terrified just hearing his footsteps; this was real and had happened to this woman in the article. From this we made our stylised version of it, the footsteps and other actions are exemplified by a thudding sound that will be made by one of the actors off stage, and as he gets closer a heart beat rhythm starts showing how scared she is. And also in one scene the husband suspects his wife is waiting for another man (cheating) because she’s got candles and is relaxing, this again comes from the real life story of this couple where she was relaxing and having a bath and he accuses her of waiting for a man. The reasons for them doing things can also be put into how we see our characters and then this will help us to understand them and so be able to “be” them (Stanislavsky’s magic IF), for example his reasoning is jealousy wanting to have power and she stays with him at first because she finds this strength and power attractive, before she realises that he’s actually dangerous!

Stanislavsky’s Emotion Memory- Item 4 (enclosed)

When trying to be and feel like our characters we have to literally feel what they are feeling to be able to act to the best potential, this theory of Stanislavsky’s allows an actor to do this by bringing similar personal feelings of the actors into their acting. So for example when Priya is acting extremely scared she had to remember a memory of when she felt really scared and then put all those gestures facial expressions etc into the acting.

This is a preview of the whole essay

This of course is quite difficult because you’re not in that situation; you need a lot of focus and determination to carry it off well. This could help me also in scenes where I have to be aggressive and angry if I jus think of the last time I was very angry and imagine being my character and what I’d do in that situation.

Feminism/Ann Oakley- Item 5 (enclosed)

Our play in a way represents feminism, women fighting against men! Ann Oakley is one of the main feminist writers, these quotes show her views on why men are the way they are (patriarchal society). Again I can use this to understand the thought paths of my male character; she believes they are violent because they see at as “masculine” because that’s how men are presented in their society. So my character may feel like it’s his “duty” because he is male to put everything in “order” (by forceful means).Again these are his reasoning for doing the abuse. I could mention these kinds of reasons in my monologue.  

Theory of why men abuse- Item 6 (enclosed)

Again this gives the familiar reason that men abuse because they want power, but it also explains why women tend to stay with their abusive partners, which is because some women may be very dependant on their husbands, financially and if they have children she feels she can’t be able to give them what they need. Also another reason not mentioned is that women that are in love with their partners just don’t want to leave them because they love them and expect them to change one day. Priya’s character will also need excuses for why she is with him and they’d be dependency and love. She can portray it in her acting by trying please him, not getting him angry, always doing as he says etc…

Health and safety

1. Stacked chairs

There are many chairs that are stacked in corners it could be dangerous if they were to fall on to someone it could injure them so we made sure to keep them away from us whilst acting. There are also some chairs with attached desks which are quite heavy and some aren’t extremely stable. So again we need to make sure they aren’t in our way when acting.

2. Board on wheels

This board can be pushed on to someone’s foot or may fall on someone so is also dangerous to us so we keep it away from us.

3. Floor slippery

  If we have slippery shoes the floor is also quite smooth so it may be easy for us to slip and hurt ourselves.

If the lights are a bit wobbly they might possibly fall on someone, so we made sure they were fixed on securely. They made sure they had safety chains so that even if they fall they don’t fall to the ground and so don’t hurt someone or get damaged

5. Trailing wires: there are wires on the floor that can easily be tripped over, we made sure they were pinned to the sides of the wall and don’t come anyway near our acting space (stage).

Shoes: They can be a problem if they are high heels or platforms if some were to accidentally trod on some one it could hurt them quite badly.

Rope scene: This is when the women are strangling the men with ropes, we had to use a technique that our drama teacher taught us of the person who was being strangled would actually be the one in control of what happens not the other person, so the other person is holding onto the victim whilst they are moving around and acting as if they’re being strangled.

Abuse scene: There is a part where I am supposed to have slapped Priya but instead we make a noise and my hand doesn’t touch her face she just moves like I had hit her.  

Helia’s necklace: There is a scene where Helia’s character pulls off her necklace and drops it on the floor, this could be risky if the beads were to fall off and they scattered because someone could slip on them. So she will pull them and drop them gently but looking like she’s doing it with more force.

Development of the play and my role

When we had decided on the ideas of what we want in our play, using different ideas from some of the plays we’ve studied, as a group we all sat and discussed the next step which was the actual story-line of our play. This came quite easy for us as our main inspiration was about the oppression of women and how they are “mistreated” by men in a patriarchal society (mainly based on Yerma  and Antigone ). And we knew our climax has got to be about the anger and revenge of women, when we were talking about this I mentioned the jail scene in Chicago the musical  where all the women were bitter and vengeful of their men, they had all murdered their husbands and were proud of it, they justify why they did it, from this we thought of the play being about proving the point or justifying how women are treated badly by men. So this brought us to the idea of having one man that had used a number of women and so is cheating and lying and not valuing their relationships but then these women figure it out and join together to get their own back.

Finally after deciding on this idea we started trying out a scene we realised many lessons were being wasted by us just talking and thinking about what to do rather than trying out things to see if it works or not. The group were too focused on figuring out what or how these women will get their “own back”, we came to the conclusion that the only way to do this was to have it as an unrealistic scene. I started to think of how we could do this and I remembered a scene from my favourite TV show Friends where the three main female characters wanted to get rid of everything of their ex’s and phoebe the gypsy type character told them to throw everything that’s theirs or they gave them into a fire and that’s a remedy of letting go of their man. I liked the symbolism in the idea of the fire and their personal items representing them, when I told this to the group we then came out with the idea of making the “come back” a fire “voodoo” scene! This way we could represent the women’s anger and frustration in a strange way as if it’s driven them insane and they just need to let it all out and this is their way. And the good thing about theatre is we can show this in a stylised performance and make it completely out of the ordinary.

The “revenge voodoo” scene was the first scene we tried out, Dee volunteered to be the guy, the rest of us were then to be the angry women, Dee was defiantly on the ball that lesson I think she worked better when actually physically doing work she came up with the idea of having the guy wrapped in rope and each women had a piece of it in their hand and they were all tugging at him so that he was moving in different directions, and she also thought of a rock song that was appropriate for this scene. But then when trying to move on from there we realised it was far too complicated to do the individual stories of each women with that one guy because there were simply too many women, that’s when we thought of having three couples and this left out an actor (Beatrix) we thought of just having her as a mystical character, a devil like creature that likes to stir things and will be in the background of most scenes but invisible to everyone and the final voodoo scene will have been planned by her, she had brought the women together and put it into their heads to do the voodoo ritual. We started talking a lot about the voodoo scene we wanted dancing and light effects etc… But we were wasting a lot of time just discussing minor details that can be dealt with later on so we all decided to just spilt into our couples and work separately on our individual stories and scenes, which would come before the voodoo scene, then near the end of the lesson we’d come together and tell each other what we’d done.

In my couple I am the man and Priya my wife, we discussed reasons for how and why this relationship broke down it had to be of course the husband’s fault and so a reason to why she’s against men and wants revenge, when thinking of a patriarchy society and the problems with this I immediately thought of how man like to claim “ownership” over women and I remembered this film I had watched called “ Enough ” and it was about this man who was so obsessed with being in control he beat his wife just to make him feel like he had power over her. I told Priya about my idea of using domestic violence as the story of what happened between our couple, at first she wasn’t so sure, she said it’d be difficult to portray someone beating someone and it may turn out to be too much like a “soap opera”. But I tried to convince her we could make it work so she agreed to give it a go.  When discussing with the other groups we then had our three reasons why these women are angry with their men, ours was he abused his wife, Dee and Ema had decided Ema was to be a young 14 year old girl that was raped by Dee a 22 year old man, Helia and Elizabeth got their idea from Yerma, Elizabeth was the husband in this relationship and Helia the wife, she was desperate, almost obsessed with wanting a child but Elizabeth’s character isn’t interested. In the prison scene of Chicago (mentioned in “inspirations” and “research”) they all chant one word which describes their story of what happened between them and their men (why they killed them). This made us think of giving a word to each woman and then in some of their scenes everyone else could whisper that word at certain times. Priya is “Abuse”, Helia is “Obsession” and Ema is “Innocence” these words all have an “S” sound quality which I think gives it more of an impact and gives it a mysterious atmosphere.

Being a Muslim I wear a headscarf and I thought I could use this with the character, because I am a man I could put the scarf in a way that it represents a turban and so obviously this helped me to shape the character, because wearing a turban he could be an Asian, Persian or Arab, but being part Arab myself I thought I’d probably find it easier to be something that I knew about. Being an Arab man then made me consider putting on an accent, to make it a little more interesting and then I thought of a background story between me and Priya just by knowing my character a little more. I thought that since I was being an Arab and Priya being English this would of course be a big culture clash, and being part English and part Egyptian myself I also knew about having a culture clash, and then this could be the reasons for him being insecure about their relationship and then leading to trying to control her by physical means. In the English culture it’s much more normal for women to socialise freely with men but Arabs do believe in socialising with both sexes but aren’t as lenient, They feel women should be protected and are seen as precious and need not always be on show for men to look at, so in the culture it’s normal to have segregated gatherings. But if Priya’s character isn’t of course accustomed to this she will find it normal to talk to guys in the same way she talks to girls but to him in his culture when a girl is very chatty to a boy their immediate thought is she fancies him and if he is an insecure controlling type of character this will irritate him and make him feel even more insecure and then he will feel he has to stop her. This is what I will use as my purpose for beating her.

Acting as my character is quite difficult for me because I’m extremely feminine in the way I walk, talk, my gestures etc… and being a man everything needs to be changed, I tried watching men in the street just to see how they hold themselves and move when they walk. But because I’m quite slim and small it’s hard to move like someone that has broader shoulders and a larger physique. I also find it difficult to put myself in a man’s shoes but using the techniques of Stanislavsky I try to understand my character in order for me to be him, everything he does should be for a reason (action for a purpose). For example my gestures aren’t to be as extended and flowing as I would usually do them being female they should be more strong and firm but then by him being Arab also gives him certain hand gestures more than a usual European man would do. Even though I imagine him to be insecure inside, he is the type of character that would never tell anyone that he is insecure or upset, instead he would put on a stern face and hold it all in and also instead of ever blaming himself or seeing his mistakes he only acknowledges other people’s, so everything is someone else’s fault not his! Only by understanding how my character is and how his mind works did I find it easier to act as him.

When acting out all our scenes that the couples had done separately, we realised that our scenes were far too realistic and life like which isn’t what we all initially intended so we came together and discussed what sort of scenes we want and that they should be done in a similar format etc… We then came up with the idea of having three scenes in every couples section, scenes that are all of different type one realistic, one non- naturalistic and one documentary. It would just give the play more of a spice because there is quite a constant tone through out, which can be quite dull, so by seeing things from different perspectives we thought would make it more interesting. The realistic would obviously be what happened in their every life then the non naturalistic is their thoughts, their dreams, what happened but done in exaggerated dream-like way etc… The documentary scene we originally thought of getting a voice of a man played by tape or CD reading out a news report but then we realised Beatrix needed more lines and so gave her the role of reading the reports, she would read statistics on domestic violence, rape and infertile men. And we thought of using Visual aids to make it a little more interesting so having that information on a screen behind Whilst we were talking about visual aid we thought of the voodoo scene having a fire and to imitate the fire we could have an image of fire on the back screen during that scene.

The first scene that me and Priya did which was me coming home and accusing her of waiting for another man and that’s the build up of me abusing her, this idea I got from a true story of domestic violence (research). This was what we thought was too realistic and boring but we kept it because when we decided to have the three different types of scenes it balanced it out so seemed ok. We were going to start with the realistic scene but from that research I had done, the true story, I got another idea that we could do. The woman hears her husband coming home and just by hearing his footsteps gets extremely scared and by making this an unrealistic scene it can be very effective. Making the sounds of his footsteps and everything he does as loud exaggerated thuds, and as I get closer to Priya the thudding then starts to sound like heartbeats getting faster and faster and I put my hand on her shoulder and there’s one last loud thud, I’ve arrived! We wanted to put this before the realistic scene of our argument but the group had a problem with this because Priya and I had actually already got an unrealistic scene and this would mean we have one more than the other couples. But I really didn’t want to let this idea go I felt it would be very good to show the wife’s fear of her husband. And so after some convincing I won my case, under the condition we try and merge this scene with the realistic one.

Final Evaluation

When we watched ourselves on tape acting our piece, there were many good points I found but also things I felt needed to be improved. Most of our gestures the women’s and the men’s I thought were very good and to the point (action for a purpose). Although I found I needed to change my posture at points, my body language needs to be a lot more masculine! Beatrix also needs to get more involved in her character so that she can do more gestures and facial expressions correct to the type of character she is. She is being a little cheeky and doing some gestures to portray that but we felt there needed to be more so that the audience has some understanding of what Beatrix is. Our tones of voice (men and women) were good and were believable but we need to slow down our pace and take our time when saying our lines.

Our stylised techniques such as the toy box scene of when Helia’s character dreams of having a baby and we are all the toy dolls that dance around her, this looked really creative. We need to make sure all of us keep those scary toy smiles on so it’s even more affective. In most of our scenes we just need to make them run a little more smoothly and there were some incidences where people didn’t know what scene was coming up and the other actors would hint at something for them to remember. This is important that we all help each other out if someone gets confused or forget their lines if we feel out the gap and improvise with it which I ended up doing on the tap because Priya had forgotten one of her lines so I said her line but in a different way so that I was asking it to her in a question and she could just agree to it. The most important section we need to work on is our ending which isn’t complete because we need music and need to figure out the choreography etc… I think it’d be useful to also make a clear definition when it has changed from stylised to realistic to documentary because we are just going from one to the next which makes it seem a bit scruffy perhaps if for example we had a news report tune before the documentary starts to give it a bit of an introduction. And in the stylised we could all say the words in cannon of the woman that is in the scene (e.g. innocence) repeatedly to give it that creepy atmosphere and making sure the audience know it isn’t realistic.

Overall the play came along very well, we all listened to each other and took on ideas  and decided everything as a group so that we were all in agreement, we really worked together like a team, which I think pays off in our work. Everyone participated in what they thought of the scenes, lighting, music etc and all the actors had a great deal of respect for each other which made it easier to act side by side and help each other out. There may have been some weaker actors that came late and didn’t give as much input into the piece and there were the stronger actors that held the play together, but everyone deserves credit for the amount of work put into the acting of our play.

Document Details

• Word Count 4707
• Page Count 13
• Level AS and A Level
• Subject Drama

Related Essays

Drama and Theatre Studies DR4 Process Journal

Drama and Theatre Studies structured records

theatre Studies portfolio

A2 theatre studies portfolio

Which A-Levels Don’t Have Coursework?

Megan Isaac

Almost 800,000 students took A-Levels in 2022 and many of them had A-Level coursework. Below we outline some of the benefits and challenges of A-Level coursework and give you a list of subjects which don’t have any coursework if you’re set on avoiding it!

A-Level coursework is a component of some A-Level subjects that allows students to demonstrate their knowledge and skills in a particular subject through practical or research-based projects. Coursework can be very rewarding for students. It requires planning, research, and execution of the projects, which helps to develop important skills such as time management, research skills, and project management. In addition to the practical skills, coursework also gives you the opportunity to demonstrate your understanding of the subject in a more authentic and holistic way. It allows you to apply your knowledge and skills in a real-world context, which can be more engaging and meaningful than traditional exam-based assessments. A longer period of work which you develop slowly may also suit you more than exams which can be stressful in timed conditions.

However, coursework also has its challenges, and many students prefer an exam-based A-Level. Coursework can be time-consuming and stressful, and it requires a lot of self-discipline and organisation to complete. In this article we outline which A-Levels don’t have coursework so you can make the decisions for your A-Levels which are best for you. But it is important not to base your A-Level decisions on coursework alone, have a look at our recent article on choosing your A-Level subjects for some more advice.

#1. Maths and Further Maths

The assessment for A-level Maths and Further Maths is entirely exam-based, there is no coursework component. Students will sit three exams, one for each of the pure mathematics, applied mathematics and statistics.

Both subjects are highly respected and rigorous qualifications that are widely recognized by universities and employers. They are both two-year courses that typically cover topics such as calculus, algebra, geometry, and statistics. Students are required to have a strong foundation in mathematics, typically having achieved a good grade in GCSE Mathematics.

The course is divided into two main parts, pure mathematics and applied mathematics. Pure mathematics focuses on algebra, calculus, and geometry, while applied mathematics deals with mathematical models and methods used in various fields such as physics, engineering, and economics.

#2. Economics

A-Level Economics is another subject which does not have any coursework, instead students will sit three exams, one for each of the microeconomics, macroeconomics and one on a contemporary topic of their choice. It is a two-year course that provides students with a comprehensive understanding of economic theory and its application to real-world issues. It covers a wide range of topics, such as microeconomics, macroeconomics, international trade, and economic history. Students are typically required to have a good grade in GCSE Mathematics as the course includes mathematical models and calculations.

The course is divided into two main parts: microeconomics, which deals with the behaviour of individual consumers and firms, and macroeconomics, which deals with the performance of the economy as a whole. Students will learn about economic concepts such as supply and demand, elasticity, inflation, and unemployment, as well as the role of government in the economy.

#3. Business

A-level Business is a two-year course that provides students with a comprehensive understanding of business theory and its application to real-world issues. It is an entirely exam-based course, with no coursework component. The course is designed to provide students with an understanding of how businesses operate, how they make decisions and how they respond to changes in the environment.

The course is divided into two main parts: business studies and accounting. Business studies covers topics such as marketing, human resources, operations and strategy. Accounting covers topics such as financial statements, budgeting, and financial analysis. Students will learn about business concepts such as market research, the marketing mix, and financial ratios, as well as the role of government in the economy.

A-level French is a two-year course that provides students with an in-depth understanding of the French language and culture. It is an entirely exam-based course, with no coursework component, but note that there is often an oral exam. So whilst this is not coursework, it is not your classic written exam. The course is designed to improve students' communicative skills in French, as well as their understanding of the culture of French-speaking countries. The course covers topics such as grammar, vocabulary, translation, and literature. Students will also explore the culture, society, and politics of French-speaking countries.

#5. Psychology

A-level Psychology is a two-year course that provides students with an understanding of the scientific study of the mind and behaviour. It is an entirely exam-based course, with no coursework component. The course covers a wide range of topics such as cognitive psychology, developmental psychology, abnormal psychology, and research methods.

Students will learn about key psychological theories and research, as well as how to design and conduct psychological research. They will also learn about the practical applications of psychology in areas such as mental health, education and criminal justice.

#6. Sociology

Sociology is another subject which has no coursework, just exam-based assessment. It is a two-year course that provides students with an understanding of the scientific study of human society and social behaviour. The course covers a wide range of topics such as social inequality, culture and identity, crime and deviance, and research methods.

Students will learn about key sociological theories, concepts and research, as well as how to design and conduct sociological research. They will also learn about the practical applications of sociology in areas such as education, work, family, and crime.

#7. Spanish

Like French, A-Level Spanish does not have any coursework, just a combination of written and oral exams. A-level Spanish is a two-year course that provides students with an in-depth understanding of the Spanish language and culture. The course is designed to help students improve their communicative skills in Spanish and gain a deeper understanding of the culture and society of Spanish-speaking countries.

During the course, students will cover a wide range of topics such as grammar, vocabulary, translation, and literature. They will also explore the culture, society, and politics of Spanish-speaking countries. The assessment for A-level Spanish is entirely exam-based, there is no coursework component. Students will sit three exams, one for each of the listening, speaking and reading and writing. These exams are usually taken at the end of the second year of the course.

It's a challenging course, but it is also incredibly rewarding. Not only will you improve your Spanish language skills, but you will also gain a deeper understanding of the culture and society of Spanish-speaking countries. Plus, it's a great opportunity to open doors for future travel, study or work abroad, and to improve your employability. You will come out of the course with a great set of skills and a new perspective on the world!

#8. Accounting

Like many other maths-based subjects, A-Level Accounting does not have any coursework. A-level Accounting is a two-year course that provides students with a comprehensive understanding of financial accounting and its application to real-world issues. It's designed to teach students how to analyze and interpret financial statements, as well as how to prepare them.

During the course, students will cover a wide range of topics such as financial statements, budgeting, and financial analysis. You'll learn about accounting concepts such as double-entry bookkeeping, debits and credits, and financial ratios. It might sound like a lot of numbers and figures, but it’s a very interesting and engaging course. You'll develop your analytical and problem-solving skills, and learn how to apply accounting theory to real-world issues. Plus, it's highly valued by universities and employers, as it's relevant to a wide range of careers such as finance, business, and management. By the end of the course, you'll have a great set of skills that will be useful in your future career.

Get expert help with your A-Levels

The world's leading online A-Level tutoring provider trusted by students, parents, and schools globally.

4.92 /5 based on 480 reviews

#9. Ancient History

Unlike its more popular counterpart History, Ancient History does not have any coursework. But students who take both Ancient History and History may have the option to take an Ancient History topic for their A-Level History coursework.

During the course, students will cover a wide range of topics such as ancient societies, political systems, and cultural achievements. They will also study key historical figures and events and learn about the methods used by historians to study the past.

#10. Arabic

Like many other language A-Levels, Arabic has no coursework and is entirely exam-based. A-level Arabic provides students with an in-depth understanding of the Arabic language, culture and society. The course is designed to help students improve their communicative skills in Arabic, as well as their understanding of the culture and society of Arabic-speaking countries.

During the course, students will cover a wide range of topics such as grammar, vocabulary, translation, and literature. They will also explore the culture, society, and politics of Arabic-speaking countries.

#11. Biology

Most A-Level Biology specifications have no coursework, just written exams at the end of the course. Biology provides students with an in-depth understanding of the scientific study of living organisms and their interactions with the environment. The course is designed to help students develop a critical understanding of the natural world, as well as the ability to analyse and interpret scientific data.

During the course, students will cover a wide range of topics such as cell biology, genetics, ecology, and physiology. They will also study key biological concepts and theories and learn about the methods used by scientists to study living organisms.

#12. Chemistry

There is no coursework in A-Level Chemistry, however, your performance during practicals will be assessed. A-level Chemistry is a two-year course that provides students with an in-depth understanding of the scientific study of matter and its properties. The course is designed to help students develop a critical understanding of the fundamental principles of chemistry, as well as the ability to analyze and interpret scientific data.

During the course, students will cover a wide range of topics such as atomic structure, chemical bonding, thermodynamics, and organic chemistry. They will also study key chemical concepts and theories and learn about the methods used by scientists to study matter.

#13. German

Like the other languages, A-Level German doesn’t have coursework but may have an oral exam. It provides students with an in-depth understanding of the German language, culture and society. The course is designed to help students improve their communicative skills in German, as well as their understanding of the culture and society of German-speaking countries.

#14. Physics

Similar to other sciences, A-Level Physics doesn’t have any written coursework but performance in practicals may be assessed. A-level Physics is a two-year course that provides students with an in-depth understanding of the scientific study of matter, energy and their interactions. The course is designed to help students develop a critical understanding of the fundamental principles of physics, as well as the ability to analyze and interpret scientific data.

During the course, students will cover a wide range of topics such as mechanics, waves, electricity and magnetism, and nuclear physics. They will also study key physical concepts and theories and learn about the methods used by scientists to study the physical world.

Check your specification for this one as there have been some changes in recent years and it may vary between exam boards!

#16. Politics

A-Level Politics is entirely exam-based with no coursework, but the exams are very essay-heavy. It is a two-year course that provides students with an in-depth understanding of the political systems, governance, and political ideologies. The course is designed to help students develop a critical understanding of the political world, as well as the ability to analyse and interpret political concepts and issues.

During the course, students will cover a wide range of topics such as democracy, political ideologies, and international relations. They will also study key political concepts and theories and learn about the methods used by political scientists to study politics

#17. Religious Studies

A-Level RS doesn’t have coursework, just exams at the end of the second year. It is a two-year course that provides students with an in-depth understanding of different religions, belief systems and their impact on individuals and society. The course is designed to help students develop a critical understanding of religion and belief, as well as the ability to analyse and interpret religious texts, concepts and issues.

During the course, students will cover a wide range of topics such as theology, philosophy, and ethics of major world religions. They will also study key religious concepts and theories, and learn about the methods used by religious studies scholars to study religion.

Final thoughts

A-Level coursework can be daunting, but don’t be put off if your favourite subject has some. If you want to choose an A-Level with coursework but feel like you may struggle with coming up with an idea, the research or writing process, have a chat to one of our expert A-Level tutors who has received an A* in the subject themselves. They have been through the process themselves and can give you all the best tips and advice first-hand as well as helping guide you through your ideas and writing process.

Quick note: We have tried our best to cover all of the A-Levels which don’t have coursework in this article, but make sure to check the details of your exam board in case there are any changes.

Need help from an expert?

The world’s top online tutoring provider trusted by students, parents, and schools globally.

Study and Practice for Free

Trusted by 100,000+ Students Worldwide

Achieve Top Grades in Your Exams with our Free Resources:

STUDY NOTES

Expert-crafted notes designed to make learning the material engaging and clear.

PRACTICE QUESTIONS

Comprehensive questions to boost your revision and exam preparedness.

PAST EXAM PAPERS

Extensive collection of previous exam papers for effective revision.

Need Expert Help?

If you’re looking for assistance, get in touch with one of our expert tutors who will be able to provide you with the support you need for your A-Levels to improve your chances of getting into your first choice university. We’ll be there every step of the way!

Professional tutor and Cambridge University researcher

Written by: Megan Isaac

Megan recently graduated from Oxford University, achieving a first class degree in PPE. She has has six years of tutoring experience, teaching a range of subjects at GCSE and A-Level, as well as helping students with their applications to university including Oxbridge.

Related Posts

Top 20 Easiest A-Levels

Top 10 Hardest A-Levels

Hire a tutor

Please fill out the form and we'll find a tutor for you

• Select your country
• Afghanistan
• Åland Islands
• American Samoa
• Antigua and Barbuda
• Bosnia and Herzegovina
• Bouvet Island
• British Indian Ocean Territory
• Brunei Darussalam
• Burkina Faso
• Cayman Islands
• Central African Republic
• Christmas Island
• Cocos (Keeling) Islands
• Congo, The Democratic Republic of the
• Cook Islands
• Cote D'Ivoire
• Czech Republic
• Dominican Republic
• El Salvador
• Equatorial Guinea
• Falkland Islands (Malvinas)
• Faroe Islands
• French Guiana
• French Polynesia
• French Southern Territories
• Guinea-Bissau
• Heard Island and Mcdonald Islands
• Holy See (Vatican City State)
• Iran, Islamic Republic Of
• Isle of Man
• Korea, Democratic People'S Republic of
• Korea, Republic of
• Lao People'S Democratic Republic
• Libyan Arab Jamahiriya
• Liechtenstein
• Macedonia, The Former Yugoslav Republic of
• Marshall Islands
• Micronesia, Federated States of
• Moldova, Republic of
• Netherlands
• Netherlands Antilles
• New Caledonia
• New Zealand
• Norfolk Island
• Northern Mariana Islands
• Palestinian Territory, Occupied
• Papua New Guinea
• Philippines
• Puerto Rico
• Russian Federation
• Saint Helena
• Saint Kitts and Nevis
• Saint Lucia
• Saint Pierre and Miquelon
• Saint Vincent and the Grenadines
• Sao Tome and Principe
• Saudi Arabia
• Serbia and Montenegro
• Sierra Leone
• Solomon Islands
• South Africa
• South Georgia and the South Sandwich Islands
• Svalbard and Jan Mayen
• Switzerland
• Syrian Arab Republic
• Taiwan, Province of China
• Tanzania, United Republic of
• Timor-Leste
• Trinidad and Tobago
• Turkmenistan
• Turks and Caicos Islands
• United Arab Emirates
• United Kingdom
• United States
• United States Minor Outlying Islands
• Virgin Islands, British
• Virgin Islands, U.S.
• Wallis and Futuna
• Western Sahara

Still have questions? Let’s get in touch.

A Level NEA

Please select the page that you wish to complete. Please note that these are generic pages, there may be some that are not relevant to your project or you may add additional pages of your own!

Please watch the guidance video blow that briefly explains why each step of the NEA is required. This will help you to understand their purpose and how they influence the sequence of your project.

Sections A&B (30 marks): Identify, investigate & outline design possibilities

Please watch the following video that explains how you should approach using the following resources so that you only include relevant work in your project portfolio.

Sections C&D (50 marks): Design & make prototypes that are fit for purpose

Sections E (20 marks): Analysing and evaluating

Popular Searches

Initiatives, for singapore citizens & permanent residents.

Don't have a Singpass account? Forgot your password? Click here

For Foreign Tertiary Students in Singapore

Log in with your social media account, modal title, duplicate sessions, corp pass login.

•  TP Admin     
•   Job Admin    
•   Course Admin
•   isForeignEntity
•   isNonSingpassHolder

SkillsFuture Level-Up Programme

Published by SkillsFuture Singapore

The new SkillsFuture Level-Up Programme provides greater support for mid-career Singaporeans aged 40 years and above to pursue a substantive skills reboot and stay relevant in a changing economy.

Support for Course Fees

Starting from 1 May 2024, the SkillsFuture Credit (Mid-Career) top-up of $4,000, which does not expire,  can further offset nett course fees for  selected courses  that have better employability outcomes.

From Academic Year 2025, Singaporeans will qualify for Mid-Career Enhanced Subsidy for another publicly-funded full-time Diploma from ITE (Technical/Technical Engineering Diploma), Polytechnics (via Direct Admissions Exercise) and Arts Institutions (NAFA, LASALLE). The list of full-time diplomas and application periods for admission can be found on the institutions’ websites.

These initiatives are introduced on top of the existing Mid-Career Enhanced Subsidy (MCES), which covers up to 90% of course fees for courses funded by the Ministry of Education (MOE) and SkillsFuture Singapore (SSG).

For more details about SkillsFuture Credit, please visit here .   

Financial Support For Full-time, Long-form Training

From early 2025, a new SkillsFuture Mid-Career Training Allowance will apply for selected full-time, long-form programmes.

The allowance will be based on 50% of one’s average income over the latest available 12-month period, capped at $3,000 a month, for up to 24 months over an individual’s lifetime.

More details will be available in Q4 2024.

Eligible Courses

The type of SkillsFuture Credit support and eligible courses are listed below:

Here's an example:

Frequently Asked Questions

Visit Frequently Asked Questions about the SkillsFuture Level-Up Programme here . 

How Should I Use My SkillsFuture Credit (Mid-Career) Top-Up Wisely?

1.      Explore the full list of eligible courses for SkillsFuture Credit (Mid-Career) Top-Up.

2.      Check out these resources to help you make a more informed decision.

Whether you are deepening skills in your current career or reskilling for new opportunities, make use of these complimentary resources to develop your action plan. 

• Skills and Training Advisory : Free 1-to-1 consultation to identify skills and training needs based on your career goals.
• SkillsFuture Advice Workshop : Free 1-hour workshop session that shares more about SkillsFuture programmes and resources for your career planning and upgrading needs.
• SkillsFuture Career Transition Programme :  Acquire industry-relevant skills to improve employability and pivot to new sectors or job roles, available in part-time or full-time formats.
• Skills Demand for the Future Economy Report :  Learn about jobs-skills trends in 2023/24. 

Latest Articles

Most viewed articles.

Featured Article

Ready to Level Up? Find out what courses to take with your $4,000 SFC (Mid-Career) top-up in the Ski...

Ready to Level Up? Find out what courses to take with your...

Published by: SkillsFuture Singapore

Critical Core Skills That Employers Want

Employers have been increasing their demand for specific soft skills, also known as Critical Core Sk...

Additional SkillsFuture Credit (Mid-Career Support)

Provided to every Singapore Citizen aged 40 to 60 as of 31 December 2020, the Additional SkillsFutur...

Who Says I’m Too Old For Tech Jobs?

Mid-careerists looking to convert into the tech industry can find useful tips on how to reskill or u...

Practical Approaches to Support Manufacturing SMEs in Adopting...

Local manufacturing SMEs get support from Bosch Rexroth Regional Training Centre in adopting i4.0 pr...

SkillsFuture Credit

Singaporeans can use their SkillsFuture Credit to pay for selected online learning subscription plan...

Expanded training support for Singaporeans aged 40 and above to continue skills upgrade and pursue s...

Building a Skills-First Workplace

The March 2024 issue of SkillsFuture Jobs-Skills Insights puts the spotlight on embracing a skills-f...

Transitioning to a Successful Product Manager

Product manager, Will Lin, shares his experience and career advice on how he transitioned into his c...

Skills Demand for the Future Economy 2023/24 Report

In the Skills Demand for the Future Economy (SDFE) 2023/24 report, you can find out about this and m...

SkillsFuture Career Transition Programme

The SkillsFuture Career Transition Programme (SCTP) supports mid-career individuals in acquiring ind...

Enabling Inclusive Training

Inclusive training not only empowers individuals with special needs but workplace culture, encouragi...

Laura V. Svendsen

Please fill the form correctly

Get Professional Writing Services Today!

Get a free quote from our professional essay writing service and an idea of how much the paper will cost before it even begins. If the price is satisfactory, accept the bid and watch your concerns slowly fade away! Our team will make sure that staying up until 4 am becomes a thing of the past. The essay service is known for providing some of the best writing, editing, and proofreading available online. What are you waiting for? Join our global educational community today!

• Find My NCCER Number
• Take Module Test
• Take Assessment

News Brief: NCCERconnect Course for Welding Level 2 Now Available

Complementing the Welding Level 2 curriculum updates released in December 2023 , this online coursework offers digital tools and expanded resources to enhance the training experience. Interactive learning elements, such as instructional videos and self-guided walk-throughs, improve trainee engagement and knowledge retention.

The training guide and NCCERconnect course for the sixth edition of Welding Level 1 is also available.

To learn more about Welding courses on NCCERconnect,  sign in or register for NCCERconnect .

Related News

News brief: nccer’s plumbing level 3, 5th edition now available, news brief: nccer partners with tic on spanish power line worker curricula, news brief: nccerconnect course for fundamentals of crew leadership now available, news brief: introduction to solar photovoltaics now available on nccerconnect, news brief: managing electrical hazards, sixth edition now available, news brief: upcoming nccer craft expirations for 2024, 2023 recap: nccer’s products, programs and resources year in review, news brief: nccer’s welding level 2, sixth edition now available.