School vs University: The Differences Between A-Level History and a History BA Degree
In 2024, almost 50,000 pupils across the UK took A-Level History, the fifth most popular subject. Each year, over 40,000 students study History at university. History provides students with a myriad of skills. It remains an incredibly popular subject at both school and university levels, but what is the difference between taking History at A-Level and studying at university? This blog will unpack how undergraduate study differs from school and what new university students can expect from their History degree.
How is History taught differently at university compared to school?
One of the main differences between school and university is the way in which teaching is delivered. A-Level History is textbook-based, taught in classrooms, and culminates in examinations at the end of Year 13. At university, modules for a History degree are usually delivered in a combination of lectures and seminars, with assignments (and sometimes examinations) each semester. Lectures are given by academics with expertise in the subject. Typically, students are not expected to participate in discussions during a lecture, but questions are welcomed. These are usually held in big lecture theatres and attended by lots of students. Seminars are far smaller than lectures. Unlike a lecture, students are expected to contribute and participate in seminar discussions. In a History seminar, several readings will have been assigned beforehand. These may be a journal article, a chapter from a book, an extract from an academic discussion, and/or a primary source. Students are expected to have completed the pre-seminar readings and to come to the seminar with some thoughts and comments. Seminar leaders will often pose questions to the whole class, based on the lecture and assigned readings, or assign students into groups to discuss these questions. In this way, seminars are similar to History lessons at school. Instead of completing homework tasks, however, students complete pre-seminar reading.
What topics are covered in a History degree?
At most universities in the UK, a History degree consists of a mixture of compulsory and optional modules. Usually, compulsory modules in the first year of a History degree are thematic, covering a range of periods and topics. This is to familiarise students with historic periodisation, as well as to give students the opportunity to explore and study new topics. The compulsory modules will often include themes and topics in ancient history (usually classified as the period between 3000 BC and 500 AD), medieval history (between 500 AD and the late fifteenth century), early modern history (usually classified as the period between the late fifteenth century and the late eighteenth century), and modern history (between the nineteenth century and present day). During the second and third years, there are more opportunities to take optional modules. These are more specialised courses, which focus on a particular period or topic. Universities with big History departments provide great breadth in optional modules, allowing students to follow their interests or try something new.
Course breakdowns and module lists can be found on university websites. For example, the King’s College London website provides an overview of the BA History course and explains what prospective students can expect. The module list breaks this down further. At KCL, there are no optional modules in the first year. Examples of optional second-year modules include, but are not limited to, “Themes in Colonial and Postcolonial African History”; “After Rome: Western Europe, Byzantium and Islam, 400-950 CE”; “Germany 1914-1945: Economic Extremes”; and “Queer Histories”. In the third-year, students can choose from a selection of modules including “British Imperial Policy and Decolonisation, 1938-1964”; “Red, White and Blues: Jazz and the United States in the 20th Century”; “Dictatorship, Democracy, and Human Rights in Latin America Since 1945”; and “Crossing the Seven Seas: The Intermediaries between China and the West”, among many other choices.
In the third year, students usually complete a dissertation. This is a big research project and culminates in a long essay, which is usually around 10,000 words. With the support of an expert academic tutor, the dissertation provides students with the opportunity to conduct in-depth research, to interrogate both primary and secondary sources, and to produce a long and analytical piece of historical research. The University of York has compiled a guide to the History dissertation, which explains in more detail what this piece of research is.
What key skills does a History degree teach and how are these different to A-Level History?
A History degree builds on the skills gained from studying History at A-Level. The key components of a History degree include the ability to read critically, to form a historical argument based on evidence, to analyse primary and secondary sources, and to evaluate and synthesise information. Each of these skills are required for A-Level History, but at university, they are honed and developed further.
For example, an A-Level History essay requires students to consider both or multiple ‘sides’ of an argument, before reaching their own reasoned conclusion. Presenting a balanced argument is important. Essays may be structured by beginning with one interpretation or argument, and then providing alternative viewpoints or counterarguments. Paragraphs may be structured with the following openers:
“On one hand, …”
“On the other hand, …”
“Overall, …”
The key skills assessed at A-Level are the ability to weigh up different pieces of evidence, and interpretations of this evidence, and to form one’s own conclusion. At university, these skills remain important, but the way in which students are expected to demonstrate these skills is slightly different. A coherent and logical argument is essential to a strong History essay at undergraduate level. Following the A-Level essay structure, such as the one indicated above, does not help to construct a strong argument at university level, as it runs the risk of appearing contradictory or incoherent. A university essay moves away from the idea of a ‘balanced’ argument. Instead, students should begin their essays with a clear argument, supported by evidence. Each paragraph should discuss a key point, following the PEEL (Point, Evidence, Explanation, Link) structure. Paragraphs should flow logically from one to the next, leading to the conclusion where the argument is summarised. This resource, from the University of Hull, provides a clear breakdown of how to write essays at university level.
Which sectors or jobs lead on from a History degree?
One of the advantages of studying History at university is the number of transferable skills that students gain. These include the ability to read and synthesise large amounts of information, to construct a strong and coherent argument using multiple sources, to gather and organise evidence effectively, to read widely and critically, and to write in an organised and clear manner, among many other skills. History graduates are also able to manage their time effectively, to communicate clearly, to work both independently and collaboratively, and to meet deadlines. All of these skills are greatly valued by employers in a wide range of fields.
History graduates are thus well-equipped for many different jobs. Frequent career paths include roles in education, government, politics, heritage and museums, archives, and journalism. Many graduates choose to progress on to postgraduate study and academic careers. Others pivot towards law, media, or marketing. More information about careers for History graduates is provided by the Complete University Guide, Target Jobs, and Prospects.
How can I prepare for a History degree after my A-Levels?
The best way to prepare for a History degree is to simply be interested in history! A-Level History provides the foundations for studying at university, and the first year of the History degree is designed to bridge the gap between school and university. Academic tutors and module convenors will provide any required reading lists and pre-semester tasks before the academic year begins. Beyond this, reading widely with a critical eye remains one of the most important practices for any student.
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