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Essay based Subjects: What they are and Some Examples

• by Joseph Kenas
• February 11, 2024

Essay writing is a very important part of your academic studies. In your academic journey, you will find essay-based subjects that will require you to write an essay on a particular topic.

Always remember that an essay is just an argument or discussion about a topic. Therefore, you have to write an essay that includes paragraphs each having a theme or purpose.

No matter the subject you are writing about, essays can be simple to write as long as you follow the right structure. 

What is an Essay Based Subject?

In high school, college, or university, the number of essays you write will depend on the subject you have chosen. Subjects that need the student to write a lot of essays for the exams are referred to as essay-based subjects .

History, languages, economics, and literature are some of the subjects that require a student to write frequent essays.

Yet still, most of the humanity and social science subjects also need a lot of research and writing of essay papers. 

Most essay-based subjects require the student to have analytical skills that enable good research for writing papers.

Students who choose these types of subjects need to practice critical thinking at all times. 

A good example is English literature and History. If a student does not have these skills, writing a good essay will become a problem. 

For other essay-based subjects such as physics, students need to be familiar with scientific principles before they can write good essays.

Creativity in thinking and a demonstration of self-discipline are important if you want to achieve good grades in these subjects. Nurture your study skills as a student to excel in subject-based essays

There are also practical subjects such as Music and Art which also have essay writing in some areas. Without imaginative and inventive skills, these subjects will not be easy to pass. 

Is Psychology an Essay-Based Subject?

Psychology is an essay-based subject in many ways. If you are pursuing a degree in psychology, you have to know how to write compelling essays which will be part of your final grades.

The writing of essays in psychology gives students a good opportunity to explore different aspects of this subject. As a psychology student, essay writing allows you to investigate deeply a topic you have chosen.

As long as the topic is within the subject of psychology, professors do give students the privilege to write about what they prefer. In the end, you will be able to sharpen your research, analytical, evaluation and communication skills. 

Since psychology revolves around the study of behavior, essay writing can help to enhance a student’s understanding of behaviors.

Research for essay writing from a psychology perspective will allow the student to learn terms and methods in this subject.

Psychology is a subject that needs a proper understanding of the methodologies involved. Without adequate knowledge and understanding of this subject, writing a good essay will be difficult. 

The choice of essay topic on this subject can be on an area covered in the course. However, students can also choose a good topic of their interest that does not relate to the subject content.

As long as you select a field in psychology that you have an interest in, you can write a good essay. 

30 Essay Based Subjects

• Anthropology 
• Archaeology
• Environmental science 
• Ancient history
• English language
• English literature
• Classical civilization
• Government and politics
• Health and social care
• Media studies
• History of art
• Criminology
• Religious studies
• Design and technology
• Product design
• Political science
• Global politics

How to Study and Pass Essay Based Subjects

It is not easy to prepare for exams involving essay-based subjects. If you want to pass with a good grade, you have to make the most out of your revision. Practice essay writing tips to keep you focused.

Below are effective tips on how to study and pass essay based subjects:

1.Be a Friend of the Teacher                                                                                      

Teachers play a very important role in helping you pass exams. This is what will propel you to the next level of education or give you a good job.

However, they have to prepare hundreds of students for the exams. As such, they may not be able to tell you everything unless you ask.

If you are a friend of the teacher, it will be easy to ask questions and get good tips on how to prepare for your exams.  You’ll also not be the students who have excuses to submit their assignments late.

Most teachers are willing to extend a helping hand to students so that they have an easy time preparing for exams. Therefore, when you need help in your study and revision, take advantage of the teacher’s help.

2. Plan your Revision

With proper planning, revising for essay-based subjects can be effective. You should start your revision in time so that you do not have to cram everything on the last day of the exam.

If you start revising early, you can have small amounts of time dedicated to each subject or topic.

Small revision parts each day for a longer period are more effective than trying to cram everything the night before your exams. 

 Also, you can plan to revise one subject at a time or alternate revisions between various subjects of study.

What you need is a suitable revision pattern that works well for you. All in all, always make revision a habit. Create specific set times of the day to revise and ensure you stick by it. 

3. Relaxing Activities

Even though studying for essay-based exams needs a lot of preparation, interspersing with relaxing activities is also advisable.

This helps to stop the overloading of the brain especially when you feel exhausted. You can take a walk, listen to your favorite music or take part in sports. 

Just take part in whatever activity you like but ensure the breaks do not become distractions. 

4. Avoiding Distractions

Effective studying for exams cannot go well if there are distractions. Social media platforms such as WhatsApp and Instagram are the greatest enemies. Develop routines to help you use your free time productively.

Notifications from friends will always pop up and distract you from studying. One way of avoiding this is by installing a locking app so that you can disable your social media for a specific period. 

Another alternative is to block your web browser or the internet router. You can block access and create a restriction for a specific period.

With help from friends and family members, have a blocking schedule. Far from that, find a quiet place where you can do your revisions effectively.

If there is no quiet place at home, the nearby library is the best place where you can study comfortably. 

5. Create a Glossary

When the exam period approaches, it is good to come up with a list of all the important words and phrases that you need to know.

For each of the modules, ensure you list important phrases that you need to remember. Have a brief definition of each of the terms which are important for the exams.

You can then go back to your glossary and test your ability to remember these terms. 

6. Practice Essay Writing Regularly

Regularly writing essays will give you a clue about how to go about your exams. It makes you master the time you will need to plan, write and proofread your essay.

With the use of past papers, you can know the type of questions that are frequently asked in your area of study. This will boost your flexibility and confidence because you will be familiar with all the course materials. 

Joseph is a freelance journalist and a part-time writer with a particular interest in the gig economy. He writes about schooling, college life, and changing trends in education. When not writing, Joseph is hiking or playing chess.

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• Understanding A-Level Essay Questions

Last Updated: 8th April 2021

Author: Rob Needleman

Table of Contents

Are you confused about the different types of essay questions and unsure of what the examiners are looking for? 

There is nothing worse than spending 45 minutes writing an incredible essay that does not answer the exam question. This is a  common mistake examiners see every year when marking students’ exam papers. To avoid making this easy mistake yourself, keep on reading. 

What are A-level essays and why are they used?

The majority of A-level subjects have an essay question in the exam or longer written style questions. Examiners include essays to test your ability to formulate arguments, write a clear and structured answer that is relevant to the question, demonstrate understanding of the subject and show evidence of wider reading and critical thinking. Discover our recommended university reading lists .

To do this, you need to be able to write concisely and manage exam time effectively.

Your A-levels are just one part of your Oxbridge application. Performing well in your Personal Statement, Admissions Tests and Interviews is key for offer success. 

Prepare effectively over the next few months with our expert Oxbridge guidance and structured learning. We help you craft the perfect Personal   Statement , achieve a highly competitive Admissions Test  score and teach you how to  Interview effectively – covering all areas of your Oxbridge application, from History to Medicine.

Discover our  Oxbridge Premium Programmes  by clicking the button below to  enrol and triple your chances of success.

How to analyse A-level essay questions

Before you rush off into planning your essays during the exam, make sure you fully understand what the question is asking.

Breaking Down Essay Questions

Analysing essay questions is a key skill. You can use the method below to break down questions into clear and separate elements to help you understand what the question is asking. These are taken from a 2018 AQA Past Paper .

Breaking Down Essay Mark Schemes

Below we have the mark scheme for the same question. It is clear what the examiners are looking for to award you top marks. The keywords highlighted show that to reach the 7-9 marks, you need to provide relevant information by actually evaluating and analysing the strategies and providing evidence to back up your points.  

It might sound obvious to answer the actual question but students still have issues with this every year, as seen in the Examiner Report below (which is for the same question). It is clear that lots of students do not understand what the question is asking and describe the success of strategies rather than evaluate the success of strategies.

Claim Your FREE A-Level Revision Handbook

If you’re struggling to start on your revision or are worried about your progress, this handbook is for you! Within this free guide, you will learn about how to effectively prepare for your exams and how you can improve your score with simple techniques. Fill out the form below to have your handbook sent directly to you!

What are the different a-level essay question types?

We can break up the essay questions into two main styles, critical and descriptive.

Critical essay questions

To explain what critical questions are, we will look at the words used in the questions.

The examiner is expecting you to debate the topic of the question and provide plenty of evidence for each point. Critical thinking is key and your final conclusion should be your verdict to the extent of how much an argument is accurate or how much you agree or disagree with a hypothesis.

For example:

BBC Bitesize provides a good evaluate sample question: For a developed world city you have studied, evaluate the effectiveness of strategies used to manage traffic. (8 marks)

Pedestrianisation of CBD roads increases safety and makes these areas more appealing to shoppers. Fewer cars in pedestrian zones lead to lower emissions and improved air quality. However, shops may see reductions in business activity as shoppers could feel less inclined to park outside of the CBD and walk or take public transport in.

The examiner expects you to demonstrate your reasoning skills with relevant evidence to back up your arguments. A conclusion must be reached with the advantages and disadvantages of the given context and different perspectives can be considered.

Discuss  the effects of land degradation on either a named rainforest or semi-arid area you have studied. (6 marks)

Crop failures and livestock loss have led to a diminished food supply causing malnutrition and famine for people in countries like Ethiopia. Moreover, this has caused large-scale rural-urban migration into overcrowded areas in the south, which is increasing the population size of shantytowns.

Descriptive Essay Questions

Descriptive questions are very different from critical questions.

The examiner usually expects you to write a detailed explanation of how and why something occurs. Your writing should be objective and outline rather than examine. It is also a good opportunity to draw a diagram to support your explanation.

Describe factors that affect the amount of energy received at the Earth’s surface. (6 marks).

Snow and ice at the North and South Poles cause the albedo effect which means they reflect more radiation, whereas dark forests absorb more radiation from the sun.

This is different to describe because you need to give reasons for your answer. The examiner expects you to demonstrate your understanding and knowledge of the subject. Keep thinking of ‘who’, ‘what’, ‘where’, ‘why’, ‘when’ and ‘how’. A good way to pick up marks is by providing definitions of more technical or specialised terms.

Explain  the stages and process involved in the formation of a stack. (10 marks)

The rocks on a headland have lines of weaknesses. Waves from the sea erode the weaker lines. Hydraulic action is the force of waves crashing against the shoreline and surrounding cliffs. The waves force air into weaknesses in the rocks such as cracks which compress and blows the rock apart as pressure is released.

Final A-level essay tips to answer questions effectively

• Be relevant and answer the question
• Provide logical and well-structured arguments
• Apply knowledge from the specification, wider reading and demonstrate independent thought
• Use critical thinking to explore arguments and provide relevant evidence to support your points
• Manage time effectively

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Choosing A Levels

Choosing your a level subjects is a big decision. read our advice on how to decide, whether you know what you want to study at university or not..

What are A Levels?

Which subjects should you choose, university courses with specific requirements.

A Levels (Advanced Levels) and AS Levels (Advanced Subsidiary) are courses that students in England, Wales and Northern Ireland take after GCSEs. They're the most common qualifications for university admission. Other qualifications include Scottish Highers/Advanced Highers and other alternatives to A Levels .

A Levels are two-year qualifications that give students a chance to study an existing GCSE subject in greater depth or try a completely new subject like Law, Drama or Economics. 

What to expect from A Levels

• An increase in difficulty compared to GCSEs
• Differences in the way you’re taught and what's expected from you 
• More independent study time – you'll only have between three and five subjects to study as opposed to ten or more at GCSE, meaning less time in the classroom

How many A Levels can you take?

Students can take up to five A Levels but you generally choose three A Levels to study for a two-year course. You can decide to work towards AS qualifications or combine the two. Discuss your options with your school or college and find out whether they'll offer both AS and A Levels so you can decide the best route for you. The vast majority of schools and colleges now focus on A Levels, with the one-year AS Level less popular and available.

If you already know what you’d like to study, you can contact the university admissions office and ask about entry requirements for the course(s) you’re interested in.

How many GCSEs do you need to do A Levels?

Most schools and colleges will expect you to have gained at least five 9–4 (A*–C) grades in your GCSEs. However, other pathways are available including BTEC and other vocational courses.

Requirements can vary from four to six passes, so you should check with your school or college. Often you'll need a GCSE at grade 5–6 (B) or above in a subject if you want to continue it at A Level.

GCSEs have also changed in recent years, with most students in England now getting new numerical grades (9–1) and changes to exams, coursework and specifications.

Take advice from your school careers advisor and university admissions departments so you can make an informed decision based on accurate and up-to-date information. It’s worth asking questions and researching entry requirements for courses at various universities to get a good idea of the subjects you should take.

Things to consider when choosing your A Levels

If you want to go to university, the main question to ask yourself is: 'Do I know what I want to study at university?'. Your answer will dictate which subjects you should choose for A Levels.

It’s perfectly normal not to know what you want to do for a career, or what you want to study at university. Many graduates go on to work in fields unrelated to their chosen degree. However, if you have aspirations for a certain career, you'll need to take a related degree. For example, subjects such as Law, Medicine, Architecture and Veterinary Science will all need specific qualifications.

If you already know what you want to study at university

Knowing what you want to study at university puts you in a good position when choosing your A Levels. Your first step should be to check entry requirements on university websites for your chosen course.

A lot of courses will specify at least one subject you'll need to have studied at A Level. For example, Medicine, Veterinary Science and certain Engineering courses may need three specific subjects. Also some universities publish a list of preferred A Level subjects that are acceptable for general admission, as well as specific requirements for individual courses.

If you don't know what you want to study at university

You may not be sure what you want to study at university, or if you want to go at all. Don’t worry, as it means you can choose whichever subjects you want (within reason) and let that dictate your degree choice should you go on to study at university.

There are eight 'facilitating' subjects listed by Russell Group universities to help you keep your degree options open until you decide which course to take:

• English Literature
• Maths and Further Maths
• Modern and Classical Languages

Generally speaking, taking two facilitating subjects will keep a wide range of degrees open to you. Make sure you still choose subjects you like – you'll be studying them for the next two years.

If you’re still uncertain, phone or email the university admissions or schools liaison team for their advice before finalising your choices.

Other factors to consider when choosing A Levels

• What you're good at – your career or degree plans may change so make sure you choose subjects you can do well in
• What you enjoy – if you don’t enjoy a subject at A Level but need it for a specific university course, you might want to reconsider your degree preference
• Your subject combination – if you're taking a science A Level, for example, you should consider whether you need to look at taking another science or maths subject
• The syllabus – knowing the course content should tell you whether a particular A Level is the right option for you
• The workload you can handle – for example, some courses may involve a lot of essay writing, so be realistic about how much work you can do

Course entry requirements are used to help admissions staff at universities pick students for their courses. Many courses will have more applicants than places so they'll set an entry requirement to allow them to reduce the number of students to consider.

Specific course requirements (e.g. Chemistry and Biology for a Biochemistry course) are there to make sure students can cope with the pressures of the course content itself. The majority of university courses look for at least Cs in GCSE English and Maths. Some courses go further and list specific subjects and grades they expect you to have.

Remember that some courses may only consider certain A Level qualifications or accept certain qualifications when taken with another. This will depend on what the university department is looking for.

For example, a History department may be looking for students who can write essays and handle exams, and so might have a preference for A Level or Highers students. If you’re a BTEC student, look out for courses that name specific units you need to pass with specific grades.

Check our subject guides to see if a course might need specific A Level subjects (or equivalent).

Keep in mind

• Some universities discourage students from taking certain combinations of A Levels – this tends to be for very similar subjects such as Business Studies and Economics, or Maths and Further Maths
• Core Maths generally isn't a suitable substitute for AS or A Level Maths or Further Maths
• If you do too many practical or vocational subjects (such as PE, Music Technology, Media Studies, Textiles or Drama), it may limit what you can study at university – some universities include these in lists of 'non-preferred' subjects
• Highly selective courses such as Medicine may state that A Levels should be taken in the same sitting after no more than two years of study – this can affect you if you're looking to repeat some exams after sixth form or if you’ve taken some exams early

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Choosing A-levels

Choosing A-levels can feel daunting. From how many A-levels to take to how to choose them, we've got the answers to your questions. 

See what you could study at uni

What are a-levels, what a-level subjects should you choose, what grades do you need to do a-levels, why are a-levels important, can you change your a-level subjects, can you study btecs and a-levels.

A-levels are subject-based qualifications taken in sixth form by students in England, Wales and Northern Ireland. A-levels take two years and can lead to further study at university, apprenticeships, training or work. 

Most students choose three subjects to study at A-level, although you can do up to five. When you apply to university, most will give you an offer based on three subjects. Many universities exclude general studies, so check the course entry requirements for courses you’re interested in if you’re thinking of taking general studies. 

Talk to your teachers before deciding how many A-levels to take. Bear in mind what you can handle. It’s better to study fewer A-levels and get fantastic grades than to study many A-levels but achieve lower grades. 

Think about your strengths, but also consider what you enjoy studying and what you want to do longer-term when choosing your A-level subjects. If you're not sure what you want to do longer-term, our Career Matcher tool will help suggest some careers that suit your interests. A-levels come with a bigger workload and harder exams than GCSEs, so make sure you’re happy with your choices. 

Use our Career Matcher to find your match now!

Below, we cover the different departments your school might have along with the university courses or career paths these could lead to. Try to pick a variety of subjects to keep your options open and demonstrate your skillset to university admissions tutors and potential employers. 

Sciences  

Sciences don’t just include biology, physics and chemistry, but also mathematics and computer science. Many of them will be familiar to you from GCSEs but there might be some new subjects on offer like sports science, as not all colleges offer this at GCSE. 

If you’re interested in studying medicine, becoming an accountant or pursuing a career in engineering, these subjects will be useful to you. Having these subjects as your A-levels helps to demonstrate your logical thinking skills. 

Humanities  

Humanities include English literature and language, as well as classics, history and geography (though some branches of geography fall under sciences). Some other subjects that fall under humanities include religious studies and philosophy. While at GCSE you’ll have studied both English language and English literature, at A-level these subjects are often taught separately. These are essay-based subjects so be prepared for a lot of writing if you pick one of these. 

Studying humanities at A-level can lead you to a career in journalism, education, marketing and much more. You’ll likely find a bit of overlap between social sciences and humanities, particularly at university level. These subjects are also perfect for demonstrating your critical-thinking ability. 

Languages  

While most colleges and sixth forms will offer language A-levels such as French and German, some schools might also offer courses in languages including Latin and Japanese. Picking up languages at A-level can be difficult and many schools will need you to have a GCSE or an understanding of the language to study it at A-level. 

Being multilingual or having an A-level qualification in another language is very helpful if you’re hoping for a career in the corporate world and opens opportunities to work as a translator. People who speak multiple languages are associated with having skills such as better problem-solving, and these subjects also demonstrate you have a good memory. 

Social sciences  

The social sciences department usually introduces a lot of subjects that weren’t available at GCSE. This includes economics, psychology, sociology and politics. If you’re thinking about studying international relations at university or if you’re interested in a career in government, then some of these subjects are good choices. 

Social sciences is a very diverse department so these topics are also popular choices for students interested in working in mental health or even something like accounting. Like humanities, these subjects develop your critical thinking, but it wouldn’t be social sciences without needing some logical and rational thinking as well.  

At A-level, arts subjects are often assessed by portfolios, with a smaller focus on exams. Your college may offer art subjects such as graphics, photography, textiles and food tech, as well as art. Many art subjects are more vocational, so they have a clearer path towards careers. 

For example, if you want to be a chef or work in a kitchen, you should definitely consider food tech. These are also good subjects to study if you want to pursue a career in the creative industries, such as working in film or television, as they demonstrate your creativity. 

Of course, this isn’t a complete list of the subjects on offer at A-level, as every school will have different things available. Your school might have subjects such as business, media or drama as well as a mixture of the above. If you know what you want to study at university, or have a career goal in mind, it might be easier for you to pick your subjects. If you’re not sure what you want to do after your A-levels, focus on keeping your options open with a mix of subjects while making sure you play to your strengths. 

Most schools will want you to have achieved five GCSEs with a minimum grade C/4 for each. Your school might have additional requirements to do certain subjects at A-level, for example they may have a minimum GCSE grade in maths if you want to continue studying it at A-level. 

Your school may also accept BTECs or other vocational qualifications. 

Check with your school (or the sixth form you want to attend if you’re changing schools) and make sure you know exactly what grades you need. 

Choosing the right A-levels lets you apply for the university courses you’re interested in. Choose the wrong subjects and you could be losing out on a potential place at uni. While you can go to university no matter which subjects you study provided you get good enough grades, it might affect which courses you can do.  

This may sound daunting but don’t feel overwhelmed. Research universities you might want to study at before you make your final A-level choices. For example, if you want to study a science degree, a university will expect to see some sort of science A-level among your grades. Speak to your parents and teachers at school if you want extra support and advice in choosing your A-level subjects. 

In some circumstances you can change your A-level subjects. Many schools and sixth form colleges will support students to change their A-levels in the first few weeks of Year 12, but this is up to your teachers. The sooner you speak to a teacher about changing your subjects, the more likely it’ll be. 

If you’re studying four subjects in Year 12, you’ll usually be able to drop one of your subjects at the end of the year without worrying about still getting university offers.  

If you decide in Year 13 that there’s a subject you wish you’d taken, it’ll be up to your teachers and the school to decide if you can study it.   

Yes, you can study both BTECs and A-levels and still get into most universities. If you study a 12-unit BTEC, some universities may also want you to have an A-level. 

It’s always worth checking a course’s entry requirements to make sure you can get enough UCAS points to be considered. 

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• A-Level English Literature

How to Write an A-Level English Literature Essay

Writing an A-level English Literature essay is like creating a masterpiece. It’s a skill that can make a big difference in your academic adventure. 

In this article, we will explore the world of literary analysis in an easy-to-follow way. We’ll show you how to organise your thoughts, analyse texts, and make strong arguments. 

The Basics of Crafting A-Level English Literature Essays

Understanding the Assignment: Decoding Essay Prompts

Writing begins with understanding. When faced with an essay prompt, dissect it carefully. Identify keywords and phrases to grasp what’s expected. Pay attention to verbs like “analyse,” “discuss,” or “evaluate.” These guide your approach. For instance, if asked to analyse, delve into the how and why of a literary element.

Essay Structure: Building a Solid Foundation

The structure is the backbone of a great essay. Start with a clear introduction that introduces your topic and thesis. The body paragraphs should each focus on a specific aspect, supporting your thesis. Don’t forget topic sentences—they guide readers. Finally, wrap it up with a concise conclusion that reinforces your main points.

Thesis Statements: Crafting Clear and Powerful Arguments

Your thesis is your essay’s compass. Craft a brief statement conveying your main argument. It should be specific, not vague. Use it as a roadmap for your essay, ensuring every paragraph aligns with and supports it. A strong thesis sets the tone for an impactful essay, giving your reader a clear sense of what to expect.

Exploring PEDAL for Better A-Level English Essays

Going beyond PEE to PEDAL ensures a holistic approach, hitting the additional elements crucial for A-Level success. This structure delves into close analysis, explains both the device and the quote, and concludes with a contextual link. 

Below are some examples to illustrate how PEDAL can enhance your essay:

Clearly state your main idea.

Example: “In this paragraph, we explore the central theme of love in Shakespeare’s ‘Romeo and Juliet.'”

Pull relevant quotes from the text.

Example: “Citing Juliet’s line, ‘My only love sprung from my only hate,’ highlights the conflict between love and family loyalty.”

Identify a literary technique in the evidence.

Example: “Analysing the metaphor of ‘love sprung from hate,’ we unveil Shakespeare’s use of contrast to emphasise the intensity of emotions.”

Break down the meaning of the evidence.

Example: “Zooming in on the words ‘love’ and ‘hate,’ we dissect their individual meanings, emphasising the emotional complexity of the characters.”

Link to Context:

Connect your point to broader contexts.

Example: “Linking this theme to the societal norms of the Elizabethan era adds depth, revealing how Shakespeare challenges prevailing beliefs about love and family.”

Navigating the World of Literary Analysis

Breaking Down Literary Elements: Characters, Plot, and Themes

Literary analysis is about dissecting a text’s components. Characters, plot, and themes are key players. Explore how characters develop, influence the narrative, and represent broader ideas. Map out the plot’s structure—introduction, rising action, climax, and resolution. Themes, the underlying messages, offer insight into the author’s intent. Pinpointing these elements enriches your analysis.

Effective Text Analysis: Uncovering Hidden Meanings

Go beyond the surface. Effective analysis uncovers hidden layers. Consider symbolism, metaphors, and imagery. Ask questions: What does a symbol represent? How does a metaphor enhance meaning? Why was a particular image chosen? Context is crucial. Connect these literary devices to the broader narrative, revealing the author’s nuanced intentions.

Incorporating Critical Perspectives: Adding Depth to Your Essays

Elevate your analysis by considering various perspectives. Literary criticism opens new doors. Explore historical, cultural, or feminist viewpoints. Delve into how different critics interpret the text. This depth showcases a nuanced understanding, demonstrating your engagement with broader conversations in the literary realm. Incorporating these perspectives enriches your analysis, setting your essay apart.

Secrets to Compelling Essays

Structuring your ideas: creating coherent and flowing essays.

Structure is the roadmap readers follow. Start with a captivating introduction that sets the stage. Each paragraph should have a clear focus, connected by smooth transitions. Use topic sentences to guide readers through your ideas. Aim for coherence—each sentence should logically follow the previous one. This ensures your essay flows seamlessly, making it engaging and easy to follow.

Presenting Compelling Arguments: Backing Up Your Points

Compelling arguments rest on solid evidence. Support your ideas with examples from the text. Quote relevant passages to reinforce your points. Be specific—show how the evidence directly relates to your argument. Avoid generalisations. Strong arguments convince the reader of your perspective, making your essay persuasive and impactful.

The Power of Language: Writing with Clarity and Precision

Clarity is key in essay writing. Choose words carefully to convey your ideas precisely. Avoid unnecessary complexity—simple language is often more effective. Proofread to eliminate ambiguity and ensure clarity. Precision in language enhances the reader’s understanding and allows your ideas to shine. Crafting your essay with care elevates the overall quality, leaving a lasting impression.

Mastering A-level English Literature essays unlocks academic success. Armed with a solid structure, nuanced literary analysis, and compelling arguments, your essays will stand out. Transform your writing from good to exceptional. 

For personalised guidance, join Study Mind’s A-Level English Literature tutors . Elevate your understanding and excel in your literary pursuits. Enrich your learning journey today!

How long should my A-level English Literature essay be, and does word count matter?

While word count can vary, aim for quality over quantity. Typically, essays range from 1,200 to 1,500 words. Focus on expressing your ideas coherently rather than meeting a specific word count. Ensure each word contributes meaningfully to your analysis for a concise and impactful essay.

Is it acceptable to include personal opinions in my literature essay?

While it’s essential to express your viewpoint, prioritise textual evidence over personal opinions. Support your arguments with examples from the text to maintain objectivity. Balance your insights with the author’s intent, ensuring a nuanced and well-supported analysis.

Can I use quotes from literary critics in my essay, and how do I integrate them effectively?

Yes, incorporating quotes from critics can add depth. Introduce the critic’s perspective and relate it to your argument. Analyse the quote’s relevance and discuss its impact on your interpretation. This demonstrates a broader engagement with literary conversations.

How do I avoid sounding repetitive in my essay?

Vary your language and sentence structure. Instead of repeating phrases, use synonyms and explore different ways to express the same idea. Ensure each paragraph introduces new insights, contributing to the overall development of your analysis. This keeps your essay engaging and avoids monotony.

Is it necessary to memorise quotes, or can I refer to the text during exams?

While memorising key quotes is beneficial for a closed text exam, you can refer to the text during open text exams. However, it’s crucial to be selective. Memorise quotes that align with common themes and characters, allowing you to recall them quickly and use them effectively in your essay under time constraints.

How can I improve my essay writing under time pressure during exams?

Practise timed writing regularly to enhance your speed and efficiency. Prioritise planning—allocate a few minutes to outline your essay before starting. Focus on concise yet impactful analysis. Develop a systematic approach to time management to ensure each section of your essay receives adequate attention within the given timeframe.

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A-level choices: which subjects should you pick?

I t's that nailbiting time of the school year when prospective sixth-form students must choose which A-levels to do. Those who plan to go on to university will be hoping to pick the perfect combination that will ensure a place on their course of choice.

But it's hardly surprising if, aged 15, you don't have much of an idea what degree you want to do, let alone the shape of your future career. So Guardian Students has asked university admissions departments and sixth-form tutors to answer some of the questions pupils ask as they try to figure out which subjects to take.

Which A-level subjects are blacklisted by the more prestigious universities?

"An A-level subject blacklist does not exist, but certain universities do require particular subjects for particular courses, and applicants applying without these subjects will often not be considered," says Julian Skyrme, head of undergraduate recruitment and widening participation at the university of Manchester. In some cases it's obvious: you need to take science subjects to apply for medicine and dentistry, but in others, Skyrme says, the requirement "may be more subtle". A drama course might require that you have at least one essay-based A-level, for example. It's time consuming, but to be safe you need to look at the detailed entry criteria given by each university for individual degree courses you think you might be interested in.

What are the Russell group "facilitating subjects" and what does the term mean?

The Russell Group, to which some of the UK's most prestigious universities belong, publishes a guide called Informed Choices . It tells you the most common subject requirements for different degree courses at those universities. It also features a list of "facilitating subjects" and advises pupils wanting to be considered for a Russell Group university to pick two of them as part of their A-level mix. The facilitating subjects are: mathematics and further mathematics, English literature, physics, biology, chemistry, geography, history and languages (classical and modern).

Will universities really consider a BTec as equivalent to an A-level?

"Some will, some won't," says Matt Cole, head of modern history and politics at King Edward VI college in Stourbridge. "And I've seen departments that will one year, and won't another. There may also be a difference in what universities say they will consider and what in reality they do. They may consider BTecs – but not equally."

It depends on the type of course, adds Laura Lane, from the admissions service at Sheffield University. "The general rule is that BTecs should be in a relevant subject area to the degree a pupil wants to do."

"Students who are considering studying a BTec or another more vocational qualification (such as applied double-award A-levels) should research university entry requirements very carefully," says Skyrme, who points out that all universities publish precise details of what will be required both on their own websites and on the Ucas website.

"Sometimes universities will only be able to accept these sorts of qualifications when combined with other qualifications. For example, some engineering courses at university require students to have an A-level in maths alongside their BTec diploma, to ensure they have the mathematical skills required to complete the degree successfully."

Do teachers put pressure on pupils to take "easier" subjects to keep the school's results high?

Suspicion was voiced in comments on a Guardian Students feature last year that some schools advise pupils not to risk getting lower grades by taking on "hard" subjects at A-level. But Ian Hunt, MD of Gabbitas Education says: "I think what you'll find is that the pressure comes from the individual [school] department wanting to pick the best students to do their subjects, not an overarching directive from above."

At King Edward VI college, which last year saw 86% of its A-level pupils apply successfully to university, "we'd be encouraging pupils to play to their strengths", says Cole. Pupils occasionally do have to be guided away from a particular choice though – "there are some subjects, such as further maths, where you would have had to get a very good GCSE result to be accepted for A-level". Cole says teachers would make sure pupils understood that this was because you'd be unlikely to cope with the subject without a strong aptitude for maths.

If you feel you're being pushed towards subjects you don't want to do, what should you do?

"Teachers and parents can be a great source of advice to students; teachers especially can provide an honest insight into students' academic strengths," notes Skyrme. "However, students shouldn't be pressured into taking subjects they don't want to study, or that they don't feel confident about. Students should remember that it is they who will be studying the course, and taking the exams at the end of it, so it really must be a personal choice."

Should your GCSE grades dictate which subjects you pick at A-level?

For some subjects, you should take your GCSE grades very seriously, says Hunt. "Take maths: it's the sort of subject that if you don't get an A* at GCSE, it becomes a really big leap at AS and A-level and you need to consider that." But, he adds, this doesn't apply in all subjects – "for the humanities it's not nearly so strict a rule."

Do universities look at your GCSE results?

"Performance at 15 or 16, and sometimes even 14 if you take a GCSE early, isn't necessarily a good indicator of whether you'll be a good undergraduate and do well when you sit your finals," says Cole. But GCSEs – together with AS-levels – are the first filters that universities will use, simply because of the numbers they're dealing with. Most universities don't interview any more, Cole points out, so they've lost a valuable way of making a judgment, and in turn must rely more on a pupil's past performance.

"GCSE results do have a great bearing on university acceptances in some subjects," says Hunt. "Certain universities see GCSEs as great predictors. Oxford do, for instance."

How can you keep your options open?

Reality check: growing up is about making choices, and you can't keep every option open. But it may be useful to ask yourself if you really need to. If you're pretty sure you want to do medicine or engineering, then you can stop agonising: you need to narrow, not widen, your subject choice. But, says Lane, if you're not set on a particular area, "play to [your] strengths, but don't specialise in one area too much".

You could consider not doing A-levels at all. "The International Baccalaureate doesn't suit everyone, but if you're bright and want to keep your options open, that can be the best option," suggests Hunt.

Young people need to think carefully about what they enjoy and what they're likely to excel at, says Louise Banahene, education outreach manager at Leeds university. "If you study at least two of the facilitating subjects – ones you're interested in and good at – then the options are as wide as possible."

Skyrme says it's worth noting that by choosing facilitating subjects, pupils aren't restricted to applying for degree courses that require those subjects. "Even if a student studies three facilitating subjects, they would still be able to apply to study law, for which most universities do not require any specific subjects."

Should you always do maths A-level if you're capable of getting a decent grade, even if your interests lie elsewhere?

Most of the experts said no to this question: unless you want to do a maths- or science-based degree, it's not likely to be required. Skyrme suggests that students ask themselves a series of questions to decide: Will I enjoy maths A-level? Do I need it for my chosen university course? Might it be useful for my chosen university course? Will I get a good grade?

If the answer to most of these questions is yes, then clearly it would be a good idea, he says. If the answer to most of them is no, then don't do maths.

Should you try to do a science A-level if you can, even if you prefer arts and humanities?

It depends on the course a student is interested in. "A psychology course may prefer to see a science A-level in a student's portfolio, but an English course wouldn't see this as a benefit," says Skyrme. If a science A-level is preferred, it will always be clearly stated in the published entry requirements. If nothing is specified, "then students should prioritise those subjects they enjoy and will do well in".

If you don't think you're getting good advice from your school, where can you go for a second opinion?

"Ring up the universities – you're a customer, after all," says Hunt. "You'd be amazed how many humans they have in their admissions departments. They're very friendly people!"

"Students should feel confident contacting universities they are interested in applying to, from year 10 onwards, to discuss A-level choices," confirms Skyrme. Contact details for all courses are listed on university websites, so students can call or email admissions staff for the courses they are interested in to get advice directly.

Don't be shy if a university comes to your school on a careers day – ask lots of questions, advises Lane. Sheffield University encourages pupils to phone or email directly, and the applicant information team will answer your query or find someone for you to talk to in the relevant academic department. Sheffield has an online database of frequently asked questions – and so do most other university admissions website pages.

As there are so many universities, a good initial approach might be to choose a dozen or so that you think you might be interested in, and ring up the admissions offices for a chat, says Cole.

"But remember that whatever information you get, it's in principle, not a guarantee. There isn't a guaranteed way of getting a place university, but [by following their guidance] there is a guaranteed way of being considered for a course."

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• Preferred A Levels

Preferred UK GCE A Levels for Arts and Sciences

• Subjects marked with an asterisk (*) will only be counted as an essay-based subject if there is a minimum 50% essay-based or written response assessment as part of the overall award. This may vary by exam board so please contact us if you have any queries about this.
• Mathematics and Further Mathematics can be considered as two separate A Levels.
• If a student takes an A Level in their native language, it is at the discretion of UCL as to whether this will be considered as a 'humanities' A Level for the purposes of Arts and Sciences (BASc). Please contact us if you have a specific query.
• UCAS Y000 - BASc Arts and Sciences (3 years)
• UCAS Y001 - BASc Arts and Sciences with Study Abroad (4 years)
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Admissions information

Each application we receive is carefully considered on an individual basis, taking into account the full range of information presented on the UCAS application form.

The information below is designed to help our prospective applicants who may have queries ranging from preferred subject combinations, our stance on retakes, and the manner in which we assess the information presented in your application.

As you will see from the application data provided on our individual programme pages , there is a great deal of competition for places at the School. In 2023, we received around 26,000 applications for 1,800 places. This fierce competition for places means that meeting or exceeding the entry requirements does not guarantee that an offer will be made, and every year we unfortunately have to disappoint many well-qualified applicants.

Subject combinations

Introduction As the majority of our applicants apply with A-levels, this guidance is written primarily towards that audience. However, the information contained is relevant to students offering any qualification. If you are unsure how this guidance applies to your qualification, please contact the  Undergraduate Admissions Office . Note that where specific guidance regarding the suitability of a particular subject/subject combination is given on the entry requirements pages of  Information for international students , that guidance supersedes the more general guidance given below. Subject combinations and non-preferred subjects The School considers not only the individual qualifications offered by applicants but also the combination of subjects offered. Individual degree programmes may have specific subject requirements or preferences which are listed in the admissions criteria for each individual programme. We also have a number of general policies, listed below. We consider traditional academic subjects to be the best preparation for studying at LSE. We expect applicants to offer at least two full A-levels or IBDP Higher Levels in these subjects (although typically, applicants will apply with three or four); please see the list below for guidance. Some subjects provide a less effective preparation for study at LSE. We refer to these as non-preferred subjects; please see the list below for guidance. These subjects should only be offered in combination with two traditional academic subjects. Finally, there are a small number of A-levels which are normally excluded from our standard offer; please see the list below. Applicants should offer three full A-levels or equivalent alongside these subjects. Common traditional academic/'generally preferred' subjects:

• Ancient History
• Classical Civilisation
• Electronics
• English (English Language, English Literature and English Language and Literature)
• Further Mathematics*
• Government and Politics
• Languages: Modern Foreign, Classic and Community**
• Mathematics
• Religious Studies

Common "non-preferred" subjects:

• Any Applied A-level
• Accounting****
• Art and Design
• Business Studies
• Citizenship Studies
• Communication and Culture
• Creative Writing
• Design and Technology
• Drama/Theatre Studies***
• Film Studies
• Health and Social Care
• Home Economics
• Information and Communication Technology
• Leisure Studies
• Media Studies
• Music Technology
• Physical Education/Sports Studies
• Travel and Tourism

Normally excluded subjects:

• Critical Thinking
• General Studies
• Global Perspectives and Research
• Knowledge and Enquiry
• Project Work
• Thinking Skills

If you would like information about the suitability of a subject which does not appear on these lists, please contact the  Undergraduate Admissions Office .

* See the Mathematics and Further Mathematics section below.

** See Language Qualifications information on the Entry Requirements webpage

*** The Departments of Anthropology, International History, International Relations, Social Policy and Sociology consider Drama and Theatre Studies equally with other generally preferred subjects. Therefore, they will consider Drama and Theatre Studies alongside one other subject from the non-preferred list. However, the majority of departments continue to regard Drama and Theatre Studies as a non-preferred subject.

**** The Department of Accounting considers Accounting equally with other generally preferred subjects. Therefore, they will consider Accounting alongside one other subject from the non-preferred list. However, the majority of departments continue to regard Accounting as a non-preferred subject.

Essay based A-Level subjects:

• Art History
• Business Studies 
• English Literature
• English Language
• English Language and Literature (Combined)
• Environmental Studies
• Modern Languages
• Modern Studies

The combination of subjects studied, in conjunction with the level of competition for the programme, may sometimes result in those offering three (or more) preferred subjects being deemed as less competitive by the Academic Selector on the basis of their subject combination.

Overlapping subjects

Many of the undergraduate programmes at LSE are multi-disciplinary and for this reason we consider a broad mix of traditional subjects to be the best preparation for study. A broad academic background will provide the skills to perform well in any of the challenging programmes at LSE. Students offering a narrow range of subjects may be at a disadvantage compared to those offering a broader combination. Examples of narrow subject combinations might be Economics, Business Studies and one other or English Language, English Literature and one other. Please also refer to the subject combination guidance on our programme pages and the Mathematics and Further Mathematics section below.

Core Mathematics

Core Maths is a generic title for a range of different Level 3 mathematical qualifications; it is not a qualification title in itself.

For the qualification titles see below:

• AQA Certificate in Mathematical Studies
• City & Guilds Certificate in Using and Applying Mathematics
• OCR (MEI)* Certificate in Quantitative Problem Solving
• OCR (MEI)* Certificate in Quantitative Reasoning
• Pearson Edexcel Certificate in Mathematics in Context
• WJEC Eduqas Certificate in Mathematics for Work and Life

*MEI: Mathematics in Education and Industry

The key purpose of Core Maths qualifications is to widen participation in the study of mathematics from age 16 and to support the development of mathematical skills for progression to higher education and employment.  The qualifications offer an opportunity for students not studying AS or A-level mathematics to study a Level 3 mathematics course alongside their main programme of study. Core Maths is available to those with grade C/4 or above at GCSE and is based on GCSE content with 25% new material.

Core Maths may add value to an application, similar to the EPQ, in particular where the programme has a specific mathematical content but does not require a specific maths qualification e.g. Psychology or Geography. 

Core Maths cannot be used as a replacement for A level Maths (or equivalent qualifications) for programmes with a maths A level requirement.

Core Maths can be considered as an alternative way to meet the standard LSE GCSE maths requirement (Grade B/6).

Mathematics and Further Mathematics

Some degree programmes at the School are highly mathematical in content and therefore Mathematics A-level or equivalent is a requirement. A number of programmes also require a qualification in Further Mathematics (where available), or consider one helpful. However, the combination of Mathematics, Further Mathematics plus one other subject is considered insufficiently broad for many of our programmes. Please refer to the degree programme pages and/or the table below for details on Further Mathematics and its acceptability for each programme. We are aware that not everyone has the opportunity to follow a Further Mathematics programme and find it helpful if applicants and/or their referees can indicate whether or not the applicant’s school or college offers Further Mathematics classes. For programmes requiring A* in Mathematics A-level, an A* in Further Mathematics in addition to an A grade in Mathematics is an acceptable alternative.

*  BSc Accounting and Finance and BSc Management prefer an essay writing subject but will consider other combinations.

Changes to International Baccalaureate Diploma Mathematics Courses from September 2019

IBO revised their Mathematics curriculum in September 2019, introducing two new subjects ; Mathematics: analysis and approaches  and  Mathematics: applications and interpretation . 

Additional information is available on our Entry Requirements page. 

• For programmes requiring Further Maths A-level (for example BSc Financial Mathematics and Statistics, BSc Mathematics and Economics)  Mathematics: analysis and approaches at Higher Level   will be   a requirement.
• For programmes where Further Maths is strongly preferred (for example, BSc Economics, BSc Finance) we would strongly prefer  Mathematics: analysis and approaches at Higher Level however we would still consider both streams for admissions purposes.
• For other programmes where A-level Maths is a requirement (for example, BSc Management) then either stream at Higher Level would be acceptable.

Test of Mathematics for University Admissions (TMUA)

Which LSE programmes use the TMUA in their selection process?

For these two programmes for September 2025 entry taking the TMUA is mandatory – all applicants are required to take the test.

• BSc Economics
• BSc Econometrics and Mathematical Economics

For these eight programmes for September 2025 entry taking the TMUA is recommended but not mandatory – applicants are encouraged to take the test and a good score may make an application more competitive.

• BSc Mathematics and Economics
• BSc Mathematics with Economics
• BSc Financial Mathematics and Statistics
• BSc Mathematics with Data Science
• BSc Mathematics, Statistics, and Business
• BSc Data Science
• BSc Actuarial Science
• BSc Actuarial Science (with a placement year)

For more information please see our TMUA guidance .

Given the competition for places and the nature of assessment at LSE, we prefer students who have achieved high grades in their first attempt (and in one sitting) at relevant examinations. If extenuating circumstances have impacted your exam performance, you should include details of these in your application.

Mature applicants

LSE welcomes applications from older students and values the contribution they make to the School community. LSE also has a large proportion of postgraduate students. This means that the student population at LSE is rather older on average than at many other universities; older undergraduates should not feel out of place. Information for mature applicants .

Contextual Admissions

For applicants from the UK who are eligible for Home tuition fees, contextual information is used to gain a more complete picture of the educational and individual context of an applicant. This allows our admissions selectors to assess achievement and potential whilst recognising the challenges an applicant may have faced in their educational or individual circumstances.

You do not need to do anything in addition to the standard UCAS application, your application will automatically have the contextual information added when we receive it.

What contextual information is used?

The following nine pieces of contextual information will be flagged for the attention of the admissions selector:

1. Care experienced (This means you will have spent time living with foster carers under local authority care, in residential care (e.g. a children’s home), looked after at home under a supervision order, or in kinship care with relatives or friends, either officially (e.g. a special guardianship order) or informally without local authority support). This information is self-declared on the UCAS form and verified at a later stage.

2. The performance of the school/college where the applicant took their GCSEs (or equivalent qualification). Specifically, where the school’s or college’s performance is below the national average.

3. The performance of the school/college where the applicant took their A-levels (or equivalent qualification). Specifically, where the school’s or college’s performance is below the national average.

4. The home postcode of the applicant is compared against the POLAR 4 dataset. The Office for Students (OfS) assess how likely young people from different postcodes are to progress to Higher Education. We will flag applicants with postcodes in quintiles 1 and 2 (the 40 per cent least likely to progress to Higher Education). The Office for Students has a POLAR 4  postcode checker  on their website.

5. The home postcode of the applicant is compared against the IMD (Indices of Multiple Deprivation) dataset. We will flag applicants with postcodes in quintiles 1 and 2 (the 40 per cent most deprived areas). The UK Government has this  postcode checker  for English postcodes on their website. For the IMD classification of Northern Irish postcodes see this  postcode checker ; for the IMD classification of Scottish postcodes see this  postcode checker ; and for the IMD classification of Welsh postcodes see this  postcode checker .

6. The home postcode of the applicant is compared to CACI’s Acorn dataset. CACI classifies postcodes according to a range of socio-demographic indicators. We will flag applicants with postcodes in Acorn types 40 and above.

7. Participation in an intensive LSE Widening Participation (WP) programme. We will flag applicants who have completed LSE Springboard, LSE Thrive, LSE Pathways to Law or LSE Pathways to Banking and Finance.

8. Participation in any Sutton Trust Pathways programme at any UK university. This includes Pathways to Engineering, Pathways to Medicine, Pathways to Law (in-person or online), Pathways to Banking and Finance (in-person or online), and Pathways to Consulting online.

9. Where a student is known to have been eligible for Free School Meals (FSM) in the previous six years.

10. Other individual circumstances that may have disrupted or adversely affected an applicant’s education and achievement, as outlined in an  Extenuating Circumstances Form .

How is contextual information used?

Applicants who have been flagged for the attention of the admissions selector will receive additional consideration.The selector may use this information in the following ways:

- to make an applicant a standard offer where the applicant’s academic record (eg, GCSEs/AS levels or equivalent) or personal statement may be marginally less competitive than the cohort overall

- to make an applicant a standard offer where the applicant is predicted marginally below the usual entry requirements

- when making confirmation decisions for offer holders that have marginally failed to meet the entry criteria (usually this means one grade below the standard entry requirements).

Eligible students (students flagged with a home postcode that is classified as POLAR4 Quintile 1 or IMD Quintile 1, as a care leaver, or a participant in a specified LSE WP programme or a Sutton Trust Pathways programme), may be considered for a  contextual offer.  The contextual offer will be one grade lower than the standard offer for the programme (with the exception of LLB Laws, BA/BSc Anthropology, BA Geography, BSc Geography with Economics, BSc Environment and Development, BSc Environmental Policy with Economics, and BSc International Social and Public Policy, where the contextual offer will be 2 grades lower than the standard offer). Any mathematics requirement must still be met. All academic departments are participating in the contextual offer scheme.

The contextual offer grades are listed alongside the standard offer A-level and IB entry requirements on the relevant  programme pages . 

Contextual information is used as part of the holistic admissions assessment and applicants are assessed alongside all other similar applicants, therefore having a contextual flag does not guarantee that an offer will be made.

Information regarding use of GCSE and equivalent qualifications

If you have taken GCSEs or equivalent qualifications, these will be taken into account when we assess your application. All applicants who have taken GCSEs/iGCSEs are expected to have at least grade B/grade 6 in GCSE English Language and Mathematics or the equivalent. For some programmes this may be higher. Exceptions are made for applicants with extenuating circumstances. As competition for places at LSE is intense, we look for applicants who have achieved highly at GCSE (multiple A or A*/8-9 grades), particularly within the context of their school. If you have not taken GCSEs or iGCSEs, you will not be disadvantaged. The assessors will refer to the equivalent qualification in the curriculum that you have studied (if applicable) and consult the information provided by your UCAS referee to gain an understanding of your education history. 

Undergraduate Admissions Assessment (UGAA)

LSE requires students who study certain qualifications to complete the Undergraduate Admissions Assessment (UGAA) before a final decision can be made on their application. Only the most competitive applicants with these qualifications are invited to sit the assessment. Applicants cannot request to sit the assessment and invitations will be sent on a rolling basis from January. Further information about the UGAA

Find your degree Choose from over 40 undergraduate degrees across the social sciences

Information for UK students Read our advice and guidance for prospective Home/UK students

Information for international students Entry requirements for students studying outside of the UK

Entry requirements Accepted qualifications and the grades we're looking for

Completing the UCAS form How to complete the UCAS form and which supporting documents to provide

Personal Statement Advice on preparing and writing your personal statement

UCAS reference Information for teachers and schools

Additional Information Our policy on providing supporting documents as part of your application

A-level Psychology AQA Revision Notes

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Revision Notes

Paper 1 : AS and A-Level

Social Influence

Paper 1 : A-Level

Psychopathology

Biopsychology

Research Methods

Paper 3 : Compulsory

Issues and Debates

Relationships

Cognitive Development

Schizophrenia

Eating Behaviour

Forensic Psychology

Download PDFs Resources

Research methods exam questions and answers, research methods exam questions and answers (24 marks), research methods exam questions and answers (48 marks).

There are three assessment objectives assessed in each examination: 

There may be one, two, or all (only in the extended writing 16-mark question). It is important to understand how assessment objectives are allocated to each type of question to maximize your chance of obtaining full marks.

AO1 : Demonstrate knowledge

• Demonstrate knowledge and understanding of scientific ideas, processes, techniques, and procedures.
• Show knowledge and understanding of psychological theories, terminology, concepts, studies, and methods.

AO 2: Application of knowledge

• in a practical context
• when handling qualitative data
• when handling quantitative data
• in a theoretical context
• This skill area tests knowledge of research design and data analysis, and applying theoretical understanding of psychology to everyday/real-life examples.

AO3: Analyse, interpret and evaluate

Analyse, interpret, and evaluate scientific information, ideas, and evidence, including in relation to issues, to:

• make judgements and reach conclusions
• develop and refine practical design and procedures.

Examples of how you can score AO3 marks

• Whether or not theories are supported or refuted by valid research evidence : After describing a theory go on to describe a piece of research evidence saying, ‘X’s study supports/refutes this theory…’ and then describe the research study.
• Contextualising how the topic in question relates to broader debates and approaches in Psychology : For example, would they agree or disagree with a theory or the findings of the study?
• Animal Research : This raises the issue of whether it’s morally and/or scientifically right to use animals.The main criterion is that benefits must outweigh costs. Animal research also raises the issue of extrapolation. Can we generalize from studies on animals to humans as their anatomy & physiology is different from humans?
• General criticisms and/or strengths of theories and studies : E.g. ‘Bandura’s Bobo Doll studies are laboratory experiments and therefore criticizable on the grounds of lacking ecological validity’.To gain marks for criticising study’s methodologies the criticism must be contextualised: i.e. say why this is a problem in this particular study.‘Therefore, the violence the children witnessed was on television and was against a doll not a human’.

10% of the examination will consist of mathematical questions at the GCSE level. These questions will cover basic arithmetic, data, and graphs. There is no need to be worried if you have a GCSE pass grade of 5 or higher, as you will be familiar with these concepts.

To do well, you must get organized and plan your time logically and rationally to make sure you cover everything on the syllabus in an adequate amount of depth.

What are the most effective ways of revising subject knowledge?

• Ask ‘How” and ‘Why’ questions  when revising and try to connect ideas (this method is called ‘elaboration’)
• No cramming : Distribute your revision over time and use a spaced system of repetition
• Switch topics regularly  when revising (this is called ‘ interleaving, ‘ and it will help you to identify connections between different topics)
• Words and visuals . Combine words and visual representations to create two ways of remembering key ideas (this is called ‘dual coding’)

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A-Level Choices: How to Decide

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If you’re interested in a career in law , you’ve probably been told to consider doing the ‘right’ A-level subjects, to give you the best chance of avoiding disappointment later. But do they even exist?!

While law schools don’t have specific subject requirements, there are some factors to keep in mind when choosing your A-levels.

Want to become a law student? Start by booking a free ticket to one of our ‘Get into Law’ TLP Aspire events in 2018!

A-Level Choices: Essay-Based Subjects

It is no secret that a law degree will involve a huge amount of writing essays and, therefore, it is usually recommended to take at least one subject that will develop these skills, which you can talk about in your personal statement. Universities and certainly employers in the legal sector look for candidates who showcase the ability to write coherently, reason and argue. As a result, A-levels in English literature or history are highly regarded subject choices.

On the other hand, having sciences or maths alongside an essay-based subject is also seen as very impressive since these students have a strong ability in problem-solving, logic and analysis – which are key skills needed for a law degree and certainly a career in law.

A-Level Choices: Facilitating Subjects

Whilst not strictly necessary, it’s worth bearing in mind the idea of facilitating subjects. According to some Russell Group universities, you must have at least two facilitating subjects as part of your A-levels.

Facilitating subjects are traditional academic subjects which allow you to keep your options open for the future and enable you to develop many key skills needed for any career within law. They include maths, English literature, physics, biology, chemistry, history, geography and a foreign language.

A-Level Choices: Good Grades

If you would like to secure a spot in one of the Russell Group universities, getting good grades is essential, which is why it is so important to pick subjects that you not only enjoy, but can also excel in.

Many of these universities also emphasise their selection process in choosing strong, academically-able students suited to this challenging degree. This is why top universities and big commercial firms ask for between AAB-A*AA.  Below are only a few examples of A-level entry requirements from some top universities:

• University of Oxford: AAA
• London School of Economics and Political Science: A*AA
• University of Durham: A*AA with LNAT
• University of York: AAA

>> Want to see more entry requirements for top UK universities? Take a look at our Uni-by-Uni comparison page!

A-Level Choices: Extended Project Qualification

Slightly unrelated to subject choices, however if your sixth form/college offers the opportunity to complete an EPQ, you should definitely do one related to law.

This is a great point of discussion in a law personal statement, in interviews and generally, it successfully shows your interest in the field.

A-Level Choices: Good Example Subject Combinations

Remember, almost all subject combinations which include at least two facilitating subjects are favoured. However, below are just a few good example combinations, popular with aspiring lawyers.

• English literature, history, maths
• English literature, maths, economics
• Chemistry, biology, history
• History, french, geography

A-Level Choices: Other Factors to Consider

But A-levels aren’t the only crucial aspect…

Competition for a law degree is increasingly high – there was a 4% increase in UCAS applications for law courses in 2017. Therefore, it is important to note that alongside good A-level subjects/grades, there are also other factors to consider:

Work Experience

Alongside good academia, work experience is equally as essential. Work experience proves to universities and future recruiters that you have a genuine interest in pursuing a career in this field.

Many firms and chambers offer short work experience placements for students in year 12 such as Pinsent Masons, Royds Withy King, BLP, Foot Anstey, Old Square Chambers, Matrix Chambers, and the list goes on. While it is not crucial for admission into a law degree, it would certainly put you to an advantage.

>> Read our new page on The Ultimate Guide to Law Work Experience for Year 12 Students as a starting point!

Personal Statement

Finally, your law personal statement should play a significant role in convincing admission tutors that you have a genuine interest for studying a law degree. Universities look for proof about the reasons why you want to pursue a law degree, which could be shown in the form of relevant work experience, related extra-curricular activities, EPQ’s or any books you have read that have a legal dimension.

Overall, as long as you are well informed about these key aspects, there is nothing stopping you from obtaining a place in a good university for a law degree.

Best of luck!

Published: 23/02/18    Author: Tvara Shah

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We’ve now sold thousands of tickets to our national series of free one-day events for aspiring lawyers and those that advise them – have you booked your free ticket yet?

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160 Good Argumentative Essay Topics for Students in 2024

April 3, 2024

The skill of writing an excellent argumentative essay is a crucial one for every high school or college student to master. In sum, argumentative essays teach students how to organize their thoughts logically and present them in a convincing way. This skill is helpful not only for those pursuing degrees in law , international relations , or public policy , but for any student who wishes to develop their critical thinking faculties. In this article, we’ll cover what makes a good argument essay and offer several argumentative essay topics for high school and college students. Let’s begin!

What is an Argumentative Essay?

An argumentative essay is an essay that uses research to present a reasoned argument on a particular subject . As with the persuasive essay , the purpose of an argumentative essay is to sway the reader to the writer’s position. However, a strong persuasive essay makes its point through diligent research and emotion while a strong argumentative essay should be based solely on facts, not feelings.

Moreover, each fact should be supported by clear evidence from credible sources . Furthermore, a good argumentative essay will have an easy-to-follow structure. When organizing your argumentative essay, use this format as a guide:

• Introduction
• Supporting body paragraphs
• Paragraph(s) addressing common counterarguments

Argumentative Essay Format

In the introduction , the writer presents their position and thesis statement —a sentence that summarizes the paper’s main points. The body paragraphs then draw upon supporting evidence to back up this initial statement, with each paragraph focusing on its own point. The length of your paper will determine the amount of examples you need. In general, you’ll likely need at least two to three. Additionally, your examples should be as detailed as possible, citing specific research, case studies, statistics, or anecdotes.

In the counterargument paragraph , the writer acknowledges and refutes opposing viewpoints. Finally, in the conclusion , the writer restates the main argument made in the thesis statement and summarizes the points of the essay. Additionally, the conclusion may offer a final proposal to persuade the reader of the essay’s position.

How to Write an Effective Argumentative Essay, Step by Step

• Choose your topic. Use the list below to help you pick a topic. Ideally, a good argumentative essay topic will be meaningful to you—writing is always stronger when you are interested in the subject matter. In addition, the topic should be complex with plenty of “pro” and “con” arguments. Avoid choosing a topic that is either widely accepted as fact or too narrow. For example, “Is the earth round?” would not be a solid choice.
• Research. Use the library, the web, and any other resources to gather information about your argumentative essay topic. Research widely but smartly. As you go, take organized notes, marking the source of every quote and where it may fit in the scheme of your larger essay. Moreover, remember to look for (and research) possible counterarguments.
• Outline . Using the argument essay format above, create an outline for your essay. Then, brainstorm a thesis statement covering your argument’s main points, and begin to put your examples in order, focusing on logical flow. It’s often best to place your strongest example last.
• Write . Draw on your research and outline to create a first draft. Remember, your first draft doesn’t need to be perfect. (As Voltaire says, “Perfect is the enemy of good.”) Accordingly, just focus on getting the words down on paper.
• Does my thesis statement need to be adjusted?
• Which examples feel strongest? Weakest?
• Do the transitions flow smoothly?
• Do I have a strong opening paragraph?
• Does the conclusion reinforce my argument?

Tips for Revising an Argument Essay

Evaluating your own work can be difficult, so you might consider the following strategies:

• Read your work aloud to yourself.
• Record yourself reading your paper, and listen to the recording.
• Reverse outline your paper. Firstly, next to each paragraph, write a short summary of that paragraph’s main points/idea. Then, read through your reverse outline. Does it have a logical flow? If not, where should you adjust?
• Print out your paper and cut it into paragraphs. What happens when you rearrange the paragraphs?

Good Argumentative Essay Topics for Middle School, High School, and College Students

Family argumentative essay topics.

• Should the government provide financial incentives for families to have children to address the declining birth rate?
• Should we require parents to provide their children with a certain level of nutrition and physical activity to prevent childhood obesity?
• Should parents implement limits on how much time their children spend playing video games?
• Should cell phones be banned from family/holiday gatherings?
• Should we hold parents legally responsible for their children’s actions?
• Should children have the right to sue their parents for neglect?
• Should parents have the right to choose their child’s religion?
• Are spanking and other forms of physical punishment an effective method of discipline?
• Should courts allow children to choose where they live in cases of divorce?
• Should parents have the right to monitor teens’ activity on social media?
• Should parents control their child’s medical treatment, even if it goes against the child’s wishes?
• Should parents be allowed to post pictures of their children on social media without their consent?
• Should fathers have a legal say in whether their partners do or do not receive an abortion?
• Can television have positive developmental benefits on children?
• Should the driving age be raised to prevent teen car accidents?
• Should adult children be legally required to care for their aging parents?

Education Argument Essay Topics

• Should schools ban the use of technology like ChatGPT?
• Are zoos unethical, or necessary for conservation and education?
• To what degree should we hold parents responsible in the event of a school shooting?
• Should schools offer students a set number of mental health days?
• Should school science curriculums offer a course on combating climate change?
• Should public libraries be allowed to ban certain books? If so, what types?
• What role, if any, should prayer play in public schools?
• Should schools push to abolish homework?
• Are gifted and talented programs in schools more harmful than beneficial due to their exclusionary nature?
• Should universities do away with Greek life?
• Should schools remove artwork, such as murals, that some perceive as offensive?
• Should the government grant parents the right to choose alternative education options for their children and use taxpayer funds to support these options?
• Is homeschooling better than traditional schooling for children’s academic and social development?
• Should we require schools to teach sex education to reduce teen pregnancy rates?
• Should we require schools to provide sex education that includes information about both homosexual and heterosexual relationships?
• Should colleges use affirmative action and other race-conscious policies to address diversity on campus?
• Should public schools remove the line “under God” from the Pledge of Allegiance?
• Should college admissions officers be allowed to look at students’ social media accounts?
• Should schools abolish their dress codes, many of which unfairly target girls, LGBTQ students, and students of color?
• Should schools be required to stock free period products in bathrooms?
• Should legacy students receive preferential treatment during the college admissions process?
• Are school “voluntourism” trips ethical?

Government Argumentative Essay Topics

• Should the U.S. decriminalize prostitution?
• Should the U.S. issue migration visas to all eligible applicants?
• Should the federal government cancel all student loan debt?
• Should we lower the minimum voting age? If so, to what?
• Should the federal government abolish all laws penalizing drug production and use?
• Should the U.S. use its military power to deter a Chinese invasion of Taiwan?
• Should the U.S. supply Ukraine with further military intelligence and supplies?
• Should the North and South of the U.S. split up into two regions?
• Should Americans hold up nationalism as a critical value?
• Should we permit Supreme Court justices to hold their positions indefinitely?
• Should Supreme Court justices be democratically elected?
• Is the Electoral College still a productive approach to electing the U.S. president?
• Should the U.S. implement a national firearm registry?
• Is it ethical for countries like China and Israel to mandate compulsory military service for all citizens?
• Should the U.S. government implement a ranked-choice voting system?
• Should institutions that benefited from slavery be required to provide reparations?
• Based on the 1619 project, should history classes change how they teach about the founding of the U.S.?
• Should term limits be imposed on Senators and Representatives? If so, how long?
• Should women be allowed into special forces units?
• Should the federal government implement stronger, universal firearm licensing laws?
• Do public sex offender registries help prevent future sex crimes?
• Should the government be allowed to regulate family size?
• Should all adults legally be considered mandated reporters?
• Should the government fund public universities to make higher education more accessible to low-income students?
• Should the government fund universal preschool to improve children’s readiness for kindergarten?

Health/Bioethics Argumentative Essay Topics

• Should the U.S. government offer its own healthcare plan?
• In the case of highly infectious pandemics, should we focus on individual freedoms or public safety when implementing policies to control the spread?
• Should we legally require parents to vaccinate their children to protect public health?
• Is it ethical for parents to use genetic engineering to create “designer babies” with specific physical and intellectual traits?
• Should the government fund research on embryonic stem cells for medical treatments?
• Should the government legalize assisted suicide for terminally ill patients?
• Should organ donation be mandatory?
• Is cloning animals ethical?
• Should cancer screenings start earlier? If so, what age?
• Is surrogacy ethical?
• Should birth control require a prescription?
• Should minors have access to emergency contraception?
• Should hospitals be for-profit or nonprofit institutions?

Good Argumentative Essay Topics — Continued

Social media argumentative essay topics.

• Should the federal government increase its efforts to minimize the negative impact of social media?
• Do social media and smartphones strengthen one’s relationships?
• Should antitrust regulators take action to limit the size of big tech companies?
• Should social media platforms ban political advertisements?
• Should the federal government hold social media companies accountable for instances of hate speech discovered on their platforms?
• Do apps such as TikTok and Instagram ultimately worsen the mental well-being of teenagers?
• Should governments oversee how social media platforms manage their users’ data?
• Should social media platforms like Facebook enforce a minimum age requirement for users?
• Should social media companies be held responsible for cases of cyberbullying?
• Should the United States ban TikTok?
• Is social media harmful to children?
• Should employers screen applicants’ social media accounts during the hiring process?

Religion Argument Essay Topics

• Should religious institutions be tax-exempt?
• Should religious symbols such as the hijab or crucifix be allowed in public spaces?
• Should religious freedoms be protected, even when they conflict with secular laws?
• Should the government regulate religious practices?
• Should we allow churches to engage in political activities?
• Religion: a force for good or evil in the world?
• Should the government provide funding for religious schools?
• Is it ethical for healthcare providers to deny abortions based on religious beliefs?
• Should religious organizations be allowed to discriminate in their hiring practices?
• Should we allow people to opt out of medical treatments based on their religious beliefs?
• Should the U.S. government hold religious organizations accountable for cases of sexual abuse within their community?
• Should religious beliefs be exempt from anti-discrimination laws?
• Should religious individuals be allowed to refuse services to others based on their beliefs or lifestyles? (As in this famous case .)
• Should the US ban religion-based federal holidays?
• Should public schools be allowed to teach children about religious holidays?

Science Argument Essay Topics

• Would the world be safer if we eliminated nuclear weapons?
• Should scientists bring back extinct animals? If so, which ones?
• Should we hold companies fiscally responsible for their carbon footprint?
• Should we ban pesticides in favor of organic farming methods?
• Should the federal government ban all fossil fuels, despite the potential economic impact on specific industries and communities?
• What renewable energy source should the U.S. invest more money in?
• Should the FDA outlaw GMOs?
• Should we worry about artificial intelligence surpassing human intelligence?
• Should the alternative medicine industry be more stringently regulated?
• Is colonizing Mars a viable option?
• Is the animal testing worth the potential to save human lives?

Sports Argument Essay Topics

• Should colleges compensate student-athletes?
• How should sports teams and leagues address the gender pay gap?
• Should youth sports teams do away with scorekeeping?
• Should we ban aggressive contact sports like boxing and MMA?
• Should professional sports associations mandate that athletes stand during the national anthem?
• Should high schools require their student-athletes to maintain a certain GPA?
• Should transgender athletes compete in sports according to their gender identity?
• Should schools ban football due to the inherent danger it poses to players?
• Should performance-enhancing drugs be allowed in sports?
• Do participation trophies foster entitlement and unrealistic expectations?
• Should sports teams be divided by gender?
• Should professional athletes be allowed to compete in the Olympics?
• Should women be allowed on NFL teams?

Technology Argumentative Essay Topics

• Should sites like DALL-E compensate the artists whose work it was trained on?
• Should the federal government make human exploration of space a more significant priority?
• Is it ethical for the government to use surveillance technology to monitor citizens?
• Should websites require proof of age from their users? If so, what age?
• Should we consider A.I.-generated images and text pieces of art?
• Does the use of facial recognition technology violate individuals’ privacy?
• Is online learning as effective as in-person learning?
• Does computing harm the environment?
• Should buying, sharing, and selling collected personal data be illegal?
• Are electric cars really better for the environment?
• Should car companies be held responsible for self-driving car accidents?
• Should private jets be banned?
• Do violent video games contribute to real-life violence?

Business Argument Essay Topics

• Should the U.S. government phase out the use of paper money in favor of a fully digital currency system?
• Should the federal government abolish its patent and copyright laws?
• Should we replace the Federal Reserve with free-market institutions?
• Is free-market ideology responsible for the U.S. economy’s poor performance over the past decade?
• Will cryptocurrencies overtake natural resources like gold and silver?
• Is capitalism the best economic system? What system would be better?
• Should the U.S. government enact a universal basic income?
• Should we require companies to provide paid parental leave to their employees?
• Should the government raise the minimum wage? If so, to what?
• Should antitrust regulators break up large companies to promote competition?
• Is it ethical for companies to prioritize profits over social responsibility?
• Should gig-economy workers like Uber and Lyft drivers be considered employees or independent contractors?
• Should the federal government regulate the gig economy to ensure fair treatment of workers?
• Should the government require companies to disclose the environmental impact of their products?
• Should companies be allowed to fire employees based on political views or activities?
• Should tipping practices be phased out?
• Should employees who choose not to have children be given the same amount of paid leave as parents?
• Should MLMs (multi-level marketing companies) be illegal?
• Should employers be allowed to factor tattoos and personal appearance into hiring decisions?

In Conclusion – Argument Essay Topics

Using the tips above, you can effectively structure and pen a compelling argumentative essay that will wow your instructor and classmates. Remember to craft a thesis statement that offers readers a roadmap through your essay, draw on your sources wisely to back up any claims, and read through your paper several times before it’s due to catch any last-minute proofreading errors. With time, diligence, and patience, your essay will be the most outstanding assignment you’ve ever turned in…until the next one rolls around.

Looking for more fresh and engaging topics for use in the classroom? You might consider checking out the following:

• 125 Good Debate Topics for High School Students
• 150 Good Persuasive Speech Topics
• 7 Best Places to Study
• Guide to the IB Extended Essay
• How to Write the AP Lang Rhetorical Analysis Essay
• AP Lit Reading List
• How to Write the AP Lang Synthesis Essay
• 49 Most Interesting Biology Research Topics
• High School Success

Lauren Green

With a Bachelor of Arts in Creative Writing from Columbia University and an MFA in Fiction from the Michener Center for Writers at the University of Texas at Austin, Lauren has been a professional writer for over a decade. She is the author of the chapbook  A Great Dark House  (Poetry Society of America, 2023) and a forthcoming novel (Viking/Penguin).

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20 Essay Writing Topics/Questions | C1 Advanced (CAE)

How to write an C1 Advanced (CAE) essay?

FCE, CAE, CPE

More than practice tests, c1 advanced (cae) essay: example topics / questions.

Below is a sample list of academic essay writing topics/tasks for C1-level (advanced) students. You can use them to practice writing English essays or to simplyy prepare for the Cambridge exam

C1 - Essay Topic / Question 1 | Advanced (CAE)

Your class has attended a panel discussion on the subject of TV shows that feature members of the public, such as reality TV shows and talent competitions. You have made the notes below.

Aspects of reality and talent TV shows

• entertainment for viewers
• influence on young people
• effect on participants

Some opinions expressed in the discussion:

‘These programmes are just harmless entertainment and there is nothing wrong with them.’ ‘The influence these programmes can have on young people can be very bad indeed.’ ‘People who take part in these programmes can be damaged by the experience.’

Write an essay for your tutor discussing two of the aspects in your notes. You should explain which aspect you think is the most important regarding these TV shows and provide reason s to support your opinion.

C1 - Essay Topic / Question 2 | Advanced (CAE)

You have watched a documentary about what causes young people to start committing crimes. You have made the notes below.

Reasons why young people commit crimes

• lack of control by parents
• absence of opportunities in life
• influence of friends

Some opinions expressed in the documentary:

‘Without firm discipline from parents, some children are likely to get into trouble.” ‘It’s not surprising that young people who feel they have no chance of a good life turn to crime.” ‘The bad influence of people they mix with can cause some young people to take up crime.’

Write an essay for your tutor discussing two of the reasons in your notes. You should explain which cause you think is the most important for young people committing crimes and provide reasons to support your opinion.

C1 - Essay Topic / Question 3 | Advanced (CAE)

Your class has attended a panel discussion on what are the greatest advantages of digital and computer technology for people in their everyday lives. You have made the notes below.

Advantages of digital and computer technology in everyday life

• communication
• access to information
• shopping and services

‘Being able to contact anyone at any time in any place is obviously the greatest advantage.’

‘The fact that people can instantly look up something and find out about it, or learn something new, is the greatest advantage.’

‘You don’t need to go out or spend a long time buying or paying for things and that’s the greatest advantage.’

Write an essay for your tutor discussing two of the advantages in your notes. You should explain which advantage you think is the greatest for people in their everyday lives and provide reasons to support your opinion.

C1 - Essay Topic / Question 4 | Advanced (CAE)

Your class has been discussing whether school/college leavers should be forced to do unpaid work if no paid jobs are available. You have made the notes below:

Arguments for and against forcing young people into jobs that are not paid:

• it gives young people the chance to gain valuable work experience.
• it would benefit society if more young people worked for the local community.
• companies would be exploiting young people as a cheap source of labour.

Some opinions expressed during the discussion:

“If the job needs doing the company should be prepared to pay for someone’s labour.” “Such a scheme would build confidence in young people who would otherwise be idle” “It would force young people into dead-end jobs”

Write an  essay  discussing two of the arguments made for and/or against making young people do unpaid work. You should explain which argument is more important , giving reasons in support of your answer.

C1 - Essay Topic / Question 5 | Advanced (CAE)

You class has watched a documentary about the need for nations to fund space exploration. You have made the notes below:

Advantages of spending public money on space exploration:

• countries work together to further our understanding of the universe
• we may discover raw materials.
• possible new living space for the world’s growing population.

“It’s human nature to want to understand where we come from.” “We should stop exploiting natural resources.” “The world’s growing population needs further space to live.”

Write an  essay  discussing two of the advantages given for space exploration in your notes You should  explain which reason is most important , giving reasons in support of your answer.

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C1 - essay topic / question 6 | advanced (cae).

Your class has had a discussion about the importance of the Internet in our lives. You have made the notes below:

Reasons why the Internet has become so important:

• the opportunity it offers to buy and sell online.
• the ease with which we can keep in contact with friends or relations.
• its use as a study tool.

“Social media allows me to stay in contact with family members all over the country.” “You can shop around, read reviews and get good bargains on the web.” “The Internet offers me an enormous library to help with my studies.”

Write an essay discussing two of the reasons given for the importance of the Internet. You should explain which reason is most important , giving reasons in support of your answer.

C1 - Essay Topic / Question 7 | Advanced (CAE)

Your class has had a discussion about the negative effects of globalisation on local culture. You have made the notes below:

Effects of globalisation:

• the dominance of the western music/film industry.
• the loss of national identity.
• the undermining of values of local culture.

“We don’t want to see the same culture wherever we travel.” “People are free to enjoy whichever music, films or fashion they wish.” “Young people are losing the sense of values their parents had.”

Write an essay discussing two of the effects listed in your notes. You should explain which effect is more important , giving reasons in support of your answer.

C1 - Essay Topic / Question 8 | Advanced (CAE)

Your class has watched a documentary about the decline in the number of local buildings with historic interest. You have made the notes below: Factors behind the decline include:

• a lack of space within inner cities for commercial and residential developments.
• the fact that these buildings are not seen as worthy of preservation by town planners.
• insufficient public funds to support the preservation of these buildings.

“We need to preserve old buildings for future generations.” “Buildings with a local historical interest can be good for tourism.” “Some of these buildings no longer serve a purpose and should be replaced with modern alternatives.”

Write an essay discussing two of the reasons given for the decline in such buildings in your notes. You should explain which factor is more important , giving reasons in support of your answer.

C1 - Essay Topic / Question 9 | Advanced (CAE)

You attended a debate at a local community centre at which a proposal to launch a new local TV station was discussed. You have made the notes below:

What would be the benefits of a new local TV station?

• community events
• local businesses

Some opinions expressed during the debate:

“TV is dying. Everyone uses the internet.” “Will younger people engage with local television?” “TV service can’t just become a vehicle for wall-to-wall advertising!”

Write an essay , discussing two of the benefits in your notes. You should explain which benefit you think would be most important , giving reasons in support of your answer.

C1 - Essay Topic / Question 10 | Advanced (CAE)

You attended a college debate that discussed ways of encouraging more people to be more environmentally friendly in their energy use and production. You have made the notes below:

How can individuals protect the environment through their home energy policy?

• Subsidised solar panels
• Free insulation
• Replacement heating system

“Governments should be doing this, not individuals!” “Heating old, cold buildings helps nobody.” “Solar panels take decades to pay for themselves!”

Write an essay , discussing two of the ideas in your notes. You should explain which idea would help protect the environment most, giving reasons in support of your answer.

C1 - Essay Topic / Question 11 | Advanced (CAE)

You attended a lecture at a local business centre where the advantages of working from home were discussed. You have made the notes below:

How can working from home be beneficial?

• Effects on traffic
• Less office space required
• Happier employees

Some opinions expressed during the lecture:

“People working alone at home go crazy!” “Face-to-face meetings are crucial.” “Will everybody have this privilege?”

Write an essay , discussing two of the benefits in your notes. You should explain which benefit would be most important , giving reasons in support of your answer.

C1 - Essay Topic / Question 12 | Advanced (CAE)

You attended a debate at the town hall which discussed how new government money for the town should be spent. You have made the notes below:

How should the new government money be spent locally?

• Reduce local taxes by 1%
• More sports facilities
• New books and teachers for schools

“We pay too much tax, a tax cut helps everyone!” “Having a healthier local population is more important than money.” “I don’t play sports, what’s in this for me?”

Write an essay , discussing two of the proposals in your notes. You should explain which proposal would help the town most , giving reasons in support of your answer.

C1 - Essay Topic / Question 13 | Advanced (CAE)

You attended a meeting at a local school where possible new additions to the curriculum were discussed. You have made the notes below:

What subjects can we add to our school curriculum?

• computer programming
• home decoration and repair

Some opinions expressed during the meeting:

“We need to consider those who won’t go to university.” “Learn Latin and you’re halfway to learning any other language.” “We need to prepare our children for the modern world they live in!”

Write an essay , discussing two of the subjects in your notes. You should explain which subject would help students most , giving reasons in support of your answer.

C1 - Essay Topic / Question 14 | Advanced (CAE)

You have listened to a radio discussion programme about what can be done to increase participation in sports by people of all ages. You have made the notes below.

Ways of increasing participation in sports

• advertising
•  famous sportspeople

“Campaigns involving famous sportspeople are very effective because they are role models for young people.” “If people know what is available to them, more of them might take facilities” “What people need to get started in sports is enough free or cheap up sports.”

Write an essay for your tutor discussing two of the ways in your notes. You should explain which way you think is likely to be the most effective for increasing participation in sports and provide reasons to support your opinion.

C1 - Essay Topic / Question 15 | Advanced (CAE)

Your class has attended a lecture on what governments could do to minimise the use of fossil fuels, You have made the notes below.

Methods of minimising the use of fossil fuels

• increasing taxes on petrol
• increasing use of nuclear energy

“Is the technology for recycling adequately developed?” “Increased taxation will not be a sufficient deterrent.’ “Nuclear energy is too risky.”

Write an essay for your tutor discussing two of the methods in your notes. You should explain which method you think is more important for governments to consider, and provide reasons to support your opinion.

Entonces, comprar priligy generico online ¿funciona el priligy genérico? Si está leyendo este artículo, probablemente esté buscando respuestas sobre la eficacia de las farmacias online y los medicamentos genéricos.

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C1 - essay topic / question 16 | advanced (cae).

You recently heard a discussion about the benefits of school uniforms. These are the notes you took.

Pros and Cons:

• Shared identity.
• Expensive for parents.
• Discrimination

Notes on Opinions expressed:

• Could give students a positive identity boost.
• Some parents may not be able to afford them.
• Students with cheaper uniforms could face discrimination

Write an  essay  discussing  two  of the ideas in an appropriate style. You should  explain   which  idea you think is  more   important , giving reasons to support your opinion.

C1 - Essay Topic / Question 17 | Advanced (CAE)

You recently heard a discussion about the behavioural problems of some children. These are the notes you took.

• Stricter teachers.
• Parental responsibility.
• Government action.
• Teaching is difficult if too strict.
• Parents should exercise control.
• Government should introduce Laws to make parents liable for their children.

Write an  essay  discussing  two  of the ideas in an appropriate style, using 220 – 260 words. You should  explain   which  idea you think is  more   important , giving reasons to support your opinion.

C1 - Essay Topic / Question 18 | Advanced (CAE)

You recently heard a discussion about the low level of reading skills in schools. These are the notes you took.

• Extra reading work at school.
• Reading time with parents.
• Special teachers.
• No extra time available at school.
• Parents have very busy lives.
• Difficult to organise.

C1 - Essay Topic / Question 19 | Advanced (CAE)

Your class has attended a panel discussion about the ‘race to space’ and who should be funding it. You have made the notes below:

Who should be funding the race to space?

• private companies
• the government
• we should not spend money on this
• In the future, we will need a new planet to live on
• The race to space is important for scientific development
• It’s a waste of money to explore space.

C1 - Essay Topic / Question 20 | Advanced (CAE)

You recently heard a discussion about bullying at school. These are the notes you took.

Responsibility:

Notes on opinions expressed:

• Teachers should control their environment.
• Students should be taught about the dangers
• The police should offer protection.

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The 10 Easiest A-Level Subjects – Ranked for 2024

In A-Level by Think Student Editor May 19, 2019 34 Comments

As a step up from GCSEs, A-Levels can be entirely different from them. This can make it hard to figure out how well a subject might suit you, even if you’ve studied it at GCSE. Seeing how other students have found the course can be a great way of learning more about the courses you can study without having to experience them for yourself.

Continue reading to learn which A-Level subjects students consider the easiest. This article will take you through the rankings and give you some insight into why students may feel that this course is easy.

Be advised. The ranking of the A-Level subjects in this list is not definitive. Every student will have individual strengths and weaknesses, and so will find some subjects more challenging than others. Additionally, judgements about the hardest A-Levels depend on the criteria that it is based on. In this article we have tried to take into account many different factors that make certain A-Level subjects challenging, but still, keep in mind that the list here is formed of opinions which are based on polling. Although you may want to take them into account when choosing your A-Level subject, you should also think about what your specific skills are and what it is that interests you when choosing your A-Level subjects.

Easiest A-Levels: Student Perception vs Pass Attainment Rates

Below you can find the visualisation A-Level subject difficulty rankings (top – easiest, bottom – 11ᵗʰ easiest). Displayed on the chart are both our own internal polling results and our analysis of pass attainment rates (a grade C or above) for the 2022 cohort.

Click a chart legend (colour key) to filter the ranking by specific metric.

(*) Difficulty perception represents the proportion of students who voted that specific subject as the easiest A-Level during our polling. You can learn more about how we collected this data at the end of this article. (**) Pass attainment rates refer to the proportion of students in 2022 who achieved a C or above. This data was collected from both here on Ofqual’s website and the this page from JCQ.

Walkthrough of the A-Level difficulty rankings

This section will explain if there’s a relationship between the easiest subjects and the pass rates as well as explain why students may feel these subjects are the easiest. If you want to have your say, please vote in the poll at the end of this article.

10. A-Level Maths

2.12% of the poll considered A-Level Maths as the easiest A-Level, putting it in 10th place. In 2022, 78.5% of students achieved a grade C or above and 22.8% of students achieved an A*. As the average for all subjects was 14.5% achieving an A*, it would seem that A-Level Maths, really is one of the easiest A-Level subjects as it allows students to do so well.

However, A-Level Maths is also considered one of the hardest A-Levels and on our ranking is in 4th place for the most difficult. As this doesn’t quite add up, it’s important to note that how different students perceive A-Level difficulty is entirely personal and can vary greatly, as shown with this subject.

Students may consider A-Level Maths easy due to there often being restriction on who can take it. This means that students will generally already have very good mathematical skills before even beginning the A-Level.

Due to this, students are quite likely to take other subjects that are considered difficult, such as A-Level Chemistry, A-Level Physics or even A-Level Further Maths. This may mean that they consider it easy in comparison to their other subjects, which are considered difficult . For more on this, check out our article on the most difficult A-Level subjects.

9. A-Level ICT

2.54% of the poll considered A-Level ICT as the easiest A-Level, putting it in 9th place. In 2022, 80.5% of students achieved a grade C or above and 9.6% of students achieved an A*.

The proportion of students getting above a grade C suggests that A-Level ICT is easier than A-Level Maths. However, it is still slightly lower than the average of all subjects, which has 82.1% of students gaining a grade C or above.

Students will often find A-Level ICT easy as a large portion of the course will be coursework. This means that students will have the chance to work towards part of their assessment rather than having to do it all through exams. This can make it easier as students have the opportunity to improve their work and make sure it’s their best.

During A-Level ICT, students learn about presenting information, networks, how ICT is used, database systems and more. While it will be in-depth and complex than at GCSE, students may find this easier as it is still quite straightforward . For more on this, check out this guide by WJEC.

8. A-Level Business

4.66% of the poll considered A-Level Business as the easiest A-Level, putting it in 8th place. In 2022, 83.2% of students achieved a grade C or above and 7.3% of students achieved an A*. This suggests that A-Level Business is one of the easiest A-Levels as the proportion of students who received a C or above is higher than the average.

In A-Level Business, students learn about different business-related areas, such as management, marketing, operations, finance, HR and business strategy. While this includes some theories and calculations, this content is fairly straightforward and easy to apply.

As an A-Level Business student myself, I find that similarly to at GCSE, A-Level Business is largely down to common sense and reasoning in order to answer questions, which makes it a lot easier than other subjects. Also, the exams come with a range of questions and so even if essays aren’t your strong point, you may still be able to bank enough marks on the shorter questions to still get a good grade. To learn more about how A-Level Business is, check out this Think Student article .

7. A-Level Religious Studies

6.78% of the poll considered A-Level Religious Studies as the easiest A-Level, putting it in 7th place. In 2022, 87.6% of students achieved a grade C or above and 12.5% of students achieved an A*. This suggests that A-Level Religious Studies is easier than A-Level Business as more students were able to achieve a grade C or above.

In A-Level Religious Students, students will learn about both a specific religion and the philosophy of religion as well as ethics. Due to this content, students may find A-Level Religious Studies easy as it is straightforward and easy to understand . To learn more about A-Level Religious Studies, check out this page by AQA.

6. A-Level Art and Design Subjects

8.47% of the poll considered A-Level Art and Design as the easiest A-Level, putting it in 6th place. In 2022, 90.3% of students achieved a grade C or above and 18.7% of students achieved an A*. This suggests that A-Level Art, in particular, is an easy subject that allows students to get the top grades as well.

This is likely due to the fact that students who choose A-Level Art or similar subjects are likely to be serious about this subject and very interested in it. This is especially as creating the art portfolio throughout your coursework will take a lot of time and effort.

Due to being something that students enjoy and even find easy themselves, A-Level Art and Design can be considered as one of the easiest subjects as there isn’t any actual content to learn or anything difficult except the actual application of your artistic skills. To learn more about what is studied, check out this page by AQA.

5. A-Level Law

8.69% of the poll considered A-Level Law as the easiest A-Level, putting it in 5th place. In 2022, 71.3% of students achieved a grade C or above and 8% of students achieved an A*.

As these figures are relatively low, it could suggest that A-Level Law is actual more difficult than students perceive it to be. The reasoning for this is unclear, which suggests that it may be a subject that some consider easy and other consider hard.

In A-Level Law, students learn about how the law works, and will study topics including the legal system in the UK, human rights and criminal law. Students may consider A-Level Law easy if they find the content of this straightforward. To learn more about A-Level Law’s content, check out this guide by AQA.

4. A-Level Geography

11.44% of the poll considered A-Level Geography as the easiest A-Level, putting it in 4th place. In 2022, 85.6% of students achieved a grade C or above and 11% of students achieved an A*.

This suggests that it is one of the easiest A-Levels as students performed much better than with A-Level Law and achieved above the average for all subjects. However, as the percentage of students that got an A* is slightly lower than it is for all subjects, it may suggest that getting the top grades is more difficult.

In A-Level Geography, students learn about both physical and human geography, focusing on topics, such as the water cycle, ecosystems and resource security. Due to this, students may find A-Level Geography easy as the content is often quite straightforward and easy to understand . Also, compared to other subjects, there isn’t that much of it, allowing it to be studied in greater depth and in more of a paced way.

Also, like with many humanities A-Levels, part of the course is examined with an NEA. This can make it easier for students as it means that not everything is relying on their final exams .

To learn more about A-Level Geography, check out this guide by AQA. For more information about the A-Level Geography NEA, check out this Think Student article .

3. A-Level Drama

12.50% of the poll considered A-Level Drama as the easiest A-Level, putting it in 3rd place. In 2022, 91% of students achieved a grade C or above and 14.9% of students achieved an A*. This suggests that A-Level Drama is an easy A-Level as so many students were able to do so well in it.

This is likely due to the fact that students who take A-Level Drama already have the basic skills needed to put together performances and to study different pieces, making it easier for them to access the new A-Level content .

Also, A-Level Drama may be considered easy due to the nature of the exams. This is because instead of their only being written exams as there are with most A-Levels, A-Level Drama also has practical exams, which make up large percentages of the assessment.

This may make students feel that A-Level Drama is easy as these students would have picked it due to their interest in the subject and so will likely also be good at the practical side of A-Level Drama . To learn more about how A-Level Drama is assessed, check out this page by AQA.

2. A-Level Film/Media/TV Studies

20.13% of the poll considered A-Level Film/ Media/ TV Studies as the easiest A-Level, putting it in 2nd place. In 2022, 87.5% of students achieved a grade C or above and 6.3% of students achieved an A*. While it is slightly lower than A-Level Drama, A-Level Film/ Media/ TV Studies still has a very high rate of students achieving a C or above, suggesting that it is one of the easiest A-Level subjects.

In A-Level Film/ Media/ TV Studies, students learn about different aspects of media or film/ TV content. This may include learning about the industries these exist in and studying specific aspects in depth, such as magazines or social media in A-Level Media, or studying specific films or TV shows in A-Level Film/ TV Studies.

Due to this, students may consider these A-Levels easy due to the content being straightforward. Also, as students may already be familiar with some of this content due to their wider world knowledge, this can make it even easier.

For more on what is studied in A-Level Media, check out this guide by AQA. For more on what is studied in A-Level Film Studies, check out this guide by OCR.

1. A-Level Sociology

20.76% of the poll considered A-Level Sociology as the easiest A-Level, putting it in 1st place. In 2022, 82.1% of students achieved a grade C or above and 9% of students achieved an A*.

While the figures for the proportion of students that achieved a grade C or above is high, suggesting that it is one of the easiest subjects. The proportion of students that received a grade A* is quite low, especially in comparison to the average of all subject being 14.5%.

This is likely due to students’ perception of A-Level Sociology being easy . This is because if they view it in this way, which clearly many do from even this ranking, some students may not realise how much effort they still need to put in to get the top grades.

In A-Level Sociology students learn about different aspects of society, such as education, crime, culture, poverty, the media and health. While students learn about this with some theory, the rest will be key elements, some of which they may already be aware of.

Due to this, students may feel that A-Level Sociology is easy due to the uncomplicated content. To learn more about A-Level Sociology, check out this page by AQA.

It is important to remember for A-Level Sociology and the rest of these subjects that students may find them easy for different reasons and that the ones suggested here may not apply to all students.

How were these rankings decided?

For each A-Level subject on this list, we discuss both of the following factors:

• Our findings through student polling (ranking factor)
• Our research on pass rates (based of Ofqual’s data release)

To prevent the complexity of attempting to combine these, we rank each subject by solely its student polling results. As stated, it isn’t perfect, and students should absolutely be taking these rankings with a pinch of salt.

How was the polling data collected?

Between January 2021 and January 2023, we displayed a poll on this page which prompted readers to vote on which A-Level subject was the easiest. Within this timeframe, we collect 472 votes, excluding submissions that were disregarded from the data set due to formatting issues or other errors.

Listed below are some key limitations of our polling methods that could’ve swayed results:

• Static ordering of subjects on voting form: A previous iteration of our survey form listed A-Level subjects in the same order each time. It could be argued that this would favour the subjects that were listed at the top. This issue has been fixed in our updated voting form below.
• Voting form displayed only a subset of A-Level subjects: Previously, only a small selection of A-Level subjects was displayed on the survey. We have since expanded the size of this selection on the voting form.
• Potential bad actors:  Despite having anti-spam software in place, it is possible repeated entries were made by single individuals. With respect to privacy, we don’t ask for more information than we need and as a result, it is almost impossible to identify submission users to check if they are unique.

This article is a member of a series of A-Level ranking articles listed on this site. If you find our data and analysis within this article helpful, you may also wish to take a look at this Think Student article to find out which A-Level subjects are considered the hardest.

• Health and Social Care
• Physical Education
• Classical Subjects
• Media/Film/TV Studies
• Design and Technology
• Art and Design Subjects
• Further Maths
• English Language
• English Literature
• English Language & Literature
• Computer Science
• Foreign Languages
• Religious Studies
• Performing/Expressive Arts

Are these list of subjects under Cambridge or ial edexcel?

I’m sorry but I do OCR philosophy and ethics (religious studies) and it is not easy. Its 80% for an A, there is tonnes of content to learn (depending on your desired grade) and your own opinion gets you nowhere unless you have strong analytic skills (AO2) and good, extensive knowledge and even extra ‘nuanced’ knowledge to reach high grades (AO1). It is laughable to say religious studies is easier than art, film, drama etc.

Hope you are doing well. The problem we have is that there are many other people who contact us with the opposite opinion saying the same things as you, just for different subjects. Therefore, this article is ONLY based off what we have observed from interviewing students. Due to this being an “opinion piece” article, many people will disagree with it and others will agree with it.

That being said, your opinion has been logged and if enough people share your opinion, these rankings will change accordingly.

I completely agree, I do AQA RE and I can assure anyone that it is the hardest humanities subject out there. I do Geography (which is in fact fairly easy), History, Psychology and RE. And this is not me being dumb, I am predicted A*s for all my subjects, but RE is BY FAR the hardest.

Oh gosh no! Geography a-level is very difficult! You have to be able to write and argue multiple different opinions and facts, write under time pressure, learns lots of content!

Writing under time pressure and learning lots of content is something all essay-based subjects require

Definitely the easiest course I took. It may be difficult to get the highest grade but it’s equally difficult to fail.

For A level RS you need at least a 45/50 in each of the three two hour papers to get an A star, usually even higher. For example, I believe the 2018 new testament paper had a 47/50 grade boundary for an A star

Yep an A* is just over 90%

The grade boundaries are adjusted based off of how many people get that many marks, meaning that easier subjects have higher grade boundaries, and harder ones have lower grade boundaries. It takes more marks to get the grade because it’s easier to get marks. This isn’t based on the content, it’s based off of how well people actually do.

I think that these grade boundaries and opinions may be formed based on the old modualr specifications which, by admission, were relatively easy. The current grade boundary for an A is around 55% and a pass is 17%. Linear A-Level is a challenging A-Level.

Well James that is utter nonsense, RS is an extremely challenging subject, the content is difficult to grasp and there is a shed tonne of it, unless you have studied it you have no right to comment

I think the problem here is there are different exam boards and different courses for RS. Friends from other schools took other ones from me and they definitely found it easy – and when looking at my course (Edexcel modules: Philosophy of religion, Religion and Ethics, New Testatment), they couldn’t believe how intellectually difficult it was on top of the amount of content and theories etc you have to comprehend – including Kant’s categorical imperative, Hume, Aristotle. I have done a Philosophy degree and can factually say they new A level RS from Edexcel with above modules is like the …  Read more »

its not but alr

how many minimum sujects we need to take to complete A level. how British council can help in teaching the subject? can we give exam from BC without enrolling in any accademic institutions? what is the minimum time we need to study for sitting for exam after enrole ment of name

I am Head of Year 13 at a Sixth Form. This list is potentially very misleading, since many of the subjects it features are much more demanding than the impression given by the author. While it is certainly true that some A levels are easier than others, this list goes against not only the opinions of any student I can think of who has been through our sixth form in the last decade (many of whom struggled greatly with RS in particular), but also with the views of such colleges as Trinity College, Cambridge University, who publish a list of …  Read more »

sorry to bother you but i just wanted to ask how difficult alevel law is?

In my opinion, a-level religious studies should not be ranked as number one for easiest subject. I strongly feel as though the course is filled with many complex and intelligent ideas that you have to know and understand enough to enable you even a average grade.

I don’t think your assessments are accurate

I agree, they are very much incorrect

I had to smile when I saw your number one easy A Level – RE. I never took any A levels, but one of the O levels I took (and failed) was RE. Am I just a dumbo? Well, I got good passes in Maths, Physics, French and English, so maybe not that dumb. I also failed another one of your ‘easy’ subjects at O level – Geography. So I’m going to give you a C- for this list. Ciao.

As an RS teacher I can inform you that it is definitely not the easiest A Level. If only, my job would be far easier but as others have suggested getting 92% on any exam to get an A* is incredibly difficult. This is actually laughable and likely based on some sort of bias by the author, as opposed to actual evidence. If only any subject was based on someone’s opinion alone and a couple of theories. How about more than 100, if done correctly? Thank you though for adding to the nonsense already assumed by students when they take …  Read more »

I see a lot of people quoting high grade boundaries as a reason why a subject is hard; it is, in fact, the opposite. The grade boundaries are adjusted based off of how many people get that many marks, meaning that easier subjects have higher grade boundaries, and harder ones have lower grade boundaries. It takes more marks to get the grade because it’s easier to get marks. This isn’t based on the content, it’s based off of how well people actually do.

Yes, that may be true but by that logic an E in RS can be achieved with 18%, which is good bit lower than quite a few subjects, such as history, geography, psychology, etc. and around the same as Bio. Thus indicating it is difficult by your standards, particularly for weaker or lazy students. So, even by your logic you ultimately are still refuted. Grade boundaries act to level the playing field between subjects to some extent, so at the end of the day just work hard to achieve a good grade in a subject you love.

Yeah no, I do Law and trust me it isn’t easy, this is biased and you have no proof whatsoever if these A levels are easy since I doubt you actually took them all and don’t even get me started on how some other learn. Depending on the person it could be hard or easy deciding on their rank of learning like one person might find religious studies easy but the other won’t (might I also add religions are associated with ethics and philosophy but I dont see them on the list so it doesnt add up). Everyone has their …  Read more »

As an RS and Geography A-Level teacher I suspect there must be some bias from the author. It is misleading to suggest that all you need in RS is ‘an opinion’. I’m not sure whether they have actually looked at the extensive specification, or the extremely low grade boundaries (indicative of a difficult subject). I suspect that they may be referring to the old modular exam which was, by admission, relatively easy.

I agree with you. As another RS teacher I think the author must be referrring to the old specification. The new one is demanding, the subject is less than easy.

Your claim does not seem to have any supporting evidence as you point out. The Centre for Evaluation and Monitoring at Durham University stated that the old RS spec was ‘in the middle difficulty range, similar to Geography and more demanding than English’. This was replaced in 2016 with a more robust course which many students find challenging. I am just asking for fairness here as you are simply wrong. Have you studied the A level yourself?

Very insightful comment, thank you

‘Most of A-Level Religious Studies is your own opinion and ability to voice that opinion’ I think youre confusing A level with GCSE, have you looked at the A level Spec? Good luck trying to blag your way through comparing and critically analysing the strengths and weaknesses of various philosophical and theological thinkers such as Aristotle, Aquinas, Kant, Descartes, Fletcher, etc, armed only with your own opinion!

this is so true!!!!!! don’t forget about GE Moore, John Locke, Irenaeus, Skinner, Jeremy Bentham, Freud, Hume, William James, Augustine and so many more!!!

If anyone just so happens to read this comment please don’t use this article as a reason to do A level Geography!!! As someone who does A level geography, maths and biology I can say without a doubt that Geography is my most difficult by far! There’s about 16 case studies in total (which in an exam you’re expected to be able to write 3+ sides in 18mins) and the whole exam is extremely rushed compared to any other exam I’ve ever done. The case studies don’t even form half of the exam 🙁

A Level Drama easy? You have got to be kidding. 3 Hour written exam – yes, you can take in the scripts, but they must be clean copies, so no notes. Two 3000 word pieces of coursework/exam work One devised performance in the style of a recognised practitioner, who’s socio-economic and historical background you need to know and techniques you need to apply. One scripted performance with the same demands. You also have to negotiate your way through all the group work. So if you are a performing Psychologist/Sociologist with an understanding of economics and history, with the innate ability …  Read more »

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How Pew Research Center will report on generations moving forward

Journalists, researchers and the public often look at society through the lens of generation, using terms like Millennial or Gen Z to describe groups of similarly aged people. This approach can help readers see themselves in the data and assess where we are and where we’re headed as a country.

Pew Research Center has been at the forefront of generational research over the years, telling the story of Millennials as they came of age politically and as they moved more firmly into adult life . In recent years, we’ve also been eager to learn about Gen Z as the leading edge of this generation moves into adulthood.

But generational research has become a crowded arena. The field has been flooded with content that’s often sold as research but is more like clickbait or marketing mythology. There’s also been a growing chorus of criticism about generational research and generational labels in particular.

Recently, as we were preparing to embark on a major research project related to Gen Z, we decided to take a step back and consider how we can study generations in a way that aligns with our values of accuracy, rigor and providing a foundation of facts that enriches the public dialogue.

A typical generation spans 15 to 18 years. As many critics of generational research point out, there is great diversity of thought, experience and behavior within generations.

We set out on a yearlong process of assessing the landscape of generational research. We spoke with experts from outside Pew Research Center, including those who have been publicly critical of our generational analysis, to get their take on the pros and cons of this type of work. We invested in methodological testing to determine whether we could compare findings from our earlier telephone surveys to the online ones we’re conducting now. And we experimented with higher-level statistical analyses that would allow us to isolate the effect of generation.

What emerged from this process was a set of clear guidelines that will help frame our approach going forward. Many of these are principles we’ve always adhered to , but others will require us to change the way we’ve been doing things in recent years.

Here’s a short overview of how we’ll approach generational research in the future:

We’ll only do generational analysis when we have historical data that allows us to compare generations at similar stages of life. When comparing generations, it’s crucial to control for age. In other words, researchers need to look at each generation or age cohort at a similar point in the life cycle. (“Age cohort” is a fancy way of referring to a group of people who were born around the same time.)

When doing this kind of research, the question isn’t whether young adults today are different from middle-aged or older adults today. The question is whether young adults today are different from young adults at some specific point in the past.

To answer this question, it’s necessary to have data that’s been collected over a considerable amount of time – think decades. Standard surveys don’t allow for this type of analysis. We can look at differences across age groups, but we can’t compare age groups over time.

Another complication is that the surveys we conducted 20 or 30 years ago aren’t usually comparable enough to the surveys we’re doing today. Our earlier surveys were done over the phone, and we’ve since transitioned to our nationally representative online survey panel , the American Trends Panel . Our internal testing showed that on many topics, respondents answer questions differently depending on the way they’re being interviewed. So we can’t use most of our surveys from the late 1980s and early 2000s to compare Gen Z with Millennials and Gen Xers at a similar stage of life.

This means that most generational analysis we do will use datasets that have employed similar methodologies over a long period of time, such as surveys from the U.S. Census Bureau. A good example is our 2020 report on Millennial families , which used census data going back to the late 1960s. The report showed that Millennials are marrying and forming families at a much different pace than the generations that came before them.

Even when we have historical data, we will attempt to control for other factors beyond age in making generational comparisons. If we accept that there are real differences across generations, we’re basically saying that people who were born around the same time share certain attitudes or beliefs – and that their views have been influenced by external forces that uniquely shaped them during their formative years. Those forces may have been social changes, economic circumstances, technological advances or political movements.

When we see that younger adults have different views than their older counterparts, it may be driven by their demographic traits rather than the fact that they belong to a particular generation.

The tricky part is isolating those forces from events or circumstances that have affected all age groups, not just one generation. These are often called “period effects.” An example of a period effect is the Watergate scandal, which drove down trust in government among all age groups. Differences in trust across age groups in the wake of Watergate shouldn’t be attributed to the outsize impact that event had on one age group or another, because the change occurred across the board.

Changing demographics also may play a role in patterns that might at first seem like generational differences. We know that the United States has become more racially and ethnically diverse in recent decades, and that race and ethnicity are linked with certain key social and political views. When we see that younger adults have different views than their older counterparts, it may be driven by their demographic traits rather than the fact that they belong to a particular generation.

Controlling for these factors can involve complicated statistical analysis that helps determine whether the differences we see across age groups are indeed due to generation or not. This additional step adds rigor to the process. Unfortunately, it’s often absent from current discussions about Gen Z, Millennials and other generations.

When we can’t do generational analysis, we still see value in looking at differences by age and will do so where it makes sense. Age is one of the most common predictors of differences in attitudes and behaviors. And even if age gaps aren’t rooted in generational differences, they can still be illuminating. They help us understand how people across the age spectrum are responding to key trends, technological breakthroughs and historical events.

Each stage of life comes with a unique set of experiences. Young adults are often at the leading edge of changing attitudes on emerging social trends. Take views on same-sex marriage , for example, or attitudes about gender identity .

Many middle-aged adults, in turn, face the challenge of raising children while also providing care and support to their aging parents. And older adults have their own obstacles and opportunities. All of these stories – rooted in the life cycle, not in generations – are important and compelling, and we can tell them by analyzing our surveys at any given point in time.

When we do have the data to study groups of similarly aged people over time, we won’t always default to using the standard generational definitions and labels. While generational labels are simple and catchy, there are other ways to analyze age cohorts. For example, some observers have suggested grouping people by the decade in which they were born. This would create narrower cohorts in which the members may share more in common. People could also be grouped relative to their age during key historical events (such as the Great Recession or the COVID-19 pandemic) or technological innovations (like the invention of the iPhone).

By choosing not to use the standard generational labels when they’re not appropriate, we can avoid reinforcing harmful stereotypes or oversimplifying people’s complex lived experiences.

Existing generational definitions also may be too broad and arbitrary to capture differences that exist among narrower cohorts. A typical generation spans 15 to 18 years. As many critics of generational research point out, there is great diversity of thought, experience and behavior within generations. The key is to pick a lens that’s most appropriate for the research question that’s being studied. If we’re looking at political views and how they’ve shifted over time, for example, we might group people together according to the first presidential election in which they were eligible to vote.

With these considerations in mind, our audiences should not expect to see a lot of new research coming out of Pew Research Center that uses the generational lens. We’ll only talk about generations when it adds value, advances important national debates and highlights meaningful societal trends.

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Kim Parker is director of social trends research at Pew Research Center

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• 12 Easiest A-Level Subjects (2023)

A-Levels are the ticket to your future, so it makes sense to study subjects that give you the best chance of getting a high grade.

While there’s no such thing as an A-Level you can ace without doing any revision, there are definitely subjects that are easier to grasp and excel at, if you put in the work.

Of course, whether you find an A-Level easy or not will depend on your natural strengths, and whether you have a more technical, logical mind, or if you enjoy creative expression and analysis.

Let’s look at the 12 easiest A-Levels, and whether you’ll benefit from taking them.

What are the 12 easiest A-Level subjects?

The 12 easiest A-Level subjects are Classical Civilisation , Environmental Science , Food Studies , Drama , Geography , Textiles , Film Studies , Sociology , Information Technology (IT) , Health and Social Care , Media Studies , and Law .

You might be looking at some of these and thinking, surely not! Those would be impossible to study. Well, let’s dive right in, and look at why these subjects are the 12 easiest A-Levels.

Classical Civilisation

Classical Civilisation is a particularly easy A-Level, especially as you don’t need to learn languages such as Greek or Latin.

In Classical Civilisation, you get to enjoy some fascinating texts from the ancient world, as study culture such as art, architecture and theatre.

Your Classical Civilisation A-Level is made up of three parts: “The World of the Hero”, where you’ll look at tales from famous ancient writers like Homer and Virgil, “Culture and the arts”, where you’ll explore, for example, Greek vase painting, statues and temples, and “Belief and Ideas”, where you’ll look at, for example, religion or love poetry.

A lot of Classical Civilisation A-Level is about stories and the meanings within them, which makes it very easy to grasp, as there are no rigorous formulas or concepts to get your head around.

The stories you’ll look at and analyse, for example Virgil’s The Aeneid , have relatable themes like love, duty, honour and revenge, which are all relevant today, and so are easier to learn and understand.

You’ll look at some really beautiful artwork, for example, scenes of myths painted on vases or carved out of stone, which could be a much more pleasant experience than learning painful amounts of facts like you’d have to for other subjects, depending on what you’re interested in.

Environmental Science

Environmental Science is a fairly easy A-Level, especially when you compare it with traditional science subjects such as Chemistry, Physics and Biology. While it combines some facts from the sciences, as well as Geology, Sociology and Political Science, Environmental Science is conceptually easier.

Environmental Science goes very well with certain subjects, and makes them easier to study too. The topics you cover in A-Level Environmental Science will link to Geography, Sociology and Biology (where there is a whole ecology unit).

If you choose subjects which go well with Environmental Science, you’ll get to practice the same skills and learn some of the same information for both, which makes it super easy. We tend to find things easier when they’re fun, and the field trips you’ll go on as part of your course makes Environmental Science much more fun, especially if you like hands-on learning.

Environmental Science is also very interesting, as it looks at really pressing issues today, such as our relationship with the planet we live on. Environmental Science is pretty well-paid as a field, as most businesses now need sustainability officers to enforce their Green policies. So, not only is A-Level Environmental Science an easier A-Level than the traditional sciences, it could lead to a very rewarding career!

Food Studies

Food Studies is one of the easiest A-Levels you can take, because it involves a lot of practical tests, which are great if you’re not keen on doing endless writing.

There is content to learn about the composition of foods, digestion and the food manufacturing industry, but as long as you keep up with memorising the facts, you’ll be fine.

You’ll learn to make healthy meals with different nutritional requirements, which means you’ll be putting your learning into practice in an enjoyable way. Depending on the exam board you take, your Food Studies A Level is usually made up of three papers – Paper 1, Paper 2 and Paper 3.

In Paper 1, you’ll have a written paper which tests what you know about nutrition, the food industry and how to handle food safely. Again, if you learn to memorise facts well, this should be easy.

A great way to memorise is to create a colourful mind-map, with all the facts you need to know. Associate a colour to each fact or set of facts, which will help you visualise them more easily in your mind. Alternatively, record yourself reading the facts, if you’re more of an auditory learner.

Paper 2 is your practical test, which is your chance to make your own dish. The great thing about Food Studies is that it really is one of those A-Levels where practice makes perfect (unlike a subject like Physics, where you might study and study but a concept still won’t make sense to you when it comes up in an exam), and if you rehearse correct food preparation and handling, and learn nutrition information, you have a real chance of excelling.

Drama is one of the easiest A-Levels, partly because there isn’t tonnes of reading to drag yourself through. Drama A-Level has a whopping 99.3% pass rate, which is very encouraging for students who want an easier A-Level.

In A-Level Drama, you’ll watch and read plays and critique them, as well as do your own acting. There are three main parts to your Drama A-Level, and this is fairly consistent across any exam board you might do.

As well as a live theatre review, which involves you watching a performance and discussing it later on in your exam, you’ll study a play and write about how you would direct it, or act in it.

Then of course, there’s the performance part of your exam, which is easy to prepare for. All you have to do is practice your acting, and it is likely that this comes naturally if you’re choosing Drama A-Level. Even if it doesn’t come naturally, there are loads of techniques you can find from your Drama teacher or on Youtube to improve your acting skills.

The two written papers you’ll have in Drama are also fairly easy to prepare for. A great tip to make your live theatre review a lot easier is to watch a recorded version of the play you’ve seen, or, if you can’t get hold of this, make very careful notes while you’re watching the play.

Geography A-Level has a fantastic 98.6% pass rate, and is an easier A-Level in comparison to some of the others. It’s not massively content heavy, and it’s also fairly interesting, according to the research we’ve done on students’ opinions.

If your course is engaging, your brain is far more likely to absorb the information, which makes doing well in Geography easy – the pass rate speaks for itself.

With Edexcel Geography, for example, you’ll do 2 exams: one on Physical Geography and one on Human Geography, as well as a non-examination assessment, which includes field data you collect yourself.

This is what makes Geography a particularly easy and enjoyable subject – the fact that you can go on a lot of field trips and gather data practically, which is a fantastic way of learning the subject naturally.

You could find yourself on a beach measuring coastal erosion, or even somewhere like the French Alps, examining mountains (though, this depends on your school and course).

Another nice thing about Geography A-Level is that your non-examination assessment is worth a significant amount of your marks, which means that your entire mark doesn’t rest on the fate of one exam day.

Although Geography requires some basic knowledge of Maths and graphs these are pretty simple equations, nothing too scary, which makes the whole experience easier.

Textiles tends to be an easier A-Level than something like English Literature or Maths, because it’s extremely hands-on and coursework based (although whether you’d find this easy, depends on your views on coursework vs exams!).

If you hate exams, and the pressure of spitting out everything you’ve learned for two years in two hours, you’ll find Textiles A-Level a lot easier.

Don’t be fooled into thinking it’s 100% easy, though, as Textiles – like all Art and Design courses – is time consuming. You’ll have both a portfolio that you’ll create throughout the year, which is worth 60% of your marks, and a ten hour exam where you’ll create something.

If you enjoy working with materials and fabric, or you love art but can’t wait to get away from the more Maths-based subjects, you’ll find this A-Level a delight, and won’t notice the hours of work you need to put in. Time flies when you’re having fun!

Film Studies

Film Studies can be a very easy A-Level, especially if you’re interested in how directors create meaning in films. It can’t help but bring a smile to your face, when you see your friends staggering off to learn about polymers and redox equations, while you’re getting stuck into Casablanca.

While Film Studies isn’t all sitting around and watching films, it’s still a pretty big part of it. If you take Film Studies with the EDUQAS exam board, you’ll get to watch six feature length films, including two Hollywood films, one from 1930-1960, and the other from the New Hollywood period (1961-1990).

What makes Film Studies an easier A-Level is that it’s fun. Even the ‘harder’ stuff, like writing on film movements for your written exams is enjoyable, because it’s all in the context of films and the stories, which can be very absorbing. It’s a world away from having to learn dry facts for the sake of knowing them.

Best of all, 30% of your A-Level is making either a short film or screen play, with your own photographed storyboard. This is a really fun chance to express your creativity, and things are always easier when we enjoy them.

You’ll have to write an evaluation of your film or screenplay of 1600-1800 words, this is much easier than having to write an essay, say, on a theorist or someone else’s set of ideas. You’ll be writing about your own work, what you did and why, and who knows that better than you?

Sociology A-Level is definitely easier than other A-Levels. As long as you make an effort to learn the facts, you have a high chance of doing really well.

YouTuber Jess Louise changed schools and started her A-Levels again in January, and in her personal opinion, Sociology was one of the easiest subjects to catch up on.

While Sociology is a content-heavy course, and it’s a good idea to find some creative ways to memorise the theories you’ll learn. One of the best ways to do this is to make your own videos presenting the topic as though you were a news presenter.

As this revision method makes you automatically learn the information as you try and present it as interestingly as possible, you’ll find learning a lot easier.

What makes Sociology an easier A-Level is that the topics you study link together very well, and it’s very easier to apply one topic – for example, feminist theories – to another part of the course, which makes the learning process smoother.

This is a lot easier than, for instance, Religious Studies A-Level, which is often split into two separate subjects – Philosophy and Ethics – and it feels like you’re studying an extra A-Level!

Unlike some subjects, for instance Computer Science, where you can study and study something but not necessarily get your head around it, your revision will really pay off with Sociology, if you put in the time to learn the facts.

Information Technology

Information Technology (IT) can be a very easy A Level, especially because you get to take your answer into some of your exams! I’m not kidding. You might not get lucky enough to take Information Technology if you live outside of Wales, although some international exam boards may run it.

The WJEC specification for A-Level IT states that for one of your written papers you’ll “be required to prepare a spreadsheet on a specific topic in advance of the written paper. Hard copies of the spreadsheet are taken into the exam and used to answer questions in Section B”.

So, you get to go into your exam knowing exactly what you’re going to be questioned on (your own work, no less) and then, if that weren’t enough, you actually take a physical copy of the information into the exam. If that isn’t easy, I don’t know what is.

For A-Level IT, 16% of your AS exam, and 24% of your A2 exam is entirely coursework, which works out very well, as you can do the work without time limits and ensure that you’ve achieved some of your grade before you even start writing your exams.

Health and Social Care

Health and Social Care is one of the easiest A-Level subjects out there. Health and Social Care is technically a BTEC, which means that the whole course is equivalent to two A-Levels.

Vlogger Rebekah Adewole says that she found her Health and Social Care A-Level (or Health and Social Care Level 3, which is its formal BTEC name) much easier than the regular A-Levels she’d already been doing, which she describes as “a lot of headache, concentration and time”.

What makes Health and Social Care relatively easy is that a big chunk of your course is practical placements and work experience, for example, in a school or hospital, which is perfect if you’re not a fan of endless essays.

Rebekah says that, as long as you keep on top of your coursework, Health and Social Care isn’t very hard at all. There’s a 100% pass rate for Health and Social Care, and 69% of students achieve a Distinction.

Nearly all universities accept BTECS in relevant subject areas, despite the false stereotype that they are less academic than A-Levels. However some universities, including Oxford and Cambridge, would like you to have one or two traditional A-Levels as well, alongside your BTEC.

Media Studies

With a pass rate of 100% in 2019, Media Studies is definitely one of the easier A-Levels. It’s not necessarily the soft option’ that some people make out, but it’s relevant and enjoyable.

When something’s easy, you get that amazing ‘aha!’ moment, when your learning all clicks together. As Media Studies is very much about with advertising, social media and the privacy issues caused by some tech companies, it’s much easier to have those ‘aha!’ moments, because you’re already consuming the very content you’re studying in class (social media and news, for example) every day.

Also, 30% of your A-Level is making a media-production of your own, and it’s usually easier to do well on tasks like these, because it’s all your own work. You can get very interested in it, and no one knows it better than you, which puts you in the perfect position for getting those high grades. .

A-Level Law is surprisingly easy, especially compared to degree-level Law. A-Level Law is content heavy, but as long as you’re good at committing things to memory and willing to get stuck in, you’re likely do well.

If you do Law A-Level, you’ll usually have three exam papers. Paper 1 is on the nature of law and the English legal system, and is worth 33% of your A-Level. Paper 2 is also on the nature of law and the English legal system and Tort Law, and is worth another 33%. Paper 3 is another written exam, also worth 33%, and you get to choose some interesting topics, for example, Human Rights Law.

You don’t need to worry about endless writing on your exam, either. If you do AQA Law A-Level, you’ll get to do multiple choice and short answer questions as well as extended writing questions.

Memory is one of the easiest ways of learning, and as a huge part of Law is knowing facts, this makes the subject easier. Law A-Level is also a really easy for those who can’t stand coursework, as it is entirely exam-based.

One of the best ways you can practice for your Law A-Level is to get to know the exam extremely well, as it’s a subject where if you rehearse the exam structure over and over, you’ll be able to excel.

So, that’s it. We’ve gone through the 12 easiest A-Levels to take. I hope you’ve gained insight into some really enjoyable and interesting A-Level subjects, and that you have a clearer idea of what you might want to study at A-Level.

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Cambridge International AS & A Level subjects

Cambridge offers a range of Cambridge International AS & A Level teaching support and resource materials for each subject. Select the subjects below for details of the support resources available for each syllabus.

• Accounting - 9706
• Afrikaans - Language (AS Level only) - 8679
• Arabic - 9680
• Arabic - Language (AS Level only) - 8680
• Art & Design - 9479
• Biblical Studies (9484) New
• Biology - 9700
• Business (9609)
• Chemistry - 9701
• Chinese - Language & Literature (A Level only) - 9868 New
• Chinese Language (AS Level only) - 8238 New
• Classical Studies - 9274
• Computer Science - 9618
• Design & Technology - 9705
• Digital Media & Design - 9481
• Drama - 9482
• Economics - 9708
• English - Language and Literature (AS Level only) - 8695
• English - Literature - 9695
• English General Paper (AS Level only) - 8021
• English Language - 9093
• Environmental Management (AS only) - 8291
• French - Language (AS Level only) - 8682
• French (A Level only) - 9716
• French Language & Literature - 9898
• French Language (AS Level only) - 8028
• Geography - 9696
• German - Language (AS Level only) - 8027
• German - Language (AS Level only) - 8683
• German (A Level only) - 9717
• German Language & Literature (A Level only) - 9897
• Global Perspectives & Research - 9239
• Hinduism - 9487
• History - 9489
• Information Technology - 9626
• Islamic Studies - 9488
• Marine Science - 9693
• Mathematics - 9709
• Mathematics - Further - 9231
• Media Studies - 9607
• Music - 9483
• Physics - 9702
• Portuguese - Language (AS Level only) - 8684
• Portuguese (A Level only) - 9718
• Psychology - 9990
• Sociology - 9699
• Spanish - Language & Literature (A Level only) - 9844 New
• Spanish Language (AS Level only) - 8022 New
• Sport & Physical Education (AS Level only) (8386) New
• Tamil - 9689 (A Level only)
• Tamil - Language - 8689 (AS Level only)
• Thinking Skills - 9694
• Travel & Tourism - 9395
• Urdu - Language (AS Level only) - 8686
• Urdu - Pakistan only (A Level only) - 9686
• Urdu (A Level only) - 9676

To find English General Paper filter the subject list by ‘Humanities and Social Sciences’ or ‘English Language and Literature’. If you are interested in the Cambridge AICE Diploma please be aware that Cambridge International AS Level English General Paper only contributes to Group 4: Interdisciplinary subjects.

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