Alfred and the making of England 871–1016 — OCR A-Level History

This topic covers the period from Alfred the Great's accession to the throne of Wessex in 871 to the death of Edmund Ironside in 1016, a pivotal era in the formation of a unified English kingdom. Students will explore how Alfred, through military reforms, legal codification, and promotion of learning, not only defended Wessex against Viking invasions but also laid the ideological foundations for a single English realm. The narrative continues with his successors—Edward the Elder, Athelstan, Edmund, Eadred, Edgar, and Æthelred the Unready—who expanded and consolidated control over the Danelaw, culminating in the brief reign of Cnut and the end of the West Saxon line. Understanding this period is crucial for grasping the origins of English national identity and the political structures that would shape medieval Britain.

The significance of this topic lies in its demonstration of how a kingdom on the brink of collapse transformed into the dominant power in Britain. Alfred's reforms—the creation of fortified burhs, the reorganization of the fyrd, and the construction of a navy—were innovative responses to Viking warfare that enabled Wessex to survive and eventually conquer its neighbours. The concept of 'Englishness' was deliberately cultivated by Alfred and his descendants through a shared language, law, and religion, as seen in the Anglo-Saxon Chronicle and the promotion of the cult of St Edmund. This period also saw the development of a sophisticated administrative system, including shires and hundreds, which outlasted the Norman Conquest. For A-Level students, this topic provides a case study in state formation, leadership, and the interplay between military necessity and cultural identity.

Within the wider OCR A-Level History course, this topic is part of the 'British Period Study' and 'Enquiry Topic' on Alfred and the making of England. It connects to themes of kingship, power, and resistance, and requires students to evaluate sources such as Asser's Life of King Alfred, the Anglo-Saxon Chronicle, and legal codes. The period also sets the stage for later conflicts, such as the Norman Conquest, by establishing the political geography and institutions of England. Students should be prepared to analyse the extent to which Alfred's achievements were built upon by his successors, and to debate whether the 'making of England' was a deliberate project or an accidental outcome of dynastic ambition and Viking pressure.

• →Burhs: Fortified towns built by Alfred as part of a defensive network, each with a garrison and a role in local administration and trade. The Burghal Hidage document lists 33 burhs and their required garrison sizes.
• →Danelaw: The area of eastern and northern England under Viking control, where Danish law and customs prevailed. Its gradual reconquest by Alfred's successors was central to the unification of England.
• →The Fyrd: The Anglo-Saxon army, divided into a select fyrd (professional warriors) and a general fyrd (peasant levies). Alfred reformed it to ensure a rotating system so that half the men were always available for service.
• →The Anglo-Saxon Chronicle: A collection of annals begun under Alfred's patronage, which provides a key narrative source for the period, though it is biased towards the West Saxon dynasty.
• →The Succession of the West Saxon Kings: The line from Alfred to Edmund Ironside, including Edward the Elder, Athelstan (first king of all England), Edmund I, Eadred, Edgar (peaceful reign), and Æthelred the Unready (whose poor leadership led to renewed Viking invasions).

• Analysis and evaluation of four primary sources in their historical context to test a hypothesis.
• Demonstration of understanding of key historical terms and concepts relevant to the period.
• Ability to recall, select, and deploy knowledge to analyse and evaluate different interpretations and representations of the past.
• Construction of a substantiated argument in essay form.
• Understanding of causation, consequence, change, continuity, similarity, difference, and significance.

• 💡Ensure the enquiry element is used to see issues in a wider perspective.
• 💡Focus on the critical evaluation of sources for the enquiry section (AO2).
• 💡Use the period study essays to develop and demonstrate understanding of historical terms, concepts, and skills.
• 💡Ensure all four sources in the enquiry section are analysed and evaluated in their historical context.
• 💡Use the Specification Creator tool to ensure valid unit combinations.
• 💡When evaluating sources, always consider the purpose, audience, and context. For example, Asser's Life of King Alfred was written to glorify Alfred and promote his legacy, so it may exaggerate his achievements. Cross-reference with the Anglo-Saxon Chronicle and archaeological evidence.
• 💡For essay questions on the 'making of England', avoid teleological arguments. Instead, discuss the contingent nature of unification—how Viking invasions, dynastic accidents, and individual leadership all played a role. Use specific examples like Athelstan's victory at Brunanburh (937) or Edgar's coronation at Bath (973).
• 💡Use precise terminology: 'West Saxon hegemony' rather than 'English unification' before Athelstan; 'Danegeld' as a tribute payment; 'thegn' for a noble warrior. This demonstrates depth of knowledge and impresses examiners.

• Adopting a 'borehole' approach rather than seeing change and developments over the substantial length of the period.
• Failing to use historical knowledge to analyse and evaluate sources in relation to the question set.
• Lack of substantiated judgements in essay responses.
• Failure to address the full chronological range of the period study.
• Misconception: Alfred was called 'the Great' in his own lifetime. Correction: The epithet 'the Great' was not used until the 16th century; contemporary sources refer to him as 'king of the Anglo-Saxons' or 'king of Wessex'.
• Misconception: The Danelaw was a single, unified territory under Viking rule. Correction: The Danelaw was a collection of independent Viking kingdoms and earldoms, such as York and East Anglia, with varying degrees of integration and loyalty to Scandinavian rulers.
• Misconception: Æthelred the Unready was simply incompetent. Correction: While his reign saw Viking invasions and the St Brice's Day massacre, Æthelred also attempted diplomatic solutions (e.g., paying Danegeld) and administrative reforms; his nickname 'Unready' derives from Old English 'unræd' meaning 'poorly advised', not 'unprepared'.