Britain: Power and the people: c1170 to the present day

AQA

GCSE

This thematic study requires candidates to analyze the evolution of the relationship between the citizen and the state in Britain over a millennium. The scope encompasses the transition from feudal autocracy to modern liberal democracy, focusing on the shifting balance of power between the Crown, Parliament, and the people. Candidates must evaluate the causes, methods, and outcomes of challenges to authority, assessing how rights and representation have been contested and codified. Mastery involves understanding that this was not an inevitable 'Whig' march to liberty, but a complex struggle involving economic necessity, religious conflict, and the role of key individuals and ideas.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks for 'Complex' thinking (Level 4) where candidates explain the relationship between factors (e.g., how war acted as a catalyst for ideas).
Credit responses in the Significance question (Q2) that distinguish between immediate impact and long-term consequences.
In the Comparison question (Q3), candidates must identify a conceptual similarity or difference and support it with specific factual detail from both periods.
For the 16-mark Factor question, reward sustained judgment that explicitly weighs the relative importance of the stated factor against alternatives.

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have identified the provenance; now explain how the author's specific purpose limits the source's utility for this enquiry."
"Your comparison identifies a similarity; strengthen this by citing specific events or individuals for both time periods."
"You have explained the factor in the question well; to access Level 4, you must evaluate it against other factors like 'Government' or 'Ideas'."
"Avoid narrative description of the event; focus entirely on the consequences and why they were significant."

Marking Points

Key points examiners look for in your answers

Award marks for 'Complex' thinking (Level 4) where candidates explain the relationship between factors (e.g., how war acted as a catalyst for ideas).
Credit responses in the Significance question (Q2) that distinguish between immediate impact and long-term consequences.
In the Comparison question (Q3), candidates must identify a conceptual similarity or difference and support it with specific factual detail from both periods.
For the 16-mark Factor question, reward sustained judgment that explicitly weighs the relative importance of the stated factor against alternatives.

Examiner Tips

Expert advice for maximising your marks

💡For Q1 (Utility), do not just list provenance facts; explain how the author's purpose affects the source's reliability for the specific enquiry.
💡In Q2 (Significance), use the 'Great, Deep, Long-term' criteria to structure your explanation of impact.
💡For Q4 (16 marks), ensure your introduction sets out a clear line of argument that you sustain through the essay.
💡Use specific terminology (e.g., 'Provisions of Oxford', 'Peterloo', 'Cat and Mouse Act') to demonstrate precise AO1 knowledge.

Common Mistakes

Pitfalls to avoid in your exam answers

Treating the 'Significance' question as a narrative description of the event rather than an analysis of its importance.
Failing to apply the 'Nature, Origin, Purpose' (NOP) criteria to the specific enquiry in the Utility question (Q1).
Providing unbalanced comparisons in Q3 (e.g., detailed knowledge of the Chartists but vague assertions about the Peasants' Revolt).
Asserting a conclusion in the 16-marker without explaining the criteria for that judgment (e.g., why 'War' was more important than 'Religion').

Key Terminology

Essential terms to know

Likely Command Words

How questions on this topic are typically asked

How useful

Explain the significance

Compare

Has

To what extent

In what ways

Ready to test yourself?

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