Britain: Migration, empires and the people: c790 to the present day

    AQA
    GCSE

    This thematic study requires a longitudinal analysis of the movement of peoples into and out of Britain from c790 to the present day. Candidates must evaluate the causes of migration (conquest, economic necessity, religious persecution) and the reciprocal impact between Britain and the wider world. The scope encompasses the formation of the English identity under the Vikings and Normans, the economic drivers of Atlantic expansion, the geopolitical mechanics of the British Empire in India and Africa, and the post-colonial reconfiguration of British society. Assessment focuses on identifying patterns of change and continuity over a millennium.

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    Objectives
    4
    Exam Tips
    4
    Pitfalls
    4
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Award marks for the evaluation of source provenance (nature, origin, purpose) specifically in relation to the enquiry's focus, not generic reliability.
    • Credit responses that demonstrate 'second-order' conceptual understanding (significance, similarity/difference, causation) rather than simple narrative recall.
    • In 'Compare' questions, award marks for identifying direct conceptual links between periods (e.g., economic motives for both Viking and Huguenot migration) rather than separate descriptions.
    • For the 16-mark factor question, candidates must establish a sustained line of reasoning that weighs the stated factor against alternative factors (e.g., War vs. Religion) to reach a substantiated judgment.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the event accurately; now explain *why* it was significant using terms like 'catalyst' or 'turning point'."
    • "Your comparison is implicit. Explicitly state: 'The main similarity between the Vikings and Normans was...'"
    • "In your judgment, avoid sitting on the fence. State clearly which factor was most important and justify why it outweighs the others."
    • "When analysing the source, link the author's purpose directly to the utility: 'Because X wanted to persuade Y, this source is useful for showing...'"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for the evaluation of source provenance (nature, origin, purpose) specifically in relation to the enquiry's focus, not generic reliability.
    • Credit responses that demonstrate 'second-order' conceptual understanding (significance, similarity/difference, causation) rather than simple narrative recall.
    • In 'Compare' questions, award marks for identifying direct conceptual links between periods (e.g., economic motives for both Viking and Huguenot migration) rather than separate descriptions.
    • For the 16-mark factor question, candidates must establish a sustained line of reasoning that weighs the stated factor against alternative factors (e.g., War vs. Religion) to reach a substantiated judgment.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For Q1 (How useful), apply the 'Content + Provenance + Context' formula: What does it say? Who wrote it/why? What do you know that supports/challenges it?
    • 💡For Q2 (Significance), explicitly distinguish between short-term impact and long-term legacy to access higher levels.
    • 💡For Q4 (16 marks), plan three paragraphs: The stated factor, 1-2 alternative factors, and a conclusion that prioritises them based on the specific wording of the question.
    • 💡Use specific 'connective' vocabulary for Q3 (Compare) such as 'Similarly', 'In contrast', 'Mirroring', or 'Conversely' to force analytical links.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Treating the 'Significance' question (Q2) as a narrative account of the event rather than explaining its impact or consequences over time.
    • In Source questions (Q1), dismissing a source as 'biased' and therefore 'useless', rather than explaining how the bias itself reveals attitudes of the time.
    • Failing to provide specific historical evidence (dates, names, statistics) to support generalisations about migration push/pull factors.
    • In the 'Compare' question (Q3), writing two separate paragraphs about each group without explicitly identifying the similarity or difference.

    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    How useful
    Explain the significance
    Compare
    In what ways
    Has [factor] been the main reason
    Explain your answer

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