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AQA Paper Structure & Assessment
AQA Paper Structure & Assessment
Understanding the structure of the AQA A-Level History qualification is the single most important step in exam preparation. Candidates who know exactly what each paper demands — the time allowed, the mark allocations, the types of question, and the assessment objectives — can tailor every minute of their revision accordingly. This lesson breaks down all three components so that you know precisely what to expect and how marks are awarded.
Overview of the Qualification
AQA A-Level History (specification 7042) is assessed through three components:
| Component | Title | Assessment | Duration | Marks | Weighting |
|---|---|---|---|---|---|
| Component 1 | Breadth Study | Written exam | 1 hour 30 minutes | 80 marks | 40% |
| Component 2 | Depth Study | Written exam | 1 hour 30 minutes | 80 marks | 40% |
| Component 3 | Historical Investigation (NEA) | Coursework | N/A | 40 marks | 20% |
The two written examinations are taken at the end of the two-year course in the summer exam series. The NEA (Non-Examined Assessment) is completed during the course and internally assessed, then externally moderated by AQA.
Key Point: Components 1 and 2 together account for 80% of the total A-Level grade. Getting your exam technique right on these two papers is therefore critical.
Component 1: The Breadth Study
What It Covers
The breadth study examines a period of approximately 100 years (though the exact span varies by option). You are expected to demonstrate knowledge and understanding of long-term change and development across the entire period, not just isolated events.
Popular breadth study options include:
| Code | Option | Period |
|---|---|---|
| 1A | The Age of the Crusades, c1071–1204 | ~130 years |
| 1B | Spain in the Age of Discovery, 1469–1598 | ~130 years |
| 1C | The Tudors: England 1485–1603 | ~120 years |
| 1D | Stuart Britain and the Crisis of Monarchy, 1603–1702 | ~100 years |
| 1E | Russia in the Age of Absolutism and Enlightenment, 1682–1796 | ~115 years |
| 1F | Industrialisation and the People: Britain, c1783–1885 | ~100 years |
| 1G | Challenge and Transformation: Britain, c1851–1964 | ~115 years |
| 1H | Tsarist and Communist Russia, 1855–1964 | ~110 years |
| 1J | The British Empire, c1857–1967 | ~110 years |
| 1K | The Making of a Superpower: USA, 1865–1975 | ~110 years |
| 1L | The Quest for Political Stability: Germany, 1871–1991 | ~120 years |
Paper Structure
The Component 1 paper is divided into three sections, each covering a different period within the breadth study. Within each section you will find two-part questions.
| Part | Format | Marks | Timing Guide |
|---|---|---|---|
| (a) | Short analytical question — "Explain..." or "Describe..." | 10 marks | ~12 minutes |
| (b) | Analytical essay — "How far...", "To what extent...", "Assess..." | 20 marks | ~25 minutes |
You must answer three questions in total — one from each section. Since each section contains one two-part question, in practice you answer all of them. However, some sections may offer a choice between two questions (check the specific option).
Timing Strategy: With 90 minutes and 80 marks, you have roughly 1 minute per mark plus some reading time. A sensible breakdown is:
- 5 minutes reading and planning
- 12 minutes per part (a) × 3 = 36 minutes
- 25 minutes per part (b) × 3 = 75 minutes
This totals more than 90 minutes, so you must write efficiently. The part (a) answers should be concise and focused.
Part (a) — 10-Mark Questions
These questions ask you to explain or describe a historical development, typically within a defined period. They test factual recall and brief analysis.
Mark scheme levels:
| Level | Marks | Descriptor |
|---|---|---|
| 5 | 9–10 | Demonstrates very good understanding; analysis is well-developed and supported by accurate, detailed, and relevant knowledge |
| 4 | 7–8 | Good understanding; analysis is developed and supported by accurate knowledge |
| 3 | 5–6 | Reasonable understanding; some analysis supported by generally accurate knowledge |
| 2 | 3–4 | Partial understanding; limited analysis; some relevant knowledge but may lack accuracy |
| 1 | 1–2 | Very limited understanding; descriptive or irrelevant |
What examiners want: Two or three well-explained points, each supported by specific factual evidence. Do NOT write a full essay — you do not have time. Aim for three developed paragraphs maximum.
Part (b) — 20-Mark Questions
These are analytical essays requiring a sustained argument across the breadth of the period. The question will typically use one of these formulations:
- "How far do you agree that..."
- "To what extent..."
- "Assess the validity of this view..."
- "'Statement.' Assess the validity of this view."
Mark scheme levels:
| Level | Marks | Descriptor |
|---|---|---|
| 5 | 17–20 | Very good understanding and sustained analysis; a convincing and substantiated judgement; supported by accurate, detailed, and relevant knowledge; excellent synoptic links across the period |
| 4 | 13–16 | Good understanding and developed analysis; a supported judgement; accurate and relevant knowledge |
| 3 | 9–12 | Reasonable understanding; some analysis with partial judgement; generally accurate knowledge |
| 2 | 5–8 | Partial understanding; limited analysis; judgement may be asserted rather than supported |
| 1 | 1–4 | Very limited understanding; descriptive; little or no analysis |
Exam Tip — Breadth is Essential: The key difference between the breadth study essay and any other A-Level history essay is that you MUST demonstrate knowledge and understanding across the full period. An answer on Tudor governance that only discusses Henry VII and Henry VIII but ignores Elizabeth I will be capped at Level 3 regardless of its quality. The examiner is specifically looking for synoptic coverage — change and continuity over time.
Component 2: The Depth Study
What It Covers
The depth study examines a shorter period (typically 25–35 years) in much greater detail. It includes a source-based question, which distinguishes it from Component 1.
Popular depth study options include:
| Code | Option | Period |
|---|---|---|
| 2A | Anglo-Saxon England and the Norman Conquest, 1035–1107 | ~70 years |
| 2B | Government and Parliament under Henry VIII, c1509–1547 | ~40 years |
| 2D | Religious Conflict and the Church in England, c1529–1570 | ~40 years |
| 2F | The Sun King: Louis XIV, France, 1643–1715 | ~70 years |
| 2H | France in Revolution, 1774–1815 | ~40 years |
| 2K | International Relations and Global Conflict, 1890–1941 | ~50 years |
| 2L | Democracy and Nazism: Germany, 1918–1945 | ~27 years |
| 2N | Revolution and Dictatorship: Russia, 1917–1953 | ~36 years |
| 2O | Democracy and Nazism: Germany, 1918–1945 | ~27 years |
| 2Q | The American Dream: Reality and Illusion, 1945–1980 | ~35 years |
| 2R | The Cold War, c1945–1991 | ~46 years |
| 2S | The Making of Modern Britain, 1951–2007 | ~56 years |
Paper Structure
The Component 2 paper contains three questions. You must answer two of them.
| Question | Format | Marks |
|---|---|---|
| Question 1 | Source-based: "With reference to these sources and your understanding of the historical context, assess the value of these sources for revealing..." | 25 marks |
| Question 2 | Essay: analytical question on a topic within the depth study | 25 marks |
| Question 3 | Essay: analytical question on a different topic within the depth study | 25 marks |
You answer Question 1 (compulsory) and either Question 2 or Question 3 (your choice). Some depth study options have a slightly different arrangement — always check the specimen paper for your specific option.
Timing Strategy: Two questions in 90 minutes gives you approximately 45 minutes per question. Within that:
- Source question: 5 minutes reading sources + 40 minutes writing
- Essay question: 5 minutes planning + 40 minutes writing
The Source Question (25 Marks)
This is the only question on any AQA A-Level History paper that specifically tests AO3 (source analysis and evaluation). You will be given two sources (usually primary, sometimes one primary and one secondary) and asked to assess their value to a historian studying a particular topic.
The standard wording is:
"With reference to these sources and your understanding of the historical context, assess the value of these sources to a historian studying [topic]."
Mark scheme levels:
| Level | Marks | Descriptor |
|---|---|---|
| 5 | 21–25 | Analyses and evaluates both sources with confidence; uses detailed contextual knowledge to assess the value of both sources; reaches a convincing evaluation of both sources |
| 4 | 16–20 | Analyses and evaluates both sources well; uses contextual knowledge to support evaluation |
| 3 | 11–15 | Analyses some features of both sources; applies contextual knowledge to support some evaluative comments |
| 2 | 6–10 | Some analysis of the sources; limited contextual knowledge applied |
| 1 | 1–5 | Very limited analysis; minimal contextual knowledge |
Key Warning: Do NOT treat this as a reliability question. The question asks you to assess value — how useful the sources are for a historian studying the topic. A biased source can still be extremely valuable (e.g., a propaganda poster tells us a great deal about how a regime wanted to be perceived). Always ask: "What can a historian learn from this source?" rather than "Is this source telling the truth?"
The Essay Questions (25 Marks Each)
Component 2 essay questions work similarly to Component 1 part (b) but expect greater depth rather than breadth. You are expected to provide detailed, specific evidence drawn from the shorter period under study.
Component 3: Historical Investigation (NEA)
What It Is
The NEA is an independently researched essay of 3,000–3,500 words on a question of your choice. It is worth 40 marks and counts for 20% of the A-Level.
Key Requirements
| Requirement | Detail |
|---|---|
| Word count | 3,000–3,500 words (excluding bibliography, footnotes, and appendices) |
| Topic | Must be a genuine historical question or debate; must not overlap with content studied for Components 1 and 2 |
| Primary sources | You must use primary source material — documents, images, artefacts, data from the period you are investigating |
| Historiography | You must engage with different historians' interpretations |
| Independence | The work must be your own; your teacher can advise on the question and approach but cannot mark drafts or guide the argument |
Assessment Criteria
| Criteria | Marks | What It Tests |
|---|---|---|
| A: Understanding of the historical context | 10 | Knowledge and understanding of the period, events, and developments relevant to the question |
| B: Analysis and evaluation | 15 | The quality of the argument; use of evidence to support analytical points; engagement with different interpretations |
| C: Use of sources | 10 | Use of primary source material; evaluation of sources in context |
| D: Organisation and communication | 5 | Structure, clarity of writing, referencing, bibliography |
Key Point: The NEA is internally assessed by your teacher and then externally moderated by AQA. The moderation sample is selected by AQA, and marks can be adjusted up or down for the whole cohort. This means that consistent, fair marking within your school is important.
Assessment Objectives
All AQA A-Level History assessment is structured around three assessment objectives (AOs). Understanding these is essential because they tell you exactly what the examiner is looking for.
| AO | Description | Weighting |
|---|---|---|
| AO1 | 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 | 40–55% |
| AO2 | Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context | This is assessed ONLY in Component 2 and NEA |
| AO3 | Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted | This is assessed across all components |
Clarification: The AQA specification uses AO1 to cover both knowledge AND analytical/evaluative skills. This is different from some other exam boards where knowledge and analysis are separated. For AQA, a high AO1 mark requires not just knowing facts but using them analytically.
How AOs Apply to Each Component
| Component | AO1 | AO2 | AO3 |
|---|---|---|---|
| Component 1 (Breadth Study) | Major | — | Minor (in some questions) |
| Component 2 (Depth Study) | Major | Major (source question) | Minor |
| Component 3 (NEA) | Major | Major | Major |
Command Words
AQA History uses specific command words, and each one tells you what kind of response is expected.
| Command Word | Meaning | What to Do |
|---|---|---|
| Analyse | Break down a topic into its component parts and examine each in detail | Identify factors, causes, or features and explain their significance |
| Assess | Make an informed judgement | Consider different factors or interpretations, weigh them, and reach a supported conclusion |
| Evaluate | Judge the importance, significance, or value of something | Similar to "assess" — weigh up evidence and reach a judgement |
| Explain | Set out purposes or reasons; make the relationship between things clear | Go beyond description; say WHY something happened or mattered |
| "How far..." | To what degree or extent | Consider arguments for and against the proposition; reach a judgement on the balance of evidence |
| "To what extent..." | How much; to what degree | Same as "How far" — weigh up evidence and reach a substantiated judgement |
| "Assess the validity of this view" | Consider whether a given statement is justified | Evaluate the statement against evidence; consider alternative views; reach a clear judgement |
| "With reference to these sources and your understanding of the historical context, assess..." | Component 2 source question | Analyse both sources; evaluate their value using contextual knowledge; reach a judgement on their usefulness |
Exam Tip: The words "analyse", "assess", and "evaluate" all demand that you go beyond describing what happened. You must explain why things happened, how significant they were, and reach a judgement. Narrative description without analysis will cap your answer at Level 2 (at best).
Mark Allocation Summary
| Paper | Question Type | Marks | Suggested Time |
|---|---|---|---|
| Component 1 | Part (a) × 3 | 10 × 3 = 30 | 12 min each |
| Component 1 | Part (b) × 3 | 20 × 3 = 60 | 25 min each — but note this totals 111 min for 90 min, so you must be efficient |
| Component 2 | Source question | 25 | 45 min |
| Component 2 | Essay question | 25 | 45 min |
| NEA | Investigation | 40 | Completed during the course |
Reality Check: The Component 1 timings are very tight. Many students run out of time on their third answer. Practise writing under timed conditions — this is not optional, it is essential. If you cannot finish three complete answers in 90 minutes, you need to work on writing more concisely.
Grade Boundaries
Grade boundaries vary each year, but as a rough guide:
| Grade | Approximate Raw % |
|---|---|
| A* | ~75–80%+ |
| A | ~65–70%+ |
| B | ~55–60%+ |
| C | ~45–50%+ |
| D | ~38–42%+ |
| E | ~30–35%+ |
These are approximate and depend on the difficulty of the specific paper series. AQA uses the Uniform Mark Scale (UMS) to standardise across series.
Key Point: You do not need a perfect score. Even at A*, candidates typically lose significant marks. The difference between grades is often about consistency — performing solidly across all components rather than excelling at one and failing another.
Summary
| Key Point | Detail |
|---|---|
| Three components | Breadth study (40%), Depth study (40%), NEA (20%) |
| Component 1 | Three sections, two-part questions: 10-mark explain + 20-mark essay |
| Component 2 | Source question (25 marks) + one essay (25 marks) |
| NEA | 3,000–3,500 words, independent investigation, primary sources required |
| Assessment objectives | AO1 (knowledge + analysis), AO2 (source analysis), AO3 (interpretations) |
| Command words | Analyse, Assess, Evaluate, "How far", "To what extent" — all require judgement, not narrative |
| Time pressure | Component 1 is very tight — practise under timed conditions |
| Grade boundaries | A* typically ~75–80%+ of total marks |