Exam Intelligence · 6 Official Documents Analysed

How to Score Higher in Edexcel A Level History (9HI0)

Evidence-based History 9HI0 exam guide built from official Edexcel examiner reports and mark schemes. Specialised and comprehensive study tips — specific, cited insights so you can achieve top grades.

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Evidence-BasedBuilt from 6 official examiner reports & mark schemes (2023–2024)

What Are Assessment Objectives (AOs)?

Before we dive in, you need to understand how Edexcel actually marks your answers.

AO stands for Assessment Objective. Think of AOs as the different “skills” Edexcel tests you on in every single question. When an examiner marks your paper, they don't just give you a mark out of 12 based on how “good” your answer feels — they allocate specific marks to each AO separately.

For example, a 12-mark question might be split as: AO1 (2 marks) + AO2 (2 marks) + AO3 (2 marks) + AO4 (6 marks). If you write a perfect textbook answer but don't evaluate, you can only score 6 out of 12 — because the other 6 marks are specifically reserved for evaluation.

This is why understanding AOs matters: they tell you exactly what the examiner is looking for and how many marks each skill is worth. Here are the 3 AOs for this subject:

AO1

Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance

55% of the qualification (Paper 1: 20%, Paper 2: 10%, Paper 3: 20%, Coursework: 5%) — the dominant AO

Communicate and organise relevant historical knowledge and understanding clearly and coherently using appropriate specialist vocabulary. Select and deploy precise evidence to support sustained analytical arguments that address the second-order concept in the question (cause, consequence, change and continuity, similarity and difference, significance).

AO2

Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context

20% of the qualification — Paper 2 Section A (10%) and Paper 3 Section A (10%) only. NOT assessed in Paper 1 or Coursework

Analyse and evaluate historical sources in relation to their historical context and the specific enquiry question. Develop reasoned inferences that go beyond comprehension and summary; evaluate sources using nature, origin and purpose as justified, applied criteria — not generic bias statements.

AO3

Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted

25% of the qualification — Paper 1 Section C (10%, compulsory extract question) and Coursework (15%, the largest single AO3 component)

Analyse and evaluate how and why historians have interpreted and explained historical events in different ways. Use both extracts together to compare rival interpretations, examine their validity with contextual knowledge, and reach a supported judgment on their relative merits — not simply paraphrase what the extracts say.

The key takeaway: Most students lose marks not because they lack knowledge (AO1), but because they skip the higher-order skills — building chains of reasoning (AO2) and making supported judgements (AO3). Everything below shows you exactly how to hit each AO based on what Edexcel examiners have written in their reports.

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Top Mistakes in A Level History 9HI0

The most common reasons students lose marks in A Level History 9HI0, cited directly from official Edexcel examiner reports across multiple sessions.

Treating essay questions as causation questions regardless of the actual second-order concept

Paper 1 and Paper 2, all options, both 2023 and 2024 · Affects: Paper 1, Paper 2, Paper 3

What examiners say

“A minority of candidates, often otherwise knowledgeable, wanted to focus on causes and engage in a main factor/other factors approach, even where this did not necessarily address the demands of the conceptual focus.”
— 9HI0 Paper 1A, June 2023

“Stronger answers clearly understood the importance of identifying the appropriate second order concept that was being targeted by the question.”
— 9HI0 Paper 2A, June 2024

How to fix this

Before writing a word, identify which second-order concept the question targets: cause, consequence, change and continuity, similarity and difference, or significance. Every essay type has a different conceptual demand. A significance question requires you to establish criteria for judging importance — not to narrate causes. A similarity and difference question requires you to compare and contrast — not to list causes. Read the question carefully, identify the concept, and plan your essay to address that concept directly throughout.

Narrative and descriptive writing instead of analytical argument

All papers, all options, both 2023 and 2024 — the most persistently penalised error · Affects: Paper 1, Paper 2, Paper 3

What examiners say

“Candidates should avoid a narrative/descriptive approach; this undermines the analysis that is required for the higher levels.”
— 9HI0 Paper 2A, June 2023

“Weaker candidates either engaged in a narrative approach that made links to the question in the conclusion or alternatively shaped their responses analytically but lacked sufficient substance.”
— 9HI0 Paper 2A, June 2024

How to fix this

Analysis means explaining WHY and HOW — not recounting WHAT happened. Structure each paragraph as: analytical claim → precise evidence → explanation of how this evidence supports your claim → link to the question's conceptual focus. A paragraph that tells you when something happened without explaining its significance, or what caused it without linking that cause to the question, is narrative. Train yourself to end every paragraph with an explicit evaluative sentence that connects your point to the question.

One-sided arguments that fail to acknowledge a counter-argument

Paper 1, Paper 2, Paper 3, both 2023 and 2024 · Affects: Paper 1, Paper 2, Paper 3

What examiners say

“it is essential that candidates acknowledge the existence of a debate, where appropriate”
— 9HI0 Paper 2A, June 2023

“it is essential that candidates acknowledge the existence of a counter argument, where appropriate”
— 9HI0 Paper 2A, June 2024

How to fix this

A one-sided argument, even a sophisticated one, is capped below the top level. Every 'to what extent', 'how significant', and 'how far' question requires you to argue for the proposition and against it before reaching a supported judgment. You do not need equal word counts on each side — you need a genuine counter-argument with evidence. Plan your essay so you explicitly include a paragraph or section that considers the opposing view, then address why you find one side more convincing.

Using contextual knowledge to describe events rather than to interrogate and evaluate sources

Paper 2 Section A and Paper 3 Section A, all options, both 2023 and 2024 · Affects: Paper 2, Paper 3

What examiners say

“Some candidates used their contextual knowledge to continue to describe events in great detail, rather than using it to illuminate and to discuss the sources. This sometimes resulted in candidates not dealing with the sources adequately.”
— 9HI0 Paper 2A, June 2023

“Contextual knowledge should be used to illuminate and discuss what is in the source, rather than provide an answer to the enquiry. Long descriptions of linked events are unlikely to gain much, if any, credit.”
— 9HI0 Paper 2A, June 2024

How to fix this

In source questions, your contextual knowledge serves one purpose: to interrogate what the source says. Ask yourself: does my knowledge confirm what the source claims, contradict it, or help explain why the author wrote it this way? Use your knowledge to test the source's claims and to evaluate the author's perspective — not to write a separate mini-essay on the topic. The source must remain the anchor of your answer at all times.

Asserting provenance bias without applying it to the specific enquiry

Paper 2 Section A, all options, both 2023 and 2024 · Affects: Paper 2

What examiners say

“candidates must go beyond asserting bias or impartiality and demonstrate this with reference to evidence within the sources”
— 9HI0 Paper 2A, June 2024

“Too many candidates fall back on the claim that the sources were written by 'priests who would never lie'. This is a stereotypical comment that does not achieve outside of level 1 in bullet point 3 and should be avoided.”
— 9HI0 Paper 2A, June 2023

How to fix this

The mark scheme requires evaluation criteria to be 'justified and applied'. This means you must (1) establish why the author's position or purpose is relevant, (2) demonstrate this using specific evidence from within the source text, and (3) link this to what it means for the enquiry. Do not write: 'this source is biased because the author was politically motivated.' Instead write: 'The author's close association with X leads him to emphasise Y in this source; this means his account of Z in the context of the enquiry must be treated cautiously because…'

Treating Paper 1 Section C extract question as a source utility exercise rather than an interpretations analysis

Paper 1 Section C, all options, both 2023 and 2024 · Affects: Paper 1

What examiners say

“Such responses tended to avoid attempts to examine the extracts in a manner more suited to AO2, assertions of the inferiority of an extract on the basis of it offering less factual evidence.”
— 9HI0 Paper 1A, June 2023

“Responses in the lower levels were more likely to rely heavily on the extracts as sources of information and engage less with these as interpretations.”
— 9HI0 Paper 1C, June 2023

How to fix this

Paper 1 Section C assesses AO3 — the analysis of historical interpretations — not AO2 source utility. The extracts are historians' arguments, not primary sources. Do not evaluate them for reliability or bias. Instead, identify the interpretation (the historian's thesis), examine the validity of their argument using your own contextual knowledge, compare the two interpretations, and reach a judgment on which is more convincing and why. Never criticise an extract for 'not providing enough evidence' — that misunderstands the entire task.

Ignoring chronological boundaries — using evidence from outside the question's date range

All papers, all options, both 2023 and 2024 · Affects: Paper 1, Paper 2, Paper 3

What examiners say

“Candidates do need to be aware of key dates, as identified in the specification, and ensure that they draw their evidence in responses from the appropriate time period.”
— 9HI0 Paper 1A, June 2023

“Candidates continue to need to be aware of the chronological parameters of questions and to ensure that they write across the chronology. Equally, the evidence that is presented should come from within the timeframe of the chronology of the question.”
— 9HI0 Paper 2A, June 2024

How to fix this

Every question includes explicit dates. Identify them before planning. Evidence drawn from outside the stated date range cannot be credited and wastes time. For breadth questions (Paper 1 Section B, Paper 3 Section C), you must also write across the full chronology — not just the beginning and end. Examiners reported that 'bookending' with little material between is insufficient for Level 4 or 5 in breadth sections.

Failing to reach or explain a supported final judgment

All papers, all options, both 2023 and 2024 · Affects: Paper 1, Paper 2, Paper 3

What examiners say

“Judgement is not reached, or not explained”
— 9HI0 Paper 1C, June 2023

“Candidates do need to formulate their planning so that there is an argument and a counter argument within their answer; some candidates lacked sufficient treatment of these.”
— 9HI0 Paper 1A, June 2023

How to fix this

Every essay must end with a judgment — a direct, reasoned answer to the question. A judgment is not a summary of your points. It is an explanation of which factor, interpretation, or position is most convincing and WHY. Before you start writing, decide your conclusion and plan your essay to support it. The introduction should signal your argument and the conclusion should explain your reasoning fully, weighing the key evidence.

Apply what you've learned

Practice identifying these mistakes in real papers. Try a recent paper and mark yourself — you'll spot these patterns immediately.

Try June 2024 All 9HI0 Papers

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What A Level History 9HI0 Examiners Reward

Patterns that consistently earn high marks in A Level History 9HI0, based on Edexcel examiner report commentary on top-scoring answers.

Sustained analytical focus on the exact second-order concept in the question

Across all options and both years, examiners consistently awarded Level 5 to responses that shaped their entire argument around the specific second-order concept targeted — whether significance, similarity and difference, or change and continuity. Stronger answers identified this concept at the start, structured their paragraphs around it, and returned to it explicitly in each paragraph and the conclusion.

Source: 9HI0 Paper 1A, June 2023; 9HI0 Paper 2A, June 2023; 9HI0 Paper 30, June 2023

Using sources together to compare arguments rather than treating them separately

In all source-based sections, the strongest answers used both sources together — comparing their arguments, identifying where they corroborated or contradicted each other, and evaluating their relative merits in relation to the specific enquiry. Examiners noted this was a precondition for accessing Level 4 and above.

Source: 9HI0 Paper 2A, June 2023; 9HI0 Paper 30, June 2024

Establishing explicit criteria for judgment before making evaluative claims

The best essays at Level 5 set out criteria early — for example, defining what 'significant' means in the context of this question, or specifying how the extent of change will be measured. This allowed examiners to see that the argument was structured around evaluation, not narrative. Significance questions in particular rewarded responses that defined the basis for judgment.

Source: 9HI0 Paper 2A, June 2023; 9HI0 Paper 30, June 2023

Using contextual knowledge to interrogate source claims rather than to add information

Top-scoring source answers used contextual knowledge selectively — deploying it to test the accuracy of the source's claims, explain the author's perspective, or highlight what the source omits. Examiners contrasted this with weaker answers that described events at length without relating knowledge back to the source content.

Source: 9HI0 Paper 2A, June 2024; 9HI0 Paper 30, June 2024

Comparing rival interpretations and evaluating their relative merits with contextual evidence

Strong Paper 1 Section C responses identified what each historian argued, explored the validity of those arguments using their own contextual knowledge, compared the two interpretations against each other (including degrees of agreement), and reached a reasoned judgment on which was more convincing. Examiners explicitly praised 'a confident attempt to use the two extracts together'.

Source: 9HI0 Paper 1A, June 2023; 9HI0 Paper 1C, June 2023

Chronological precision: writing across the full date range and referencing key events accurately

Responses that covered the full chronological range of the question — particularly in breadth sections — consistently scored higher. Examiners specifically noted that for Level 5 in Section C breadth questions, at least 75% of the chronological range must be addressed, and that precise dating of key events mattered throughout.

Source: 9HI0 Paper 30, June 2023; 9HI0 Paper 30, June 2024

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A Level History 9HI0 Answer Frameworks

Structured approaches for each A Level History 9HI0 question type, derived from Edexcel mark scheme requirements.

Paper 1 Section B — Breadth Essay (at least one-third of the specification period)

Approximately 45 minutes

Structure

Introduction: state your argument and identify the second-order concept the question targets. Body paragraphs: select key developments spread across the full chronological range — do not concentrate only on a narrow period. For each development: analytical claim + precise evidence + explanation of how this relates to the conceptual focus of the question. Counter-argument: address the strongest case against your position. Conclusion: reach a supported judgment that directly answers the question's conceptual demand.

•Cover at least 75% of the chronological range — 'bookending' is penalised at Level 5
•Identify the second-order concept (cause, consequence, change, significance, similarity/difference) and structure every paragraph around it
•Select evidence carefully — breadth essays reward selection and prioritisation, not comprehensive coverage
•Do not drift into describing events; every sentence should carry analytical weight
•Plan your essay before writing — a plan helps you avoid chronological drift and ensure conceptual focus

Paper 2 Section A — Source Evaluation (AO2, two linked sources used together)

Approximately 30 minutes

Structure

Read the enquiry question carefully — ensure all analysis is tied to its specific focus. Draw reasoned inferences from each source, going beyond comprehension. Use sources together: compare what each says, identify corroboration or contradiction. Apply contextual knowledge to interrogate source claims (not to describe events separately). Evaluate using nature, origin and purpose with justified, applied criteria. Reach a judgment on the weight the sources carry for the specific enquiry.

•The question requires sources to be used 'together' — this is a mark-scheme requirement from Level 4 onwards
•Contextual knowledge must interrogate source claims, not provide a separate narrative
•Provenance evaluation must be specific: explain HOW the author's position affects what they say about THIS enquiry
•Never use generic bias statements ('priests who would never lie') — these score at Level 1 only
•Address all three bullet points in the mark scheme: inference, contextual knowledge, and provenance evaluation

Paper 1 Section C — Historical Interpretations (AO3, two given extracts)

Approximately 45 minutes

Structure

Read both extracts carefully. Identify the historian's argument (thesis) in each extract — not just the content. Compare the two interpretations: where do they agree, where do they differ? Use your own contextual knowledge to evaluate the validity of each argument. Reach a judgment on which interpretation is more convincing and why, with reference to both extracts.

•This is an AO3 question — assess the historians' arguments, not their reliability as sources
•Never criticise an extract for 'not providing enough factual evidence' — this applies AO2 logic to an AO3 task
•Use contextual knowledge to test the arguments, not to write a separate essay on the topic
•The strongest responses see beyond stark opposition: consider degrees of difference and possible common ground
•Your own knowledge must be 'clearly selected to relate to the issues raised within the sources' — not a dump of everything you know

Paper 3 Section C — Thematic Breadth Essay (at least 100 years, AO1)

Approximately 45 minutes

Structure

Introduction: state your thesis and the thematic angle you will take. Body: deploy examples from across the full chronological range — a thematic approach can be more effective than a chronological one. For each theme or factor: analytical claim + specific dated evidence + judgment on its significance for the question. Counter-argument: acknowledge developments that complicate your argument. Conclusion: reach a substantiated judgment that has been built up throughout the essay.

•At least 75% of the chronological range must be covered to reach Level 5; at least 60% for Level 4
•A thematic approach (organising by factor rather than by reign or decade) can produce more sophisticated analysis
•Engage explicitly with the specific factor or turning point stated in the question before comparing others
•Avoid 'bookending' — placing material only at the start and end of the period with little in between
•Plan before writing to ensure chronological distribution across the full period

Practice by topic

Use topical past papers to practice specific question types. Each topic collects questions from multiple years — perfect for drilling the frameworks above.

Topical Past Papers

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A Level History 9HI0 Command Words Decoded

Each command word in A Level History 9HI0 is a scoring instruction. Understanding what Edexcel examiners expect is critical to earning full marks.

to what extent20 marks (Sections A/B essays on Papers 1–3)

Argue in support of the given proposition and against it, then reach a substantiated judgment explaining which position is more convincing and why. Requires balanced analysis — one-sided responses are capped below the top level.

Common mistake

Producing a one-sided argument that only supports the statement, or restating the question without genuinely evaluating both sides.

how far20 marks

Evaluate the degree to which a statement is accurate. Functionally identical to 'to what extent' — requires argument for and against with a supported final judgment.

Common mistake

Treating it as an invitation to agree or disagree without nuance, rather than exploring the limits and qualifications of the statement.

how convincing20 marks

Exclusive to Paper 1 Section C interpretation questions. Evaluate the persuasiveness of the arguments put forward in the two given extracts, using your own contextual knowledge to test their claims. Both extracts must be engaged with together.

Common mistake

Evaluating the extracts for source reliability or bias (as in AO2) instead of analysing the historians' arguments and their validity as interpretations.

explainShorter questions may be 10–12 marks; essay versions up to 20 marks

Give reasons WHY something happened or developed. Must go beyond description — identify the causal factors and explain how each one contributed to the outcome.

Common mistake

Narrating events chronologically ('first X happened, then Y') instead of identifying and explaining causal factors.

evaluate20 marks

Weigh up the significance, accuracy, or importance of a factor, claim or interpretation. Requires criteria and a supported judgment — not just a description of the factor.

Common mistake

Describing the factor at length without judging its relative importance compared to alternatives.

analyse20 marks

Examine the components of a historical development, explaining how and why they relate to each other and to the question's analytical focus. Break down complex causation or change into its constituent parts.

Common mistake

Producing a list of factors without explaining the relationships between them or their relative significance.

account for20 marks

Explain the reasons for something. Very similar to 'explain why' — requires identification of causal factors with supporting evidence and explanation of how each factor contributed.

Common mistake

Describing what happened rather than explaining why — narrative of events instead of causal analysis.

how significant20 marks

Assess the importance of a factor, event or development. Requires you to establish criteria for significance, evaluate the given factor against those criteria, and compare it with alternative factors.

Common mistake

Assuming the factor is significant and describing it, rather than establishing explicit criteria and measuring the factor against them in comparison with alternatives.

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Topics Students Struggle With Most In A Level History 9HI0

These A Level History 9HI0 topics consistently produce the lowest scores. Prioritise these in your revision.

Understanding vocabulary in question wording — 'itinerant', 'servitium debitum', specialist terms

Examiners noted that a significant number of candidates could not answer a question because they did not understand a key term in the question itself. In one Paper 2 example, candidates who did not know what 'itinerant kingship' meant rewrote the question as a general question about kingship. This error was seen across multiple options.

Affects: Paper 2

Insufficient detail on the stated/given factor in the question before moving to other factors

Examiners repeatedly advised that candidates should consider the stated factor 'in sufficient detail before moving on to other factors' to ensure the response is tightly focused. Across multiple Paper 3 Section C questions, candidates spent too little time on the given factor and too much on alternatives, weakening their ability to make comparative judgments.

Affects: Paper 1, Paper 2, Paper 3

Provenance analysis that remains asserted rather than justified and applied

Across Paper 2 and Paper 3 source questions, examiners found that many candidates asserted that a source was biased or impartial without demonstrating this with specific reference to the source text or explaining how the provenance affected the value of the evidence for the specific enquiry.

Affects: Paper 2, Paper 3

Weak chronological spread in breadth essays — concentrating on a narrow sub-period

In Paper 1 Section B and Paper 3 Section C, examiners noted that candidates frequently failed to cover the required chronological range — some focused only on one sub-period, others 'bookended' the chronology. Examiners were explicit: responses covering less than 60% of the required range cannot access Level 4.

Affects: Paper 1, Paper 3

Turning narrow comparative questions into general multi-factor causation questions

Multiple Paper 2 questions asked candidates to weigh two specific factors against each other. Examiners noted that a significant number ignored one factor entirely and wrote a general causation essay instead. In these cases candidates did not answer the question set and could not develop a judgment on the relationship between the two stated factors.

Affects: Paper 2

Introduction paragraphs that narrate rather than set up argument and criteria

Examiners noted that 'a large number of students wasted time on an introductory paragraph that added little to their answer. An effective introduction should set out the debate surrounding the two enquiries and suggest a judgement, not offer a narrative.'

Affects: Paper 3

Using the mark scheme's language without demonstrating the underlying skills

In 2024 examiners specifically noted an increase in candidates using the language of the mark scheme in their responses but 'many of these responses were not doing what they claimed to be doing'. Performing the vocabulary of analysis without genuine analytical reasoning does not attract higher-level marks.

Affects: Paper 2

Neglecting to use the source caption to inform evaluation

Examiners consistently advised candidates to 'read the caption carefully so that they can make full use of it when evaluating the sources.' Across multiple options the caption contains provenance information that is directly relevant to the evaluation yet was routinely ignored by weaker candidates.

Affects: Paper 2, Paper 3

Target your weak areas

The topics above are where most marks are lost. Use past papers and mark schemes to practice these specific areas until they become second nature.

Past Papers & Mark Schemes Topical Papers

Frequently Asked Questions

How is Edexcel A Level History (9HI0) assessed?

9HI0 is assessed across four components. Paper 1 (Breadth Study with Interpretations, 60 marks, 2h 15m) contains depth essays, breadth essays, and a compulsory extract-based interpretations question (AO3). Paper 2 (Depth Study, 40 marks, 1h 30m) contains a compulsory source evaluation question (AO2) and a choice of depth essays (AO1). Paper 3 (Themes in Breadth with Aspects in Depth, 60 marks, 2h 15m) contains a source question, depth essays and breadth essays. Paper 4 is the NEA coursework (40 marks, internally assessed), an independent historical enquiry of approximately 3,500–4,500 words counting for 20% of the A Level.

How was this exam guide built?

This guide is based on analysis of 6 representative Pearson Edexcel examiners' reports published in June 2023 and June 2024, sampled from Paper 1A, Paper 1C, Paper 2A (both years), Paper 30 (both years). Only option-agnostic patterns — errors and skills that apply regardless of which historical option a centre studies — have been included. Every quoted passage is reproduced verbatim from the original reports.

How are the option combinations for Papers 1, 2, and 3 chosen by centres?

Centres choose one option for each paper from the available list: Paper 1 offers 8 options (1A–1H), Paper 2 offers 8 options (2A–2H), and Paper 3 offers 10 options (30–39). Centres submit their chosen combination to Pearson, and students sit the paper for their centre's combination. Candidates do not choose between options in the exam room for Papers 1 and 2 (within each paper they choose between specific questions). The advice in this guide applies to all option combinations because the assessment skills — source evaluation, interpretations analysis, analytical essay writing — are identical across all options.

Are sources or extracts provided in the exam, or do I need to memorise them?

All sources and extracts are provided in the exam paper. Paper 2 Section A provides two linked primary or near-contemporary sources. Paper 3 Section A provides one source with two enquiries. Paper 1 Section C provides two historian extracts for the interpretations question. You do not memorise sources in advance. What you must bring is contextual knowledge to interrogate, contextualise, and evaluate what the given sources and extracts say.

How does the NEA coursework component work, and what is the word count?

The NEA (Non-Examined Assessment) is an independent historical enquiry worth 40 marks (20% of the total A Level). Candidates produce approximately 3,500–4,500 words investigating a historical question of their own choosing, within a framework agreed with their centre and approved by Pearson. The enquiry must engage with a range of primary and secondary sources and be assessed across AO1 (knowledge and understanding), AO2 (source analysis and evaluation) and AO3 (analysis and evaluation of historical interpretations). The work is internally marked by the centre and externally moderated by Pearson.

Put It All Into Practice

You now know exactly what Edexcel examiners reward and penalise. The next step is deliberate practice with real papers. We have 9 exam sessions available for A Level History 9HI0 — question papers, mark schemes, and examiner reports.

View All Past Papers Latest Session: June 2024 Topical Past Papers