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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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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

Deciding on Law Careers? Read These!

• The Big Debate: Should I Take A-Level Law
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How to Write the Academic Subject UC Essay

This article was written based on the information and opinions presented by Vinay Bhaskara in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Choose your academic subject strategically, how to structure your essay, focus on the process over accomplishments, notice overlaps with other essays.

The sixth University of California personal insight question (PIQ) asks students to respond to the following prompt: 

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. (350 words)

In this article, we will discuss choosing your academic subject, structuring your essay, and strategies to avoid common pitfalls. 

For more information on University of California’s other supplemental essays and writing dos and don’ts, check out our posts on how to write University of California essays and on great University of California essay examples

Think Beyond the “Headline Subject”

The first step when approaching this essay is to choose an academic subject to write about. Instead of choosing a more general “headline subject,” like physics, history or calculus, try to dig deeper and select a more nuanced, specific topic within a discipline.

Doing this allows you to show off that you are genuinely passionate about the subject you choose, and that you truly know it. This will help you stand out among the students who chose more general, common academic subject essays.

For example, if economics is the headline subject that you are interested in, you could explore sub-disciplines like econometrics, which is a mixture of economics and statistics, or monetary policy, which focuses on how the federal reserve affects the economy. To go even deeper, you could write about a hyper-specific concept like Okun’s Law, which explains the relationship between unemployment and economic growth.

Connect It to Your Intended Major

As you consider topics, keep in mind that the academic subject you choose should align with your intended major. 

While the topic does not have to be exactly the same as your intended major, it should connect in some way. For example, if you are applying as an engineering major, writing about a science or math subject will be beneficial to your application.

This essay is a great opportunity to elaborate on your intellectual interests and passions, and by doing so you help the admissions committee understand the type of person and student you are. 

Discuss Why You Find the Subject Interesting

After you choose your academic subject, the next step is to determine the structure of your essay. It is important to discuss why you find that subject appealing and interesting, and the steps you have taken to learn more about it.

Let’s continue using economics as an example. If you decide to write about Okun’s Law, you could write a story about how you became interested in learning more about it. Maybe your excitement about Okun’s Law took you down a road of discovery where you found some economics blogs that you really liked, which in turn crystallized your passion for economics and ultimately led to your habit of reading economic news for an hour each day.

An essay like that is much stronger than a simple response, such as, “I like economics, and I’ve studied it by looking at blogs.” While both essays have the same ultimate endpoint and share that you have independently studied economics through blogs, the example above approaches this prompt in a much more interesting and memorable way. 

Think Outside the Classroom

Often, the best essays for this prompt tend to focus on things that students do outside the classroom, as opposed to inside the classroom. 

While the prompt states that you can write about either, essays about exploring academic topics inside the classroom are most common. Choosing to write about how you have pursued your academic interest outside of the classroom can help your essay stand out and keep readers engaged. It also highlights how you take the initiative to learn more about, and be involved with, your academic passions outside of the classroom. Admissions officers are always looking for students with the drive and desire to learn new things, so this is a great opportunity for you to showcase this side of yourself.

Keep It Interesting

Because this prompt is so academically focused, students can sometimes end up writing essays that are too academic or dry by focusing on the concepts too heavily or relying on complex jargon. 

While it is helpful to include details that demonstrate your knowledge of a subject and keep your reader engaged, it is most important to focus on why you enjoy the subject and how it impacts your personality or mindset.

A common pitfall with this essay prompt is for students to talk mostly about their accomplishments related to a particular academic subject, like getting a strong grade in a class or winning an academic competition. 

While this information can be useful, it highlights an outcome rather than showing the reader what you actually did to develop your expertise in that subject. 

Instead, it is better to focus on the process by which you pursue the subject, learn more about it, and explore your passion and your interests. 

This PIQ prompt shares some similarities with other college essays, including Common App Prompt #6 , which reads “Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?”

While these two essays are similar, they are not exactly the same. If you choose to reuse part or all of a Common App Prompt #6 essay for PIQ #6, make sure to adjust it accordingly so that your essay still authentically responds to the prompt.

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• Subjects You Are Ruling Out with your GCSE and A-level Options

Making the right choice of GCSEs and A-levels is essential, but it’s rarely an easy decision.

You should also read…

• How to Choose the Right A-levels: An Expert Guide
• How to Choose Your GCSEs: Finding the Right Subject Choices for You

To make your decision even harder, you ideally need to be thinking years ahead to what you want to study at university. Some subjects open doors, and by not taking them, you could be limiting your options. If you’re not sure what it is that you want to do in future, ruling out possible options is best avoided. That’s why we’ve put together a guide to help you know which subjects you’ll be ruling out by not taking certain subjects at GCSE and A-level.

Your subject choices at GCSE will have a bearing on what A-levels are open to you, and this usually means that you need the GCSE in a particular subject to carry it on to A-level (this isn’t always the case, though, as there are some A-levels you can do without having the GCSE, such as Psychology or Law ). But GCSE choice can occasionally also have a bearing on what universities are open to you, even though offers are based on A-levels. Modern languages are tremendously helpful in the real world, as well as developing certain academic skills that you won’t pick up from other subjects. This is reflected in the fact that if you don’t take a language at GCSE, certain doors may close for you, or at least be made more difficult. For instance, UCL has a language GCSE requirement for all its degrees; applicants for any of its degrees are required to hold a language GCSE or to take extra classes while alongside their degrees. It’s worth checking the university’s general entrance requirements in addition to those for specific courses, to see whether or not you’re required to have a language GCSE for admission. To make life easier, it’s strongly recommended to take a language at GCSE.

Your choice of A-levels is much more important than your choice of GCSEs, because these are the subjects with which you’ll apply to university. For many subjects – particularly the sciences – most universities have strict entrance requirements when it comes to the A-level subjects they require you to have studied before they’ll accept you onto a particular course.

A general note about science subjects

Scientific degrees will usually require at least two science subjects at A-level, often the same subject as the degree plus at least one other science subject. While you’ll need the specific knowledge from studying the subject at A-level that you’re aiming to do at university, the scientific skills and mindset you’ll develop from additional science subjects will stand you in good stead. This doesn’t mean, however, that you necessarily have to do all science subjects at A-level if you want to study a science at university; a humanities subject as one of your options would add balance, as it’s an essay-based subject that develops different skills, demonstrating that you’re talented in many areas of academia.

If you don’t take Chemistry at A-level, it’s not just Chemistry degree courses that you’ll probably not be able to get onto. Without A-level Chemistry, you’re also going to find it much harder (if not impossible) to get onto a Medicine or Medicine-related course (such as Dentistry or Biomedical Sciences), for which you’re probably going to need to pair Chemistry with Biology at A-level. A-level Chemistry is also essential if you want to study Biochemistry or Chemical Engineering, and many universities may require it in order for you to study Biology. Some Geography , Geology or Earth Sciences degree courses may require a mix of science subjects, and Chemistry can be one of them.

• Mathematics and Further Mathematics

As well as being vital for studying a Mathematics degree (or variations thereupon), Mathematics is frequently considered highly desirable if not essential for virtually all science subjects, including Chemistry, Medicine, Dentistry, Biochemistry, Biomedical Sciences, Computing, Geology, Earth Sciences and Engineering . It’s also often essential for Economics, or Business -related degrees, while some science degrees, such as Geography or Psychology, may require additional science subjects, and Mathematics can be one of them. Further Mathematics is, to all intents and purposes, essential for Physics, Mathematics and sometimes Chemistry degrees, and if you don’t have it, you’d likely struggle doing these subjects at university and may end up having to take additional maths classes while you’re there (if you manage to get a place without it). It’s also highly recommended for many Engineering and Computing degrees.

By not taking Physics at A-level, it goes without saying that you’re not going to be able to take this subject at degree level. You’re also effectively ruling out Engineering, and Materials Science. Furthermore, Physics is very useful for Earth Sciences and Mathematics degree courses. Some courses ask for additional science subjects, such as Geography, Biomedical Sciences, Medicine, Dentistry and so on; Physics is an acceptable A-level to take to prove your scientific credentials for these subjects.

Biology (and Human Biology)

As a science, A-level Biology is a good qualification to have as one of a range of science subjects for scientific degree courses. As well as being essential for Biology degrees (which will likely accept either Biology or Human Biology A-levels), it’s highly desirable for Medicine, Dentistry and all Biology-related subjects (such as Biochemistry and Biomedical Sciences). Its ideal partner is Chemistry, and many universities are likely to require both for the aforementioned courses. Other science-based degree courses, such as Geography, may require additional science subjects, and this can be one of them; Psychology degrees also have a Biology component, for which Biology at A-level would be useful (it’s unlikely to be a requirement, though).

Most Geography degree courses require A-level Geography, but surprisingly, it’s not always essential. It’s also very useful for Geology and Earth Sciences degree courses, as A-level Geology isn’t usually taught in schools and the Geography course teaches you about the earth processes you’ll learn about at university.

A general note about humanities subjects

Beyond the fact that universities often require you to have studied the degree subject at A-level (for instance, A-level History for a history degree), the entrance requirements are generally less stringent when it comes to the A-level subjects required for humanities degrees. If you’re aiming to do a humanities subject at university, you’ll need a range of such subjects at A-level. The humanities subjects are generally more essay-based, cultivating a particular set of skills without which you’re not likely to succeed in applying for a university course in one of these subjects. Let’s take a look at the main humanities subjects individually to see what degree courses they’ll particularly help you with.

English Literature, English Language and English Language and Literature

These are three different A-levels, and it’s worth noting that for an English Literature degree, it’ll almost certainly be necessary to have A-level English Literature or A-level English Language and Literature rather than A-level English Language. While essential for English degrees, any of these A-levels will come in useful for other essay-based humanities subjects that involve analysis and interpretation, such as History, Classics and Classics-related subjects and Religious Studies . Any of these English A-levels will also be useful for Foreign Languages, as they all require the analysis of language.

Most History degree courses require History at A-level, but not all of them (Oxford University, for example, lists it as “Recommended” rather than “Essential”), so if you don’t take History at A-level, you’re not necessarily completely ruling it out as a degree option. It’s also useful – but not always essential – for other history-related subjects, such as Archaeology, Classical Studies, Music (for the History of Music element of this subject) and History of Art. History is an essay-based subject, so it’s also useful for any other essay-based degrees, such as English.

Foreign Languages

It’s essential to have at least one language at A-level if you want to study any foreign language at university, but they come in useful for other subjects even if they’re not required. If you’re looking to study part of your course abroad, you may also be required to have an A-level in the language spoken in that country. Modern Languages are also helpful for English Language and/or Literature degrees, and, though not a requirement, they can come in useful for a number of other degrees simply because they give you access to scholarship in other languages, which often isn’t available in translation.

Classical Civilisations

Not many schools offer this subject, so you’re not required to have studied it in order to get onto a course in a related subject, such as Ancient and Modern History, Classics or Classical Archaeology. However, if your school does offer it, and you’re thinking of doing one of these subjects, it would certainly provide a useful foundation upon which to build at university. It would also be a relevant A-level to have if you want to study any History degree, though it wouldn’t be essential. As an essay-based subject, it will stand you in good stead for any humanities degree.

Latin and/or Greek

Again, not all schools offer these subjects, so they probably won’t be essential to get onto a Classics course of some kind at university; most will offer ab initio courses for those without them. However, if you don’t have either of these subjects and you intend to pursue one or other of these languages as part of a Classics course at university, you might have to attend a Latin or Greek summer school the summer before you go to university to get you up to speed. Latin or Greek would also be a useful additional language for those wishing to study English or Modern Languages, and it may also prove useful background to History or Ancient History degrees.

A-level art is either essential or highly recommended for studying an Art-based degree, such as Fine Art , History of Art or Art and Design. It’s a subject that involves making use of your creativity, so you may also find the skills you learn in A-level Art useful for other creative degree subjects, such as Music or Drama.

A-level Music is essential if you want to do a Music degree, and you’ll also need to be proficient in at least one musical instrument. Grade VII would be an absolute minimum, but you’re likely to be competing with students who play at Grade VIII level and above. If piano isn’t your main instrument, it will also be very useful to have Grade V or above in piano in addition to your other instrument.

If you’re not sure what you want to study at university yet

Up to now, this article has more or less assumed that you have a rough idea of what you’re going to be studying in the long term. We’ll end with a few words of advice for those of you who currently have no idea what you might want to study at university, so that you can ensure you don’t rule out too many potential choices. In cases like these, your best bet is to keep your options open by taking a mix of humanities and science A-level subjects. If possible, choose at least two ‘ facilitating subjects ’, as these are the subjects most often required, and are the most widely respected. They’re summarised here as:

• English Literature
• Languages (Classical and Modern)

To demonstrate as many skills as possible, and keep as many possible course options available to you as you can, try to choose A-levels that each demonstrate different talents rather than choosing two or more that are closely related, such as Maths and Physics. To give you an example, you could choose English Literature, a Foreign Language and Chemistry at A-level with an AS-level in Mathematics. This would demonstrate your essay-writing and linguistic abilities as well as giving you strong scientific skills with two subjects that are frequently required for science degrees. It’s also advisable to pick subjects towards which you feel a natural interest, as you’ll find it easier to succeed in subjects you’re genuinely curious about.

Image credits: banner ; dictionary ; nebula ; calculator ; cactus flower ; essay ; Spanish Armada ; ruins ; artist ; Bristol . 

Choose Your Test

Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

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Your 3-step guide to revising for essay-based exams.

Essay-based exams are particularly difficult to prepare for. If you're worried about revising for your essay-based exam, read our blog from Newcastle University student, Robina, on how to get the most out of your revision.

This is the tried and tested revision method I’ve been using since college to pass essay based exams. The 3 R’s of revising…

Missed a lecture or two? It happens! Recap  is going to become your best friend over the break in helping you fill up any gaps you have in your notes.

Another thing I always find useful is to only write down what your lecturer is saying, not what's on the slide . Don't waste your time frantically scribbling down what you could easily access another time. 

Once recapped, you’ve got the basic skeleton of your essay down, now it’s time to put some meat on the bones.

Chances are you’ve got a massive reading list for each lecture. If you have no idea where to start I’d recommend following up any references already mentioned in the lecture , especially when it comes to case studies. Having relevant examples/case studies are  a MUST in essay based exams.

Every essay introduction should start with a basic definition , so look at the first few essential readings on your list, and pick out a definition you think sounds best. Work your way from there. I’d recommend including no more than three references already mentioned in the lecture or on the essential reading in your essay plan.

In order to get a 2:1, you need to show evidence that you’ve gone beyond the reading list and found your own material . So it’s best to get into the habit straight away. Looking at references within references is always a good idea, so picking a key author and seeing who they mention.

The same thing goes for your case studies and examples, refrain from just regurgitating the example your lecturer gave and try to find your own . Especially with a subject like human geography think about current events in the news, even if it is a basic example it will show the examiner that you’ve understood the concept/topic.

3. REHEARSE

This is my golden rule. What works best for me is firstly understanding the topic you’re writing about, but also actually MEMORISING your essay plans .

Do not underestimate the amount of time this step takes.

There is a general consensus amongst psychologists that the most effective way to remember information is through REHEARSAL .

Yes, you could probably cram a few days before but again, studies show that your short term memory can only retain 7+/- 2 pieces of information at any given time. So the TRICK is to get information into your LONG TERM MEMORY . And the only way I’m afraid is by going over your essay plans again and again. So highlight,  make cue cards,  say them out loud, listen to them, use pictures. Do whatever works for you but remember to keep going over them as much as possible.

When something is in your long term memory you have the ability to retrieve it at any time, so this way if you already have say 4 potential essay plans memorised it will save loads of thinking time in the exam.

We hope you have found this blog post useful, should you need a little more surviving exam season, why not read our essential blogs on what to know before accessing our libraries , and how to meditate to manage stress-levels during these especially uncertain times.

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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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How many A-Levels can you take?

What is the most respected a-level, what is the most common combination of a-levels, what are the best a-level combinations, what is the hardest a-level combination, what are the easiest a-levels.

While you can take a maximum of five A-Levels , students tend to take three and most universities are happy with this too. However, if you want to take more than three, it’s best to talk to your teachers and seek their advice because five A-Levels would mean a lot of work and you don’t want to spread yourself too thin. As the saying goes, it’s quality over quantity.

We don’t advise that you apply for A-Levels purely based on the fact that they’re the most respected, but this could help if you’re unsure what subjects to choose and you want to make choices that set you up well for university. Here are three of the most respected (and probably most difficult!) A-Levels.

• Further Mathematics

 Modern Foreign Languages

If you fancy yourself as quite the languages aficionado , maybe Modern Foreign Languages are for you. From French , German and Spanish to Italian and Chinese, there are a number to choose from but be warned – your writing, understanding and speaking in this language need to be on point. You may also be expected to know some of the history and politics of your selected language’s original country too.  

The Sciences

The jump from GCSE Biology , Physics and Chemistry is quite something, so if you excelled in these subjects at school and wish to take your knowledge to the next level, expect challenging times ahead but with a superb pay-off at the end. You’ll need several skills to shine in these A-Levels but once you acquire those, along with excellent exam results, you could get into some seriously good degree courses. 🧪

If you’re lost in the sea of A-Levels and need some food for thought, take a look at these facts about the most popular and most common combination of A-Levels taken in 2019. This might help and inspire if you’re wondering what A-Level combinations are best.

• Of students who took A-Level Physics, 83% also took Mathematics.
• 66% of students who took A-Level Chemistry also took Biology and 57% studied Maths.
•  The most popular subject taken by Art and Design students was Psychology.
• Biology, Chemistry and Mathematics was the most common A-Level combination in 2019.
•  In the top 10 list of popular subject combinations, only one entry featured no STEM subjects (Science, Technology, Engineering and Maths) and that combo was: English Literature, Psychology and History.

If you’re planning on going to university after college or sixth form, it’s best to align your A-Levels with what you intend to do at degree level. You may not know exactly what job you want yet, but if you have an idea of the area you want to specialise in then this will really help you when it comes to selecting your A-Levels. You may be certain about one subject such as biology, for example. But what A-Levels go well with Biology? Let us help you out.

Best A-Level combinations for law

• English, History and Law

If you’re curious as to what A-Level combinations are good for law degrees , it’s best to choose a mix of other essay-based subjects. English and History are great companions for Law because History will develop your critical-thinking skills and English will hone your language abilities, especially when it comes to writing! It’s also a good idea to choose A-Level Law to see if you actually like the subject and find it interesting.

• English, History and Psychology

You may be surprised to not see Law in this combination but it’s not actually a requirement to take A-Level Law if you want to study it at uni. You do, however, need to take the essay-based subjects – hence English and History. Your third option could be A-Level Psychology, because it will help you gain a more comprehensive understanding of the human mind. 🧠

Best A-Level combinations for medicine

• Chemistry, Biology and Mathematics

For all you budding doctors out there, this blend of A-Levels is tough but worth it if you want to get into your chosen university to study medicine. You’ll need to show that you can handle a heavy workload along with difficult exams so while this combination does seem scary, it will act as great prep for the next step!

• Chemistry, Biology and Psychology

If you’re asking yourself “is A-Level Psychology good for Medicine degrees?” then you should check the entry requirements for your preferred universities. However, if you’re taking A-Level Chemistry along with either Biology, Physics or Mathematics, that does leave you with a choice to take Psychology as your third A-Level. However, bear in mind that Cambridge does not accept A-Level Psychology as one of the “science/mathematics subjects”.

• Chemistry, Biology, Physics and Mathematics

Is it worth doing 4 A-Levels for Medicine? If you want to get into top-ranking universities, this heavy-hitting combination should make your UCAS application is very competitive – especially if you’re applying to Oxford or Cambridge where most applicants take three or four sciences .

Best A-Level combinations for business  

• Business Studies, Law and Politics

You may be an aspiring businessperson, and therefore wondering what subjects are good for Business or what A-Levels go well with Business. This trifecta not only gets your business brain churning, but you’ll also be arming yourself with the always-helpful knowledge of law and politics.

Best A-Level combinations for economics

• Mathematics, Further Mathematics and Economics

It may come as no surprise to discover what A-Level goes well with Economics . It’s Mathematics and lots of it. If applying to a top university, Further Mathematics is often required whereas it’s not required at all universities so make sure you check the requirements of your preferred institutions.

• Business Studies, Economics, Mathematics

Great for careers in accounting or economics, if you’re not applying to a top university then this combination could be just for you because it shows that you have excellent literacy skills and maths skills.

Best A-Level combinations for engineering

• Mathematics, Physics and Further Mathematics

You might question which subject is most important for Engineering degrees. Well, it’s Mathematics. And if you’re looking to go to a top-ranking university, you’ll probably need Further Mathematics too. Lastly, adding A-Level Physics into the mix will show off your scientific know-how. 🧬

• Mathematics, Physics and Computer Science

If you’re leaning towards a more technology-based degree, switch out Further Mathematics with Computer Science to show that you are tech-savvy.

Best A-Level combinations for psychology

Psychology, Biology and Mathematics

For a degree in Psychology, you don’t need to study all three sciences at A-Level, but most universities prefer at least one. Biology may give you a more comprehensive understanding of the human body along with study of the mind, and Mathematics will come in handy when you cover various studies and statistics.

• Psychology, Chemistry and History

Adding an essay-based subject such as A-Level History into the mix will show you have excellent written skills, which will certainly be helpful when it comes to report writing!

Best A-Level combinations for art

• Art, English Literature and History

For all the creatives out there, you’ll surely need to study A-Level Art if you want to continue with this at university. And to show that you’re also a critical thinker with great writing skills, English Literature and History offer a superb combination. Some Fine Art degrees require more written work than you’d think so it’s best to show you’ve got what it takes.

• Art, Photography and Psychology

What better way to show that not only are you creative, but you also have an academic mind too? These three A-Levels will develop the many facets of your artistic mind, while also exploring the depths of the human brain. Interesting? We think so too!

Best A-Level combinations for computer science

• Mathematics, Further Mathematics and Computer Science

Funnily enough, many university courses don’t require you to take Computer Science or IT at A-Level, but you do need to take Mathematics though!

Even though you’re not required to take A-Level Computer Science, it’s still a good idea if you know you’re interested in this subject and are great at it! Add in another science such as Physics to show that you’re a logical thinker, and you’re good to go!

• Computer Science, Graphic Design and Art

Aspiring graphic designers out there should take this winning combination to show that not only are you creative, but you also have a scientific mind with a knack for technology . 🖥️

Best A-Level combinations for philosophy

• Philosophy, History and English Literature

Philosophy degrees don’t tend to require any particular subjects but it’s a good idea to choose a good mix of social sciences and humanities subjects. You’ll need to show that you have superb critical-thinking skills and sound essay-writing abilities .     

• Mathematics, Sociology and English Language

If you’re applying to Cambridge (and why shouldn’t you?), you’re advised to take Mathematics, a science/arts subject, and an essay-based subject. With that in mind, Maths, Sociology and English Language are suitable choices.   

Best A-Level combinations for politics

• Politics, Economics and History

As with a few degrees, Politics doesn’t require any specific A-Levels, but you won’t go far wrong with taking these three. These subjects give you the opportunity to show off your critical-thinking and analysis skills and therefore making you a prime candidate for a Politics course.

Many A-Level combinations are difficult in their own way, and it depends a lot on what your strengths and weaknesses are as a student. However, if you’re wondering “ what is the toughest subject in A Levels ?”, the answer is Further Mathematics. Not far behind are Modern Foreign Languages and just behind them is Chemistry. So, if you’re curious about the hardest A-Level combination, those three will give you a good idea.

So, enough about the difficult A-Levels! We’re sure you’re wondering about the easy ones. Well, according to Oxford Summer Courses , here are the top 5 easiest A-Levels.

•     Film Studies
•     Food Studies
•     Religious Studies
•     Information Technology (IT)
•     Classical Civilisation

Food Studies? We like the sound of that one! 😍

As you go through the process of choosing your A-Levels, make sure you talk to your parents and teachers if you’re unsure. They can offer you some guidance and support.

If you need help in the run-up to your GCSE exams , our excellent tutors can help you revise. Join us for a free trial class – what are you waiting for?

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50 Argumentative Essay Topics

Illustration by Catherine Song. ThoughtCo. 

• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

An argumentative essay requires you to decide on a topic and take a position on it. You'll need to back up your viewpoint with well-researched facts and information as well. One of the hardest parts is deciding which topic to write about, but there are plenty of ideas available to get you started.

Choosing a Great Argumentative Essay Topic

Students often find that most of their work on these essays is done before they even start writing. This means that it's best if you have a general interest in your subject, otherwise you might get bored or frustrated while trying to gather information. (You don't need to know everything, though.) Part of what makes this experience rewarding is learning something new.

It's best if you have a general interest in your subject, but the argument you choose doesn't have to be one that you agree with.

The subject you choose may not necessarily be one that you are in full agreement with, either. You may even be asked to write a paper from the opposing point of view. Researching a different viewpoint helps students broaden their perspectives. 

Ideas for Argument Essays

Sometimes, the best ideas are sparked by looking at many different options. Explore this list of possible topics and see if a few pique your interest. Write those down as you come across them, then think about each for a few minutes.

Which would you enjoy researching? Do you have a firm position on a particular subject? Is there a point you would like to make sure to get across? Did the topic give you something new to think about? Can you see why someone else may feel differently?

50 Possible Topics

A number of these topics are rather controversial—that's the point. In an argumentative essay, opinions matter and controversy is based on opinions, which are, hopefully, backed up by facts.   If these topics are a little too controversial or you don't find the right one for you, try browsing through persuasive essay and speech topics  as well.

• Is global climate change  caused by humans?
• Is the death penalty effective?
• Is our election process fair?
• Is torture ever acceptable?
• Should men get paternity leave from work?
• Are school uniforms beneficial?
• Do we have a fair tax system?
• Do curfews keep teens out of trouble?
• Is cheating out of control?
• Are we too dependent on computers?
• Should animals be used for research?
• Should cigarette smoking be banned?
• Are cell phones dangerous?
• Are law enforcement cameras an invasion of privacy?
• Do we have a throwaway society?
• Is child behavior better or worse than it was years ago?
• Should companies market to children?
• Should the government have a say in our diets?
• Does access to condoms prevent teen pregnancy?
• Should members of Congress have term limits?
• Are actors and professional athletes paid too much?
• Are CEOs paid too much?
• Should athletes be held to high moral standards?
• Do violent video games cause behavior problems?
• Should creationism be taught in public schools?
• Are beauty pageants exploitative ?
• Should English be the official language of the United States?
• Should the racing industry be forced to use biofuels?
• Should the alcohol drinking age be increased or decreased?
• Should everyone be required to recycle?
• Is it okay for prisoners to vote (as they are in some states)?
• Is it good that same-sex couples are able to marry?
• Are there benefits to attending a single-sex school ?
• Does boredom lead to trouble?
• Should schools be in session year-round ?
• Does religion cause war?
• Should the government provide health care?
• Should abortion be illegal?
• Are girls too mean to each other?
• Is homework harmful or helpful?
• Is the cost of college too high?
• Is college admission too competitive?
• Should euthanasia be illegal?
• Should the federal government legalize marijuana use nationally ?
• Should rich people be required to pay more taxes?
• Should schools require foreign language or physical education?
• Is affirmative action fair?
• Is public prayer okay in schools?
• Are schools and teachers responsible for low test scores?
• Is greater gun control a good idea?
• Preparing an Argument Essay: Exploring Both Sides of an Issue
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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

Arts Sciences

• 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)
• Study Abroad at UCL (Affiliate/Exchange students)

Essential Links

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• Knowledge Base
• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

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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 »