AQA A-level · 7182
AQA A-level Psychology grade calculator
Calculate the mark needed across the remaining AQA A-level Psychology papers.
Assessment structure
AQA A-level Psychology: A-level
| Component | Maximum mark | Share of total |
|---|---|---|
| Paper 1 | 96 | 33.3% |
| Paper 2 | 96 | 33.3% |
| Paper 3 | 96 | 33.3% |
| Total | 288 | 100% |
Boundary trends
How grade boundaries have moved
Lines show each boundary as a percentage of the qualification total. The gap from 2019 to 2022 covers the pandemic years, when normal summer examinations did not take place in 2020 or 2021. Summer 2022 used transitional grading arrangements.
Reading the pandemic-era data
There are no ordinary June 2020 or June 2021 boundaries because GCSE and A-level grades were awarded without the normal summer exam series. June 2022 was a transition year with grading set between 2019 and pre-pandemic standards. The default calculator therefore uses 2023–2025 for its recent range and keeps 2022 available for historical comparison.
Published data
Historical qualification boundaries
Minimum total marks for A-level. A dash means the grade is unavailable for that entry option.
| June series | Maximum | A* | A | B | C | D | E | Source |
|---|---|---|---|---|---|---|---|---|
| 2025 | 288 | 222 | 198 | 163 | 128 | 94 | 60 | Official file |
| 2024 | 288 | 220 | 196 | 163 | 130 | 97 | 64 | Official file |
| 2023 | 288 | 219 | 194 | 159 | 124 | 90 | 56 | Official file |
| 2022Transitional grading | 288 | 202 | 177 | 143 | 109 | 75 | 42 | Official file |
| 2019 | 288 | 205 | 181 | 152 | 123 | 95 | 67 | Official file |
Checked against the awarding organisation’s published subject-level boundary files. See the data notes.
What the answer means
The calculation adds all entered component marks and subtracts that total from the selected qualification boundary. Empty components supply the remaining available marks. The recent-range view repeats the calculation using June 2023, June 2024 and June 2025.
Self-marked work receives an additional cautious calculation using 90% of the entered marks. It gives a wider planning range where mark-scheme interpretation may be uncertain. It does not alter the marks entered or claim a measured error rate for any individual student.