AQA A-Level History
Explore your course, one topic at a time.
Course overview
The AQA A-Level History specification covers 30 topics with 2356 learning objectives (7042). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.
- 30 topics
- 785 study pages
- 2356 learning objectives
Verified courseQuestions and notes checked against the official specification.
- 2,358
- verified practice questions
- 785
- verified teaching notes
- 169
- topics
Your exams
- The Age of the Crusades c1071 - 1204Wednesday, 19 May 2027, PM
- Spain in the Age of Discovery, 1469 - 1598Wednesday, 19 May 2027, PM
- The Tudors: England, 1485 - 1603Wednesday, 19 May 2027, PM
- Stuart Britain and the Crisis of Monarchy, 1603 - 1702Wednesday, 19 May 2027, PM
- Russia in the Age of Absolutism and Enlightenment, 1682 - 1796Wednesday, 19 May 2027, PM
- Industrialisation and the people: Britain, c1783 - 1885Wednesday, 19 May 2027, PM
- Challenge and transformation: Britain, c1851 - 1964Wednesday, 19 May 2027, PM
- Tsarist and Communist Russia, 1855 - 1964Wednesday, 19 May 2027, PM
- The British Empire, c1857 - 1967Wednesday, 19 May 2027, PM
- The making of a Superpower: USA, 1865 - 1975Wednesday, 19 May 2027, PM
- The quest for political stability: Germany, 1871 - 1991Wednesday, 19 May 2027, PM
- Royal Authority and the Angevin Kings, 1154 - 1216Wednesday, 26 May 2027, AM
- The Wars of the Roses, 1450 - 1499Wednesday, 26 May 2027, AM
- The Reformation in Europe, c1500 - 1564Wednesday, 26 May 2027, AM
- Religious conflict and the Church in England, c1529 - 1570Wednesday, 26 May 2027, AM
- The English Revolution, 1625 - 1660Wednesday, 26 May 2027, AM
- The Sun King: Louis XIV, France and Europe, 1643 - 1715Wednesday, 26 May 2027, AM
- The Birth of the USA, 1760 - 1801Wednesday, 26 May 2027, AM
- France in Revolution, 1774 - 1815Wednesday, 26 May 2027, AM
- America: A Nation Divided, c1845 - 1877Wednesday, 26 May 2027, AM
- International Relations and Global Conflict, c1890 - 1941Wednesday, 26 May 2027, AM
- Italy and Fascism, c1900 - 1945Wednesday, 26 May 2027, AM
- Wars and Welfare: Britain in Transition, 1906 - 1957Wednesday, 26 May 2027, AM
- Revolution and Dictatorship: Russia, 1917 - 1953Wednesday, 26 May 2027, AM
Always confirm dates and times with your exam centre.
| Paper | Time | Marks | Weight |
|---|---|---|---|
| Component 1: Breadth study | 150 min | 80 | 40% |
| Component 2: Depth study | 150 min | 80 | 40% |
| Component 3: Historical investigation | - | 40 | 20% |
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:6 specification points covering What were the motives of the crusaders and the counter-crusaders?, What problems faced the states in Outremer and how…18 objectives · 6 study pages- 1A The Age of the Crusades, c1071–1204 – The origins of conflict and the First Crusade, c1071–c10996 specification points covering Christianity in western Europe c1071; the role of the Church in the late 11th century; the rising influence of the Papacy,…18 objectives · 6 study pages
- 1A The Age of the Crusades, c1071–1204 – The foundation of new states and the Second Crusade, c1099–11496 specification points covering Establishing the states of Outremer: Kings Baldwin I, II and Queen Melisende; expansion and conquest; trade and pilgrimage,…18 objectives · 6 study pages
- 1A The Age of the Crusades, c1071–1204 – The Muslim Counter-Crusade and Crusader states, 1149–1187 (A-level only)6 specification points covering The context of Islamic power in the Near East from 1149; the rise of Nureddin in Syria and Egypt and the growth of jihad,…18 objectives · 6 study pages
- 1A The Age of the Crusades, c1071–1204 – The Third and Fourth Crusades, 1187–1204 (A-level only)6 specification points covering Preaching and preparing for the Third Crusade: motives of Pope Gregory VIII; Henry II and Richard I of England; Philip II of…18 objectives · 6 study pages
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:6 specification points covering What were the political issues and how well did rulers handle them?, Where did opposition come from and how was it dealt…18 objectives · 6 study pages- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – The forging of a new state, 1469–15166 specification points covering The political, economic, social and religious condition of the Iberian Peninsula in 1469, The restoration of royal…18 objectives · 6 study pages
- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – The drive to 'Great Power' status, 1516–15566 specification points covering Charles' inheritance; opposition and consolidation; revolts of the Communeros and Germania, The workings of Empire: ideas…18 objectives · 6 study pages
- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – The 'Golden Age', 1556–1598 (A-level only)6 specification points covering Philip II as ruler: character; inheritance; change and continuity in government; administration and policy, Opposition of…18 objectives · 6 study pages
- 1B Spain in the Age of Discovery, 1469–1598 (A-level only) – Spain: The 'Great Power', 1556–1598 (A-level only)6 specification points covering Philip’s inheritance and ambitions; ideas and pressures; the Spanish army and navy, The eclipsing of French power: Italy;…18 objectives · 6 study pages
1C The Tudors: England, 1485–1603
1C The Tudors: England, 1485–1603 – consequence in this period through the following key questions:6 specification points covering How effectively did the Tudors restore and develop the powers of the monarchy?, In what ways and how effectively was England…18 objectives · 6 study pages- 1C The Tudors: England, 1485–1603 – Henry VII, 1485–15096 specification points covering Henry Tudor’s consolidation of power: character and aims; establishing the Tudor dynasty, Government: councils, parliament,…18 objectives · 6 study pages
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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, 1154–11664 specification points covering The political, economic and social condition of England in 1154; the character and aims of Henry II; the strengths and…12 objectives · 4 study pages- 2A Royal Authority and the Angevin Kings, 1154–1216 – The crisis of Royal Authority, 1166–11744 specification points covering The conflict between Church and State: Thomas Becket and the crisis of 1170; the clash between Henry II and the Papacy,…12 objectives · 4 study pages
- 2A Royal Authority and the Angevin Kings, 1154–1216 – The struggle for Royal Authority, 1174–11894 specification points covering Attempts to consolidate royal authority after the Great Rebellion: court and family tensions; the barons; the royal…12 objectives · 4 study pages
- 2A Royal Authority and the Angevin Kings, 1154–1216 – only) Richard I, 1189–1199 (A-level only)4 specification points covering The character and aims of King Richard: attitudes towards religion and the Church; his involvement in the Third Crusade,…12 objectives · 4 study pages
- 2A Royal Authority and the Angevin Kings, 1154–1216 – King John, 1199–1214 (A-level only)4 specification points covering Royal government under King John: the character and aims of the King; his relations with the barons; the royal finances;…12 objectives · 4 study pages
- 2A Royal Authority and the Angevin Kings, 1154–1216 – The end of John's reign, 1214–1216 (A-level only)4 specification points covering Defeat in the war with France: failure of John’s final campaign to regain Normandy; the Battle of Bouvines; the unfavourable…12 objectives · 4 study pages
2B The Wars of the Roses, 1450–1499
2B The Wars of the Roses, 1450–1499 – The origins of conflict, 1450–14594 specification points covering English society and politics in 1450: the weakness of Henry VI’s rule; baronial factions; Cade’s rebellion; the loss of…12 objectives · 4 study pages- 2B The Wars of the Roses, 1450–1499 – The War of the Barons, 1459–14614 specification points covering The renewal of war: York’s flight into exile; the emergence of Warwick ‘the Kingmaker’; the capture of Henry VI at…12 objectives · 4 study pages
- 2B The Wars of the Roses, 1450–1499 – The triumph of the Yorkists, 1461–14714 specification points covering The personal rule of Edward IV and the political impact of his marriage to Elizabeth Woodville, Factional rivalries: Warwick…12 objectives · 4 study pages
- 2B The Wars of the Roses, 1450–1499 – 'The Sun in Splendour': the reign of Edward IV, 1471–1483 (A-level only)4 specification points covering The consolidation of royal authority under Edward IV and the development of new methods of government, Factional rivalries…12 objectives · 4 study pages
- 2B The Wars of the Roses, 1450–1499 – The downfall of the Yorkist Monarchy, 1483–1486 (A-level only)4 specification points covering The coup d’état by Richard of Gloucester: the issue of the Princes in the Tower and Richard III’s position as a usurper,…12 objectives · 4 study pages
- 2B The Wars of the Roses, 1450–1499 – The end of the Yorkist Dynasty, 1486–1499 (A-level only)4 specification points covering Yorkist opposition to Henry VII: the Lovell revolt; defeat of the Pretender Lambert Simnel at Stoke; the Yorkshire Uprising,…12 objectives · 4 study pages
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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?
AQA offers a huge range of options. For Component 1 (Breadth study) you might explore Tsarist and Communist Russia, 1855–1964; The Tudors: England, 1485–1603; or The British Empire, c1857–1967. Component 2 (Depth study) choices include The Wars of the Roses, 1450–1499; Revolution and Dictatorship: Russia, 1917–1953; or The Making of Modern Britain, 1951–2007. Your school will decide which combinations to offer, but the variety means most students can find periods that excite them. Additionally, the coursework topic is entirely your own choice, giving you further personalisation.
How is the coursework assessed in AQA A-Level History?
The Historical Investigation is a 3,500–4,500-word essay on a topic of your choice. It is marked by your teacher against AQA’s criteria, which assess your ability to frame a valid question, analyse primary and secondary sources, and construct a sustained argument. Your marks are then submitted to AQA for moderation to ensure consistency. The investigation is worth 20% of your overall A-Level and allows you to demonstrate independent research skills that are highly regarded by universities.
Is AQA A-Level History harder than Edexcel or OCR?
All A-Level History specifications are designed to be equally rigorous, but AQA is often seen as slightly more accessible because of its clear question styles and emphasis on historical debates. The coursework component can be challenging if you struggle with independent research, but it also allows you to play to your strengths. Ultimately, difficulty depends on your chosen topics and your personal skills. What sets AQA apart is the support available: there are many past papers, mark schemes, and endorsed textbooks, which can make preparing for exams more straightforward.
Can I do my History coursework on any topic?
Almost any topic is possible as long as it meets AQA’s requirements: it must not overlap with the content you are studying for your examined options, it must be historical (not current affairs), and it must allow you to engage with a range of primary sources and historical interpretations. Your centre will approve your proposed question to ensure it meets these criteria, so you have freedom but with helpful guidance. This flexibility means you could investigate local history, a neglected historical figure, or a comparative study – the choice is yours.
What skills will I develop in AQA A-Level History that are useful for university and careers?
You will develop critical thinking, the ability to weigh evidence and reach substantiated conclusions, and advanced written communication. Analysing primary sources sharpens your ability to question information, while engaging with historians’ debates teaches you to construct and defend an argument. These skills are prized in degrees like Law, Politics, and International Relations, and in careers such as journalism, the civil service, and management. The independent investigation also builds project management and research skills, giving you a taste of university-style work.
Assessment and exam guidance
Assessment Objectives
AO1
60%Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2
20%Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3
20%Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
Exam Structure
AQA A-Level (7042)
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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