If you are asking how to get A*AA, you are already thinking seriously about your future. For many sixth-form students, these grades can open doors to Oxbridge, Russell Group universities, and other highly selective courses. While grades are not the only factor in admissions, they remain one of the strongest signs that you can manage demanding academic work (UCAS, 2026; University of Oxford, 2026).
The encouraging truth is that learning how to get A*AA is not about being a genius or studying every waking hour. In most cases, it is about building the right habits, using effective revision methods, and improving steadily over time. Research in educational psychology suggests that students make better progress when they use retrieval practice, spaced repetition, feedback, and self-regulated learning, rather than relying only on passive re-reading or highlighting (Dunlosky et al., 2013; Zimmerman, 2002). This article explains how to get A*AA in a structured, realistic way, with examples you can actually use.
1.0 Why A*AA Matters
Understanding how to get A*AA starts with knowing why these grades matter. Competitive universities look for evidence of academic readiness, consistency, and resilience. A strong A-Level profile suggests that you can cope with complex reading, independent study, and timed assessment. For selective universities, predicted grades often play a major role in whether an application is taken seriously (UCAS, 2026).
However, it is important not to misunderstand what top universities want. They are not simply looking for students who can memorise facts. They want students who can think critically, solve problems accurately, write clearly, and show genuine interest in their subject. So, when thinking about how to get A*AA, aim not just to finish revision, but to build real understanding.
2.0 How to Get A*AA with the Right Mindset
A strong mindset is one of the most overlooked parts of how to get A*AA. Students who improve usually believe that their performance can change through better effort, reflection, and strategy. This connects with research on metacognition and self-efficacy, which shows that students perform better when they monitor how they learn and adjust their approach when needed (Schraw, 1998; Zimmerman, 2002).
That means taking responsibility for your progress. Do not wait until you “feel motivated”. Instead, create routines that make work possible even on ordinary days. It also means accepting that struggle is normal. If you find integration difficult in Maths or essay structure difficult in English Literature, that does not mean you are bad at the subject. It usually means you are working at the edge of your current ability, which is where learning often happens.
3.0 How to Get A*AA Using Better Revision Methods
One of the biggest mistakes students make is assuming that how to get A*AA simply means revising more. In reality, the key is to revise more effectively. According to Dunlosky et al. (2013), some popular revision habits, such as passive highlighting and repeated reading, are much less effective than more active methods.
3.1 Use Active Recall
Active recall means forcing yourself to remember information without looking at your notes. This strengthens memory far more effectively than simply reading material again. For example, a Biology student could close the textbook and explain the stages of respiration aloud. A History student could write everything they remember about the causes of the Russian Revolution before checking their notes. A Mathematics student could complete a question from memory instead of repeatedly reading worked examples.
This matters because exams reward what you can produce, not what feels familiar. Roediger and Karpicke (2006) found that testing yourself improves long-term retention better than repeated study alone.
3.2 Use Spaced Repetition
Another essential part of how to get A*AA is spaced repetition. Instead of cramming everything in one go, revisit content over time. Cepeda et al. (2006) found that spreading out revision improves long-term memory. A practical approach is to review new content within 24 hours, then again after three days, one week, and two to three weeks later.
This works especially well for formulae, definitions, case studies, and key quotations. For instance, an English Literature student could revisit quotations from King Lear every few days, while a Chemistry student could cycle through organic reactions across several weeks.
4.0 How to Get A*AA Through Weekly Planning
A realistic plan is vital when learning how to get A*AA. Many students create daily revision timetables that look impressive but collapse within a few days. Weekly planning is usually more flexible and sustainable.
A good week should include content review, past-paper practice, mark scheme analysis, and time for weaker topics. For example, a student studying Chemistry, Maths, and English Literature might spend Tuesday on flashcards, Thursday on timed exam questions, and Saturday morning reviewing mistakes from the week.
This kind of planning helps you balance subjects without becoming overwhelmed. It also reflects self-regulated learning, where students set goals, monitor progress, and adapt their methods over time (Zimmerman, 2002).
5.0 Master Exam Technique
If you want to know how to get A*AA, remember that content knowledge alone is not enough. Exam technique often separates an A from an A*.
In essay-based subjects, strong answers are focused, analytical, and directly tied to the question. Examiners reward structure, relevance, and judgement, not just descriptive knowledge. For example, in History, a top answer on the causes of the French Revolution would compare factors and weigh their significance rather than list events.
In STEM subjects, marks are often lost through careless mistakes, weak method, or failure to apply knowledge to unfamiliar contexts. A student may understand differentiation perfectly in class but still lose marks in an exam by misreading the question or skipping working.
Using mark schemes and examiner reports is one of the smartest ways to improve. Feedback is most useful when it is specific and acted upon (Hattie and Timperley, 2007). Instead of feeling disappointed by a low mark, ask: What exactly cost me marks, and how will I fix it next time?
6.0 Fix Weak Areas Early
A crucial part of how to get A*AA is identifying weak areas early. Students often spend too much time revising topics they already enjoy or find easy. That feels productive, but it rarely leads to the biggest gains.
Be honest with yourself. Which topics do you avoid? Which questions keep going badly? Are you losing marks because of weak knowledge, poor structure, or panic under timed conditions? If you are strong in pure Maths but weak in mechanics, mechanics needs regular space in your timetable. If your English essays have strong ideas but poor structure, spend time writing introductions, topic sentences, and timed paragraphs.
This is where deliberate practice matters. Ericsson, Krampe and Tesch-Römer (1993) argue that expert performance improves through focused work on weaknesses, not mindless repetition.
7.0 Use Support and Protect Your Wellbeing
Students aiming high sometimes think they must do everything alone. In reality, part of learning how to get A*AA is using support wisely. Ask teachers precise questions: Why did this answer miss the top band? What would make this paragraph more analytical? Which topic is currently holding my grade back? High-performing students often improve because they seek feedback and apply it consistently.
At the same time, do not ignore sleep, health, and concentration. Sleep plays an important role in memory consolidation and learning efficiency (Walker, 2017). Late-night cramming, constant phone use, and poor routines can quietly damage performance. Studying in focused blocks, sleeping properly, and taking breaks are not signs of laziness. They are part of performing well.
Finally, for Oxbridge and Russell Group applicants, it helps to go a little beyond the specification. This does not mean collecting random activities to impress admissions tutors. It means developing academic curiosity. A History student might read a short scholarly article on historiography. A Biology student might watch a university lecture on genetics. A Maths student could explore proof or extension problems. This deepens understanding and strengthens confidence.
Learning how to get A*AA is really about learning how to study with purpose. The students who achieve strong grades are not always the ones who work the longest. More often, they are the ones who work consistently, actively, and strategically. They use active recall, spaced repetition, feedback, and targeted practice. They improve exam technique, tackle weak areas honestly, and protect their wellbeing.
For ambitious sixth-form students, how to get A*AA is not a mystery. It is a process. Build strong routines, revise actively, respond to feedback, and keep improving week by week. That is the most reliable path not only to strong A-Level results, but also to long-term success at university.
References
Cepeda, N.J., Pashler, H., Vul, E., Wixted, J.T. and Rohrer, D. (2006) ‘Distributed practice in verbal recall tasks: A review and quantitative synthesis’, Psychological Bulletin, 132(3), pp. 354–380.
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D.T. (2013) ‘Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology’, Psychological Science in the Public Interest, 14(1), pp. 4–58.
Education Endowment Foundation (2021) Metacognition and self-regulation guidance report. Available at: https://educationendowmentfoundation.org.uk.
Ericsson, K.A., Krampe, R.T. and Tesch-Römer, C. (1993) ‘The role of deliberate practice in the acquisition of expert performance’, Psychological Review, 100(3), pp. 363–406.
Hattie, J. and Timperley, H. (2007) ‘The power of feedback’, Review of Educational Research, 77(1), pp. 81–112.
Roediger, H.L. and Karpicke, J.D. (2006) ‘Test-enhanced learning: Taking memory tests improves long-term retention’, Psychological Science, 17(3), pp. 249–255.
Schraw, G. (1998) ‘Promoting general metacognitive awareness’, Instructional Science, 26(1–2), pp. 113–125.
UCAS (2026) Applying to university: Undergraduate. Available at: https://www.ucas.com.
University of Oxford (2026) Undergraduate admissions. Available at: https://www.ox.ac.uk/admissions/undergraduate.
Walker, M. (2017) Why We Sleep: The New Science of Sleep and Dreams. London: Penguin.
Zimmerman, B.J. (2002) ‘Becoming a self-regulated learner: An overview’, Theory Into Practice, 41(2), pp. 64–70.
