a level history coursework questions

A Level History Coursework Edexcel – A Guide

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This guide shows you how to plan, research and write A Level History coursework for Edexcel using ideas, resources, examples and structure. This coursework is weighted towards Assessment Objective Three (AO3) 15% and Assessment Objective One (AO1) 5%. This makes it substantially different from coursework assessed under AQA or OCR. For Edexcel coursework, the focus is on differing interpretations of the past and analysis of them, alongside your own view of the events.

A Level History Coursework Edexcel – Ideas, Examples and Resources

Question Format – The question that you decide to answer for the Edexcel Coursework will always use the following template.

• Historians have disagreed about [ the chosen question, problem or issue ].
• What is your view about [ the chosen question, problem or issue ]?

Thus, we can see that there are two parts to this coursework:

• Part 1 – dealing with the historian’s viewpoints which is (AO3) and worth 15%
• Part 2 – your own viewpoint which is (A01) and worth 5%  

Question Ideas, Example and Selection

There are two key points to consider when selecting a question, problem or issue for your coursework.

• Is there enough debate around this question? – There needs to be a scholarly debate around the question or issue. This means differing views on the question from different historians. This makes it easier to select appropriate works to analyse and compare.
• Can you access the appropriate resources? – You must use a minimum of three different key works as well as two supplementary works. Your three key works should hold opposing views about the question or issue. Let’s look at an example question to make this clear:

Historians have disagreed about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another. What is your view about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another?

• View 1 – Tsarist Rule was more authoritarian. (C. Hill argues this)
• View 2 – Bolshevik rule was more authoritarian. (R. Service argues this)
• View 3 – The regimes were equally authoritarian. (R. Pipes argues this)

This is the ideal example of having three viewpoints that would be spread across the historiographical spectrum. This helps us to engage with the historical debate and hit the following criteria for the coursework:

• analyse ways in which interpretations of the question or issue differ.
• explain the differences you have identified.
• evaluate the arguments, indicating which you found most persuasive and why.

You would then add to this a minimum of two supplementary works, (more is better) that would assist in helping you form your view and add weight to your analysis and arguments. Critically, you must be able to access all these resources to use them effectively in completing the coursework.  

Coursework Resources

• Library – school, local, college, university – you should be able to borrow appropriate works.
• Teacher – your teacher should be able to provide you with copies of appropriate resources to use.
• JSTOR – www.jstor.org – contains a large collection of journal articles from historical publications covering numerous topics. These will often engage in the historical debate by replying to opposing views.
• Purchase Books – many second-hand books are available to purchase at very cheap prices through Amazon or similar sites.

A Level History Coursework Edexcel – How to Research and Write

Researching the Coursework – When researching our coursework we use the resource record form, which acts as a bibliography to the books, articles and online resources we are using. As we go through these resources we want to make notes that help us to identify the overall argument of the historian. Key quotes or passages should be noted down, alongside a reference. If we then use this material in our write up, we can add the appropriate footnote.

Writing the Coursework – When writing our coursework we need to be aware of the total word count as well as making sure that we hit all the assessment criteria. This means dividing up the 4000 words (maximum word count) effectively between the assessment criteria. An example structure to implement this is shown in the next section.

A Level History Coursework Edexcel – Structure and Planning

First section – introduction to the overall question and key works (c. 1000 words).

Introduction to the overall topic. You need to put the question into context by providing relevant information regarding what was happening at the time. You then need to define any key terms in the question.

Example from our question above – authoritarian regime would be defined as ‘a regime in which power is highly centralised and maintained regardless of popular support, with the use of repression and violence’.

Finally, you need to set out valid criteria by which the question can be judged.

Example from our question and definition above – we need to compare the Tsarist regime to the Bolshevik regime in terms of:

• Centralisation of power .
• Power maintained despite lacking popular support.
• Power maintained through repression and violence.

You should now have a complete introduction to the topic (1 paragraph)

Introduction to the debate by placing each of the key works in the historiographical debate. You can also place your supplementary works on the historiographical line here. (1 paragraph)

Set out the arguments in extended detail from the three key works. What are the historians’ views on this question? (1 paragraph)

Show how the arguments from each of the key works differ or are like one another. (1 paragraph)

Summary of the views of the key works. (1 paragraph)

Second Section – Explaining why the key works differ from one another (c. 1000 words)

Introduction – You need to set out three valid criteria to explain why the key works differ. Why is it that the historians’ arguments differ? There are several different potential criteria that could be used here: When was the work written? What sources and evidence did they use? Have they defined the key terms of the question differently? Have they defined the criteria to answer the question differently? Do they have different scopes of enquiry? What is the purpose of the work? What is the historians background and view?

Example from our question – The historians have defined the key term to answer the question differently – C. Hill has focused on authoritarian being defined as lacking popular support. R. Service is more focused on authoritarian being defined through repression. R. Pipes is mostly focused on authoritarian being defined as a centralisation of power.  

The historians have defined the key term ‘authoritarian’ differently. (1 paragraph)    

Paragraphs – This is where you use the criteria set out from the introduction to this section. You want one paragraph per item of criteria that we are judging the key works on.

Example from our question – one paragraph regarding how the historians have defined the key term ‘authoritarian’ differently.

Then you need to consider the three works in terms of the criteria set out for that paragraph. Show why there are differences in the key works regarding that criteria and how that leads the historian to arrive at their interpretation. Use evidence to support your points. (3 paragraphs – 1 for each criterion)

Conclusion – Brief conclusion that offers a summary of why the key works are different. (1 paragraph)

Third Section – Your own viewpoint on the question (c. 1000 words)

Brief introduction of your own viewpoint and line of argument that will be taken, remembering to re-instate the criteria by which the question can be judged . (1 paragraph)

Paragraphs that set out your own view on the question. This is where you should be using the criteria set out in your introductions. You want one paragraph per item of criteria.

Example from our question – one paragraph regarding ‘centralisation of power’.

Then you need to bring evidence and analysis to assess the criteria being judged. You can also use the key works and the supplementary works in this section to help you. (3 paragraphs – 1 for each criterion)

Conclusion that reaches a judgement on the question and follows your line of argument that has flowed throughout. (1 paragraph)

Fourth Section – Evaluation and Judgement of the key works and of the question (c. 1000 words)

Go through each of the key works and make a judgement on how convincing and valid the arguments from the historians are compared to the criteria. (3 paragraphs – 1 for each key work)

Form an overall judgement on the question and an overall judgement on which of the key works is most convincing. These should broadly align together. (1 paragraph)   

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30+ A-Level History NEA Ideas

In A-Level by Think Student Editor May 3, 2024 Leave a Comment

When I took A-Level History, doing the NEA was my favourite part. Having so much more independence and control over my own work was exciting and much more engaging than just being in lessons or doing exams. However, it was also pretty daunting.

All kinds of A-Level coursework give you so much more academic freedom and independence than you’d previously experienced, which can make it a bit stressful to have all this responsibility. The first place this can come into play is right at the start when you have to choose your essay question. In this article, we’ll try to make this part a little bit less stressful by giving you some ideas for what you could do.

Continue reading to getter a better understanding of the A-Level History NEA as a whole and to see some ideas for your essay question. This article will take you through these ideas by going through some of the main topic areas that you could focus on.

Table of Contents

What is an A-Level History NEA?

The term NEA stands for non-exam assessment, which is relatively the same as coursework. For A-Level History, this piece of coursework is in the form of an extended essay, which may even be referred to as an “investigation” on a specific area of history that has different historical interpretations.

Due to this, students will need to research into different historical interpretations of their specific topic as well as use primary sources and factual evidence/ data to evaluate the different historical interpretations.

The specific requirements for this NEA will depend on the exam board, which is especially the case when it comes to the word count, which can vary quite a lot. For example, for students using the Pearson Edexcel exam board, the word count is between 3,000 and 4,000 words, whereas for the AQA exam board, there is a word limit between 3,500 and 4,500 words.

Unlike these exam boards that have a set maximum word count, the OCR exam board only has a recommendation of 3,000- 4,000 words, although there is no actual set limit.

Despite being quite a lot of work, the A-Level History NEA will generally be a fair low proportion of the A-Level in comparison to other factors. Typically, this will be worth 20% of the whole A-Level History qualification.

You can learn more about this by checking out the specifications of A-Level History courses by clicking on the links with the respective exam board: AQA (linked here and here) Pearson Edexcel , OCR , WJEC , CCEA .

How to choose an A-Level History NEA idea

Choosing an A-Level History NEA idea can come in a few different ways and may not even be your choice as a student. How this all works will depend on your sixth form or college.

The first most obvious option is that your sixth form/ college lets you choose the topic and question that you want to focus on. Alternatively, your sixth form or college may give you an approved topics list but allow you to submit your own topic question and consider options outside of this list.

The strictest form is where your sixth form or college chooses the topic(s) that you can do and may even give you pre-approved question ideas. You can learn more about these by checking out this guide by OCR.

As choosing your own idea and topic from scratch is by far the hardest, we’ll see primarily focusing on that in this article. When choosing your own idea, the first thing you should think about is which historical period you want to focus on.

There are obviously a wide range you can choose from, although exam boards tend to have some restrictions in this aspect too. First of all, you won’t be able to do the same topic as whichever piece of history you studied for your depth study. Other restrictions will vary by exam board, so it’s best to ask your teachers or to look directly at your exam board’s coursework information.

After you pick your main topic, you need to narrow it down to a specific historical debate within this topic. From here, you can shape it into an extended essay question that allows you to have a clear line of argument and be evaluative and analytical. To do this, you might want to use vocabulary such as “the most/ least important/ significant/ etc.”.

What makes a good A-Level History NEA idea?

To make sure you have a good A-Level History NEA idea, you need to make sure that it is something you can write an entire extended essay on. Remember the NEA will require students to do over 3000 words and write a full answer with several sections and a clear line of argument and judgement, depending on the style of your essay question.

To be able to do this, you need to make sure you have enough background information about this specific subsection of your topic area and that there are lots of interpretations and primary sources available.

Another step to making sure that you have a good topic and question title is to make sure that it is has the right level of detail. This is as you need to make sure the focus is very specific so it can be in-depth and analytical but also broad enough to give you a full answer and enough to write about.

A-Level History NEA ideas for 2024

Now that we’ve looked at the criteria for choosing a topic and what makes a good one, we can properly dive into some examples. However, as previously mentioned, an NEA idea needs to be focused on a specific area of history. Due to this, in this article, we’ll be looking at some ideas based on specific historical areas.

These historical areas have been chosen due to being commonly studied in A-Level History courses. You can learn more about this from this page of the Cambridge Assessment website as well as from the component options mentioned in each exam board’s specification, as linked above.

The ideas below are sourced from a mixture of exam board suggestions and information provided to me when I was doing the NEA myself. Exam board suggestions come from pages of the Pearson Edexcel website, OCR website, the WJEC website and the AQA website all linked respectively.

A-Level History NEA ideas for Russian dictatorship

When looking at the history of dictatorships in Russia, we’re generally referring to the period from 1855 to 1991/2. In this period of history, there were several different kinds of leaders of Russia, all of which can be focused on for your NEA. These types of leaders are the Tsar rulers, the Provisional Government and the communist leaders.

While you may want to look at the leaders and their regimes, you could also look at society at the time

Some ideas for Russia and its rulers are as follows.

• In the context of the years 1861 to 1964, to what extent was the Russian Revolution of 1917 caused by the war?
• How far do you agree with the view that Peter the Great was largely unsuccessful in his attempts to modernise Russia?
• How far do you agree with the view that Alexander II was largely successful in his attempts to modernise Russia in the period after 1855?
• How far do you agree with the view that Stalin’s main aim in the period 1924–1939 was to carry out the changes begun by Lenin?
• ‘The lives of the Russian peasants were transformed for the better in the years between 1928 and 1964.’
• How valid is assessment of the peasantry in Russia?
• How far do you agree with the view that the Battle of Stalingrad was mainly responsible for Soviet victory in the Second World War?
• To what extent do you agree with the view that by 1924, the people of Russia had exchanged one authoritarian regime for another?
• Assess the reasons for the purges in 1930’s Russia
• To what extent did Communism in Russia improve the lives of women in the years 1917-53?

A-Level History NEA ideas for civil rights in the USA

The civil rights movement in the USA spanned a long period and was made up of several significant events. Due to this, there is so much for you to focus on within this topic, from specific figures, such as Martin Luther King Jr. or Rosa Parks, to key legislation or specific protests or events.

Some of the essay question you could chose for the civil rights movement are as follows.

• How far do you agree with the view that the most significant contribution to the success of the Civil Rights movement between 1954 and 1970 was made by people in local communities in the US?
• ‘Martin Luther King had the greatest impact of any individual in advancing the civil rights of African Americans in the USA.’ How valid is this view of the years 1865 to 1968?
• Assess the claims that the role of Martin Luther King in the civil rights movement was exaggerated.
• Assess the view that the Civil Rights movement was the most significant cause of Second Wave Feminism?
• To what extent did Rosa Parks change the nature of the Civil Rights Movement by 1965?
• How far did World War II improve the lives of black Americans?
• To what extent has the role of women in the Black Civil Rights Movement been undervalued?
• To what extent did Malcolm X and the Black Panthers further the civil rights movement?
• To what extent was the National Association for the Advancement of Colored People (NAACP) responsible for the successes of the civil rights campaign in the years 1945–57?
• To what extent did life for black people in America improve between the end of the First World War and the Wall Street Crash of 1929?

A-Level History NEA ideas for Weimar and Nazi Germany

Weimar and Nazi Germany is a common topic, not only at A-Level, but also at GCSE and even at the start of secondary school, before starting GCSEs. Due to this, students will often have quite a bit of background knowledge on this topic, even if they haven’t studied it as part of their A-Levels. This can make it a bit easier for you to access this topic for your NEA.

Some NEA ideas for Weimar and Nazi Germany are as follows.

• ‘Propaganda was the main reason for Hitler’s rise to power in 1933’. How far do you agree?
• To what extent do you agree that the Holocaust was a long-term plan?
• The Reichstag Fire was a deliberate plot hatched by Hitler’s henchmen to help consolidate the NSDAP’s control over Germany.’ How valid is this assessment of the Reichstag Fire?
• Assess the view that the Wall Street Crash was the main reason the Weimar government lost support by 1930.
• Assess the view that Hitler’s use of fear and violence the main reason why he was able to maintain control of Germany between 1933 – 45.
• To what extent were the Nazis successful in winning over the hearts and minds of the youth?
• To what extent were ordinary German people responsible for the Holocaust?
• To what extent was music used as a form of opposition to the Nazi Regime?
• To what extent was Stresseman right when he said ‘Germany was dancing on a volcano’ when implying that German democracy would inevitably fail?
• Assess the view that the errors of Hitler were the main reason for allied victory in WWII.

A-Level History NEA ideas for the Tudors

Once again, the Tudors are commonly taught in some shape or form throughout, even starting in primary school. This can still make it easier to access the essay questions on this topic as you’ll already have some background knowledge.

Some NEA ideas are as follows.

• In the context of the years 1485 to 1603, how effectively did Tudor government deal with rebellion in England?
• How far do you agree with the view that the main reason for the dissolution of the monasteries by Henry VIII was that they no longer served any useful purpose?
• How far do you agree with the view that Mary, Queen of Scots, was the greatest challenge facing Elizabeth in the period after 1568.
• Assess the reasons why there was there an attempt to put Lady Jane Grey on the throne in 1553.
• Assess the view that the survival of Roman Catholicism in England during the reign of Elizabeth I depended on the role of the gentry
• To what extent did Elizabeth I remain single to keep her political power?
• ‘Anne Boleyn lost her head because of the large faction against her’ To what extent is this true?
• Assess the view that Elizabethan propaganda was a success.
• ‘The reign of Mary I was a complete failure.’ How fair is this assessment?
• Assess the impact of the reign of Elizabeth I on the roles of women in Tudor society

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A-Level History Exam-Styled Questions with Answers, Summaries & Commentry. Over 370 Slides & 100 Q's

Subject: History

Age range: 16+

Resource type: Other

Last updated

21 January 2021

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Tutor Hunt Resources History Resources

An Excellent A2 History Coursework In 13 Easy Steps

A2 History coursework tips

Date : 18/02/2015

Author Information

Uploaded by : Michele Uploaded on : 18/02/2015 Subject : History 1. Stick to your word limit, its 2000 words for a reason. Also you do not want to be penalised for writing too much.

2. In your introduction really focus on the historic event you are assessing, make explicit reference to it, supporting with statistics or relevant historic policies.

3. Clearly concentrate on your coursework question, make clear in your introduction what the different interpretation`s views of this question are. Which ones you think are the most credible and why, support with historical evidence. Then make your judgment.

4. Remember at the end of the day your coursework is indeed similar to an AS History source exam. So structure it and think of it as an essay.

5. Some schools may have given you a structure for how to tackle the sources. If they have use it, it will assist the flow and structure of your essay. If they have not given you a structure, familiarize yourself with each of the interpretations. Additionally you might find it useful to start with the interpretations which support the question.

6. In your planning stages ensure you include all of the relevant quotes from whichever of the interpretations you are examining. You might find it useful to create a table for this.

7. Then you want to briefly examine or explain this quote in your own words and demonstrate how this supports the historian`s interpretation or view. Again you could include this in the table in a new column.

8. Next still using your table justify and support your analysis so far with relevant historical evidence to support the interpretation. This could be another column in your table.

9. Ensure you frequently refer to and demonstrate with quotes, explanation/analysis or historic evidence the historian`s credibility, persuasiveness or demonstrate the strength of their argument. Again use the terms "credibility", "credible argument", "credible", "supported" etc...

10. Introduce the next interpretation by noting how it is similar to the first. E.g. "Similarly" then follow the same format as before.

11. Then highlight the limitations or weaknesses of these interpretations by explaining what they have omitted or not examined.

12. Next demonstrate how the next interpretation differs from the previous interpretation, then follow the same format for this and your final interpretation.

13. Your conclusion should explain which two sources are the most credible and why, then answer the question

This resource was uploaded by: Michele

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Democrats in Congress are torn between backing Biden for renomination and sounding the alarm

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WASHINGTON (AP) — President Joe Biden 's disastrous debate performance is reverberating across the Democratic Party, forcing lawmakers to grapple with a crisis that could upend the presidential election — and their own —and even change the course of American history.

The Democratic president has vowed to stay in the race against Republican Donald Trump despite the halting and uneven debate delivery that threw a spotlight on questions about Biden's age and capacity to be president. But as Democrats make the case that the stakes of the election are momentous — challenging no less than the foundations of American democracy — they're wrestling with what to do about the 81-year-old who's supposed to be leading the charge for their party.

Here's how Democrats are handling the debate aftermath:

Raising alarm

Prominent congressional Democrats have moved in recent days to public concern not just over Biden’s performance during the 90-minute debate last week but also the level of transparency his team has shown about his mental fitness. They’ve tiptoed toward embracing the idea Biden should withdraw.

One Biden ally, Rep. James Clyburn, on CNN Wednesday openly discussed holding a “mini-primary” in the run-up to the Democratic National Convention in mid-August.

After the debate last week, Clyburn had initially urged fellow Democrats to “stay the course” with Biden and “chill out,” but by Wednesday his tone had changed.

“I saw what I saw last Thursday night, and it is concerning,” said Clyburn, who is 83 years old.

In recent days, comments from Clyburn and other senior Democrats including former House Speaker Nancy Pelosi have provided signposts for a political party in crisis. Still, it was not clear whether their concerns were reaching Biden, who told aides on a Democratic National Committee call that “no one is pushing me out.”

Clyburn, a senior South Carolina lawmaker who is a former top party leader in the House, also had a lengthy call with Biden on Wednesday.

Pelosi, in an interview Tuesday on MSNBC, called on both Biden and Trump, who’s 78, to face tests for their health and mental acuity even though she also emphasized that Biden is on “top of his game, in terms of knowing the issues and what is at stake.”

“I think it is a legitimate question to say is this an episode or is this a condition. So when people ask that question, it’s legitimate — of both candidates,” said Pelosi, D-Calif., who’s 84.

Minutes after Pelosi's comments on Tuesday, Rep. Lloyd Doggett, of Texas, became the first sitting Democrat in Congress to call for Biden to withdraw from the race.

“Recognizing that, unlike Trump, President Biden’s first commitment has always been to our country, not himself, I am hopeful that he will make the painful and difficult decision to withdraw. I respectfully call on him to do so,” said Doggett, who's 77.

Rep. Raúl Grijalva, D-Ariz., also told The New York Times on Wednesday that Biden had a “responsibility” to drop out of the race.

Lawmakers are also concerned Biden’s weaknesses could tamp down potential voters’ enthusiasm, creating a ripple effect that hurts Democrats as they try to maintain a narrow Senate majority and take back control of the House. Down-ballot Democrats are already confident they can outperform Biden in swing races, but if large numbers of voters reject Biden, it could impact them.

While several vulnerable Democrats have stopped short of calling for Biden to withdraw, they've also cast the situation in stark terms: If Biden continues, Trump will win.

“The truth, I think, is that Biden is going to lose to Trump,” Rep. Marie Gluesenkamp Perez, a Washington Democrat, told an ABC-affiliated television station. "I know that's difficult, but I think the damage has been done by that debate."

Backing Biden

With Biden’s family urging him to stay in the race, attention has turned to senior Democratic lawmakers who could potentially persuade the president to withdraw his nomination. So far, top Democratic leaders have mostly stood behind Biden in public statements.

“There have not been discussions among senior leadership about anything other than making sure we continue to articulate a compelling vision for the future to the American people related to the issues of importance around the economy,” House Democratic leader Hakeem Jeffries told reporters Monday in Pittsburgh.

Senate Majority Leader Chuck Schumer, a New York Democrat, posted on X after the debate that it showed voters there was a choice between “four more years of progress, or four more years of attacks on our fundamental rights and our democracy.”

After days of no direct talk between Biden and congressional leaders, the president late Tuesday and Wednesday held calls with Schumer and Jeffries, as well as Sen. Chris Coons, a Delaware Democrat who's a close ally of the president, according to people briefed on the calls who insisted on anonymity to discuss them.

Many of Biden's allies have chided the news media for being fixated on Biden's mental capacities , arguing that instead the focus should be put on Trump's record of refusing to accept the results of the 2020 election he lost to Biden and repeatedly lying.

Rep. Veronica Escobar, a Texas Democrat who's part of Biden's campaign committee, conceded on Friday the debate wasn't what she hoped for but added, “I think there needs to be a real conversation about the things that Donald Trump said. It is beyond vile.”

Feeling it out

The June 27 debate infused a new dynamic into an election contest that had been marked by few surprises. Voters are familiar with Biden and Trump and had previously decided between the two in 2020.

Still, many House Democrats were caught in a state of uncertainty as they faced a barrage of questions on the morning after. The situation has only grown more unpredictable as Democrats contemplate the effects of replacing Biden at the top of the ticket.

Privately, rank-and-file lawmakers have been engaging in calls and conversations amongst themselves as they consider their message to the White House. Many are still holding back public remarks allowing Biden time to make his case in campaign stops and interviews in the days ahead. Many will closely watch his interview with ABC, the first since the debate, later in the week.

But some vulnerable House Democrats are already distancing themselves from the president.

Rep. Jared Golden, a moderate Democrat from Maine, argued the outcome of the election was a foregone conclusion.

“While I don’t plan to vote for him, Donald Trump is going to win,” Golden said in a Bangor Daily News op-ed. "And I’m OK with that.”

Associated Press writers Farnoush Amiri and Lisa Mascaro contributed to this report.

Election latest: Rishi Sunak votes as polls open across the UK

Polling stations are open until 10pm. Scroll down to read how to follow Sky's election night coverage.

Thursday 4 July 2024 09:09, UK

• General Election 2024

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• Polling stations open at 7am and close at 10pm as Britain votes in General Election
• What counts as voter ID?
• Key election day timings
• What is the exit poll?
• How to watch election night coverage on Sky News

Move over dogs.

Louie the cat was more than happy to exercise his democratic right to pose outside a polling station in Burnham, Buckinghamshire.

SNP leader John Swinney has been spotted with his youngest son, Matthew, voting near his home in Perth and Kinross.

While Matthew, 14, is too young to vote, you are allowed to take children with you to polling stations, they just cannot vote.

Many people like to bring their children to educate them on the democratic process.

There are strict rules broadcasters have to adhere to on polling day, which is why you won't see any political news on the Sky News website or TV channel for the next 13 hours or so.

The rules are there to prevent any influence over how people choose to vote.

Ofcom rules state that any discussion and analysis of election issues must finish when the polls open, which was at 7am today.

Broadcasters are also not allowed to publish the results of any opinion poll on election day, until the polls close at 10pm.

Over the past decade, this has meant that photos of dogs at polling stations has become a phenomenon - in lieu of more substantial political news.

We will also be keeping a close out for people taking more unusual animals with them as they exercise their democratic right - so stay tuned for potential shots of voters accompanied by horses, cats and hamsters - as well as dogs, of course.

As longstanding followers of election day news output will be aware, photos of dogs at polling stations have become staple feature of coverage as Briton's cast their votes.

Luna the cockapoo is our first dog through the polling station door.

However, she wasn't allowed in at this venue in St Margarets, southwest London, but she waited patiently for her owners outside.

Some polling stations will allow dogs inside, but you should check first.

Guide dogs are always allowed in.

Prime Minister Rishi Sunak and his wife, Akshata Murty, have been spotted voting at their local polling station in Richmond, Yorkshire.

The couple looked happy as the sun shone down while they voted.

Let's hope they remembered their ID.

It's 7am - polls are officially open in the general election.

Voters will head to polling stations across the United Kingdom to cast their ballots until they close at 10pm.

You will see almost no political coverage from Sky News today - strict rules prevent us from any reporting that could impact the way people vote.

But we will have coverage here in the Politics Hub of the party leaders casting their ballots - and of dogs at polling stations, of course!

At 9pm , chief presenter Kay Burley will anchor Election Night Live , the overnight results programme, from a 360-degree immersive studio normally used by Sky Sports shows like Monday Night Football, alongside our expert team.

And as soon as the polls close  at 10pm , Sky News will bring you the  exit poll  - your first insight into how the general election results could play out, and live coverage of the results throughout the night.

So do join us tonight for the full results of this general election - and don't forget to vote (and bring ID!).

After weeks of campaigning, polls are due to open very soon and voters across the nation will have their say.

Here are the key timings of the day:

7am Thursday : Polls will open across the United Kingdom.

9pm : Sky News’ Election Night Live programme starts ( click here for details on how to watch ).

10pm : Polls will close and counting will begin.

10pm : Broadcasters’ exit poll will be published, giving the first indication of the election.

Around 11.30pm : First seats will be declared.

Around 4.30am Friday : We will likely know for certain who will form the next government.

7am : Sophy Ridge and Sam Coates broadcast the fallout from the election live on Sky News.

The fastest results, the sharpest analysis and an award-winning line up - as the general election unfolds, Sky News will bring you the full story, first.

Whether you want to settle down in front of the TV, stay in the know on the move, or keep updated from work, we'll have live coverage across our platforms to bring you everything as soon as it happens.

We'll have expert commentary and analysis to help you digest key developments, kicking off with the exit poll and running through the weekend.

What's happening - and when?

Polls are open from 7am until 10pm - and during that time, you won't see any coverage of politics or policy due to strict reporting restrictions.

But Sky News will still be bringing you colourful snapshots of polling day, from leaders casting their ballots to the important business of dogs at polling stations, on TV and right here in the Politics Hub .

9pm Thursday into Friday

Chief presenter Kay Burley will anchor Election Night Live, the overnight results programme, from a 360-degree immersive studio normally used by Sky Sports shows like Monday Night Football, alongside our expert team.

As soon as the polls close at 10pm, Sky News will bring you the exit poll - your first insight into how the general election results could play out.

From 7am on the morning after the nationwide voting, lead politics presenter Sophy Ridge, host of Sky's Politics Hub programme, will be live from Westminster bringing viewers every development as the election result is absorbed and plans for the next government are made.

Ridge will be joined by deputy political editor Sam Coates and Sky News contributor Adam Boulton across what will be a historic day, as the nation awaits the next prime minister.

How to watch

The Politics Hub

This live blog will feature the latest results, swift and in-depth analysis, as well as reactions to the results across the country and much more - so bookmark this page !

Shortly after the polls close we'll have a seat-by-seat lookup to let you see the forecast result in your constituency and through the night we'll have a live, interactive results service to give you the big picture as well as the result where you live.

Watch on TV for FREE : Freeview 233, Sky 501, Sky Showcase, Virgin 603, and BT 313.

Streams and social : Watch Sky News live here , and on YouTube .

We will also be posting the latest videos and stories on TikTok , X , Instagram , Facebook and WhatsApp .

Listen: Listen to Sky News on TuneIn , and here .

This is the first general election in which all voters will need to provide ID in order to cast a ballot.

There are 22 different types of ID you can use. For people without photo ID, Voter Authority Certificates are available - but you must have applied by 26 June.

Here's everything you need to know.

What ID can eligible voters use to vote in elections?

• Most forms of existing photo ID will be accepted, including:
• UK or Northern Ireland photocard driving licence (full or provisional)
• driving licence issued by the EU, Norway, Iceland, Liechtenstein, the Isle of Man or any of the Channel Islands
• UK passport
• passport issued by the EU, Norway, Iceland, Liechtenstein, or a Commonwealth country
• PASS card (National Proof of Age Standards Scheme)
• biometric residence permit (BRP)
• Defence Identity Card (MOD form 90)
• national identity card issued by the EU, Norway, Iceland, or Liechtenstein
• Northern Ireland Electoral Identity Card
• Voter Authority Certificate
• Anonymous Elector's Document

The following travel passes will also be accepted:

• older person's bus pass
• disabled person's bus pass
• Oyster 60+ card
• Freedom Pass
• Scottish National Entitlement Card (NEC)
• 60 and Over Welsh Concessionary Travel Card
• Disabled Person's Welsh Concessionary Travel Card
• Northern Ireland concessionary travel pass

Voters can still use photo ID that is out of date, as long as it still looks like them and the name is the same one used to register to vote.

What ID do you need if you're voting as someone's proxy?

You'll need to take your own ID if you're voting on someone else's behalf. You do not need to take theirs.

The exit poll is the first big moment of the night - the moment millions tune in for a first indication of the eventual result of the general election.

Commissioned by the broadcasters - Sky News, the BBC and ITV News - the fieldwork is carried out by Ipsos UK who will have interviewers at 133 polling stations around the country this year.

People who have just voted will be asked to privately fill in a replica ballot paper and place it into a ballot box as they leave their local community centre, church hall or station.

Researchers can only deploy to a fraction of the total constituencies in England, Scotland and Wales, so locations are chosen to best reflect the demographics of the country with an urban and rural spread.

However, many of the locations will be in marginal seats, where the swing between the main parties will be tracked.

The same polling stations are targeted year after year so the swing from the last election's exit poll, along with other data at constituency level, can be analysed by those crunching the numbers.

The data collected at the polling stations is sent back by interviewers to Ipsos UK at several stages throughout the day.

It's processed there and sent via a secure data pipeline to the broadcasters' statisticians and political scientists who are locked down in a secret location in the capital.

Electoral rules mean that no polling can be reported while people are voting - Sky News and the other broadcasters will cover it in full from 10pm.

Election coverage begins on Sky News from 9pm, and it is free, wherever you get your news. Here is how to watch and follow live .

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