AQA A-Level History
Explore your course, one topic at a time.
Explore your topics
30 topics
Breadth study11 topics
1A The Age of the Crusades, c1071–1204
1A The Age of the Crusades, c1071–1204 – consequence in this period through the following key questions:18 objectives- 1A The Age of the Crusades, c1071–1204 – The origins of conflict and the First Crusade, c1071–c109918 objectives
- 1A The Age of the Crusades, c1071–1204 – The foundation of new states and the Second Crusade, c1099–114918 objectives
- 1A The Age of the Crusades, c1071–1204 – The Muslim Counter-Crusade and Crusader states, 1149–1187 (A-level only)18 objectives
- 1A The Age of the Crusades, c1071–1204 – The Third and Fourth Crusades, 1187–1204 (A-level only)18 objectives
1B Spain in the Age of Discovery, 1469–1598
1B Spain in the Age of Discovery, 1469–1598 (A-level only) – consequence in this period through the following key questions:18 objectives- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – The forging of a new state, 1469–151618 objectives
- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – The drive to 'Great Power' status, 1516–155618 objectives
- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – The 'Golden Age', 1556–1598 (A-level only)18 objectives
- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – Spain: The 'Great Power', 1556–1598 (A-level only)18 objectives
1C The Tudors: England, 1485–1603
1C The Tudors: England, 1485–1603 – consequence in this period through the following key questions:18 objectives- 1C The Tudors: England, 1485–1603 – Henry VII, 1485–150918 objectives
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Depth study19 topics
2A Royal Authority and the Angevin Kings, 1154–1216
2A Royal Authority and the Angevin Kings, 1154–1216 – The Restoration of Royal Authority, 1154–116612 objectives- 2A Royal Authority and the Angevin Kings, 1154–1216 – The crisis of Royal Authority, 1166–117412 objectives
- 2A Royal Authority and the Angevin Kings, 1154–1216 – The struggle for Royal Authority, 1174–118912 objectives
- 2A Royal Authority and the Angevin Kings, 1154–1216 – only) Richard I, 1189–1199 (A-level only)12 objectives
- 2A Royal Authority and the Angevin Kings, 1154–1216 – King John, 1199–1214 (A-level only)12 objectives
- 2A Royal Authority and the Angevin Kings, 1154–1216 – The end of John's reign, 1214–1216 (A-level only)12 objectives
2B The Wars of the Roses, 1450–1499
2B The Wars of the Roses, 1450–1499 – The origins of conflict, 1450–145912 objectives- 2B The Wars of the Roses, 1450–1499 – The War of the Barons, 1459–146112 objectives
- 2B The Wars of the Roses, 1450–1499 – The triumph of the Yorkists, 1461–147112 objectives
- 2B The Wars of the Roses, 1450–1499 – 'The Sun in Splendour': the reign of Edward IV, 1471–1483 (A-level only)12 objectives
- 2B The Wars of the Roses, 1450–1499 – The downfall of the Yorkist Monarchy, 1483–1486 (A-level only)12 objectives
- 2B The Wars of the Roses, 1450–1499 – The end of the Yorkist Dynasty, 1486–1499 (A-level only)12 objectives
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About this course
About AQA A-Level History
The AQA A-Level History course offers you the chance to explore the past in real depth, developing not just your knowledge of key events, but also the critical skills historians use to interrogate evidence and construct arguments. You will study two distinct historical periods – one breadth study covering at least 100 years, and one depth study focusing on a significant period of change or revolution. This combination allows you to trace long-term trends while also dissecting moments of intense historical drama, giving you a well-rounded understanding of how history is made.
A central theme running through the specification is the nature of historical interpretation. You will learn that history is not a fixed set of facts, but an ongoing debate between scholars who often disagree. Through analysing contemporary sources and the works of historians, you will form your own substantiated judgements on questions such as: Why do empires rise and fall? How do revolutions transform societies? What drives political and social change? The course is structured to make you an active participant in these debates, not a passive learner of dates.
The AQA specification is uniquely flexible. From Component 1 (Breadth study) you choose one option from a list that includes topics like Tsarist and Communist Russia, The British Empire, and The Tudors: England, 1485–1603. For Component 2 (Depth study), options range from The Wars of the Roses to The Making of Modern Britain. Plus, the Historical Investigation (coursework) allows you to pursue a personal interest, giving you ownership of a substantial piece of independent research. This structure ensures you can tailor your studies to your passions while still covering the full range of historical skills.
Assessment Structure
Assessment is entirely linear, with terminal exams at the end of the two-year course. There are two written papers, each worth 40% of the A-Level, lasting 2 hours 30 minutes and marked out of 80. Component 1 assesses your breadth study through a mixture of compulsory and optional questions testing source analysis and essay writing. Component 2 assesses your depth study with a focus on historical interpretations. The remaining 20% comes from the Historical Investigation, a 3,500–4,500-word coursework essay marked by your teachers and moderated by AQA.
Why Choose AQA?
- AQA offers an exceptional range of topic options compared to other boards, meaning you are far more likely to find a combination that truly fascinates you. Whether your interest lies in early modern England, communist Russia, or the British Empire, there is a pathway that fits.
- The coursework component is a distinguishing advantage. It gives you the chance to design your own historical enquiry and work like a professional historian, exploring a question of your choice in depth. This not only builds advanced research and writing skills but also provides a standout piece of work for university applications.
- AQA’s assessment methods are transparent and well-supported with resources. The board has a long-standing reputation for clear question structures and mark schemes, and the emphasis on historical debate (rather than simple recall) prepares you thoroughly for higher education and careers that value critical thinking.
Frequently Asked Questions
What topics can I study in AQA A-Level History?
How is the coursework assessed in AQA A-Level History?
Is AQA A-Level History harder than Edexcel or OCR?
Can I do my History coursework on any topic?
What skills will I develop in AQA A-Level History that are useful for university and careers?
Assessment and exam guidance
Assessment Objectives
Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
Exam Structure
Component 1: Breadth study
2h 30m
Duration
80
Marks
40%
Weighting
Component 2: Depth study
2h 30m
Duration
80
Marks
40%
Weighting
Component 3: Historical investigation
Not stated
Duration
40
Marks
20%
Weighting
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Error: Assuming all crusaders were solely motivated by greed and land. Correction: Acknowledge that crusading was incredibly expensive and dangerous, meaning genuine religious piety was the primary driver for the vast majority.
- •Error: Treating the Muslim response as an immediate, unified holy war from 1099. Correction: Recognise that the counter-crusade took decades to develop, initially hindered by deep political and sectarian divisions within the Islamic world.
- •Error: Viewing jihad purely as a religious phenomenon. Correction: Evaluate how leaders like Nur ad-Din and Saladin weaponised jihad for political consolidation and dynastic ambition alongside religious duty.
- •Error: Stating that the Crusader states were constantly at war with all their Muslim neighbours. Correction: Highlight the frequent truces, trade agreements, and pragmatic alliances formed between Franks and Muslims for mutual survival.
- •Error: Overestimating the size and permanent presence of crusading armies in Outremer. Correction: Emphasise that most crusaders returned to Europe after fulfilling their vows, leaving the states with a permanent manpower crisis.
- •Error: Treating Outremer as a single, unified political entity. Correction: Distinguish between the four distinct states (Jerusalem, Tripoli, Antioch, Edessa) and acknowledge their frequent rivalries and lack of unified command.
- •Assuming all crusaders were motivated solely by religious zeal; correction: acknowledge the complex interplay of faith, economic hardship, and political ambition.
- •Treating the Muslim concept of Jihad as static throughout the period; correction: explain how Jihad was actively revived and weaponised by leaders like Zengi and Saladin over time.
Top Examiner Tips
Expert advice for exam success
- •When evaluating motives, always weigh religious piety against secular ambitions, providing specific examples of individuals like Bohemond of Taranto or Saladin.
- •Avoid generalisations; differentiate between the motives of the crusading leadership, the ordinary knights, and the non-combatant pilgrims.
- •Track how the motives of the counter-crusaders evolved over time, from the fragmented response to the First Crusade to the unified jihad under Saladin.
- •Use specific examples of defensive strategies, such as the reliance on the Templars and Hospitallers, to evaluate how successfully the Franks adapted to their environment.
- •When discussing internal problems, explicitly link political factionalism to military disasters, such as the divisions leading up to the Battle of Hattin.
- •Assess the limitations of Western aid; explain why appeals for help often resulted in insufficient or poorly coordinated crusades that failed to solve Outremer's structural problems.
- •Use specific examples of religious propaganda, such as Urban II's sermon at Clermont or Saladin's use of poetry and sermons, to support your arguments.
- •When evaluating 'importance', weigh faith and ideas against other factors like economic gain or political survival.
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