GCSE (9–1) HISTORY B — June 2025 PAST PAPER: Migrants to Britain & The Norman
Conquest Merged Question Paper & Mark Scheme [OCR J411/17]
Exam Resource Summary
The June 2025 GCSE (9–1) History B Migrants to Britain c.1250 to Present with The Norman Conquest
1065–1087 Paper (OCR J411/17) provides a fully merged resource that integrates the complete
examination paper with its official mark scheme. This format allows learners to see how each question is
assessed, making examiner expectations clear and highlighting the criteria for high-band responses. This
component examines patterns, causes, and consequences of migration to Britain over time alongside the
events, causes, and impacts of the Norman Conquest. Candidates are expected to analyse historical
sources, evaluate different interpretations, and construct coherent, evidence-based arguments
demonstrating understanding of continuity, change, and causation. By pairing each question with detailed
marking guidance, the resource strengthens analytical and evaluative skills, improves clarity and structure
in written responses, and provides targeted revision for high-quality historical writing. It prepares students
thoroughly for the 2026 OCR GCSE History B (Schools History Project) examination.
OCR is an exempt Charity
Turn over
, 2
Section A
Migrants to Britain, c.1250 to present
Answer Questions 1 (a−c), 2 and 3.
1
(a) Give one example of a job or role typically carried out by Indian migrants who came to Britain in
the period 1600–1750. [1]
(b) Identify one reason why Irish migrants came to Britain between 1750 and 1900. [1]
(c) Identify one way the British government attempted to restrict migration to Britain in the 1960s or
early 1970s. [1]
2 Write a clear and organised summary that analyses attitudes towards migrants in the medieval
period (c.1250–1500).
Support your summary with examples. [9]
3 Why have migrants moved to Britain since 1980?
Explain your answer. [10]
Answer Question 4 or Question 5.
4* ‘European migrants were welcomed and accepted in Britain during the early modern period
(1500–1750).’
How far do you agree?
Give reasons for your answer. [18]
5* ‘Between 1750 and 1980, migrants to Britain had positive experiences.’
How far do you agree?
Give reasons for your answer. [18]
© OCR 2025 J411/17 Jun25
, 3
Section B
The Norman Conquest, 1065–1087
Answer Questions 6 (a–b) and 7.
6
(a) In Interpretation A, the podcaster gives us a negative impression of the role of knights in
Norman culture.
Identify and explain one way in which he does this. [3]
Interpretation A
An extract from ‘The British History Podcast’ by Jamie Jeffers. The podcast was made recently.
Before 1066, in Anglo-Saxon England, the sons of noblemen were expected to be educated
and literate. They took an interest in culture and the arts. They were expected to take an
interest in the law and in international events.
Anglo-Saxon England was sheltered from the culture of knights. This culture was at the
centre of Norman society and mainly focused on horsemanship and war. Culturally, this was
a disaster. A boy who trained as a Norman knight had no book learning. After fifteen or twenty
years of education he would know how to do only two things: hunt and fight. He had no other
useful skills, and looked down upon those who did.
Craftsmanship, education and the arts did not matter to Norman knights. Their self-worth and
identity rested entirely on their ability to hand out violence. The culture of knights was brutish
and barbaric. It created a flood of illiterate, uncultured young men who were desperate for an
opportunity to be violent.
(b) If you were asked to do further research on one aspect of Interpretation A, what would you
choose to investigate?
Explain how this would help us to analyse and understand Normandy before 1066. [5]
© OCR 2025 J411/17 Jun25 Turn over
, 4
7 Interpretations B and C both focus on how William the Conqueror dealt with his opponents.
How far do they differ and what might explain any differences? [12]
Interpretation B
An extract from a recent TV documentary called ‘Rebellion in the North’. It was part of a series of
programmes which celebrated the rebels who challenged the treatment of the North of England
across different periods of history.
By late 1069, the North of England was alive with rebellion, while other revolts raged in the
west and southwest. The Northerners were sending a clear message to William: they were
ready to do anything to defend their rights.
William was enraged. His response was swift. He decided to teach the North a lesson by
striking terror into the hearts of the people. His actions have been considered an act of
genocide.
He gave his soldiers permission to roam free and do their worst. His soldiers burned houses
and destroyed farm animals, leaving nothing behind. Women, children, men, the elderly, and
babies were all subject to the Norman sword. It was a truly terrible time to live in the North of
England.
By April 1070, thanks to William’s efficient, military machine, the North lay in ruins, the people
starving.
Genocide means the deliberate murder of a specific group of people.
Interpretation C
An extract from a biography of William the Conqueror by historian Marc Morris, published in
2016. This extract is taken from the concluding chapter which looked back over the rest of the
book.
William has been seen by some as a peace-loving ruler, and by others as an oppressive ruler.
The truth lies somewhere between the two.
Whilst harrying was standard practice in medieval warfare, the scale of the destruction brought
about by the Harrying of the North had such terrible consequences that even writers at the
time thought it went too far. Nevertheless, despite their views on the Harrying of the North, not
all Anglo-Saxon writers judged William’s rule to be cruel overall.
Of course, by present standards, some of the punishments William dished out were savage
– his mutilation and blinding of some Saxon rebels, for example, would today be regarded as
unacceptable. However, the eleventh century was a cruel time. In Anglo-Saxon England, for
example, disobedient slaves were stoned or burned to death. Therefore, we cannot be sure
whether all of William’s behaviour was regarded as unusually cruel in his own day.
© OCR 2025 J411/17 Jun25
Conquest Merged Question Paper & Mark Scheme [OCR J411/17]
Exam Resource Summary
The June 2025 GCSE (9–1) History B Migrants to Britain c.1250 to Present with The Norman Conquest
1065–1087 Paper (OCR J411/17) provides a fully merged resource that integrates the complete
examination paper with its official mark scheme. This format allows learners to see how each question is
assessed, making examiner expectations clear and highlighting the criteria for high-band responses. This
component examines patterns, causes, and consequences of migration to Britain over time alongside the
events, causes, and impacts of the Norman Conquest. Candidates are expected to analyse historical
sources, evaluate different interpretations, and construct coherent, evidence-based arguments
demonstrating understanding of continuity, change, and causation. By pairing each question with detailed
marking guidance, the resource strengthens analytical and evaluative skills, improves clarity and structure
in written responses, and provides targeted revision for high-quality historical writing. It prepares students
thoroughly for the 2026 OCR GCSE History B (Schools History Project) examination.
OCR is an exempt Charity
Turn over
, 2
Section A
Migrants to Britain, c.1250 to present
Answer Questions 1 (a−c), 2 and 3.
1
(a) Give one example of a job or role typically carried out by Indian migrants who came to Britain in
the period 1600–1750. [1]
(b) Identify one reason why Irish migrants came to Britain between 1750 and 1900. [1]
(c) Identify one way the British government attempted to restrict migration to Britain in the 1960s or
early 1970s. [1]
2 Write a clear and organised summary that analyses attitudes towards migrants in the medieval
period (c.1250–1500).
Support your summary with examples. [9]
3 Why have migrants moved to Britain since 1980?
Explain your answer. [10]
Answer Question 4 or Question 5.
4* ‘European migrants were welcomed and accepted in Britain during the early modern period
(1500–1750).’
How far do you agree?
Give reasons for your answer. [18]
5* ‘Between 1750 and 1980, migrants to Britain had positive experiences.’
How far do you agree?
Give reasons for your answer. [18]
© OCR 2025 J411/17 Jun25
, 3
Section B
The Norman Conquest, 1065–1087
Answer Questions 6 (a–b) and 7.
6
(a) In Interpretation A, the podcaster gives us a negative impression of the role of knights in
Norman culture.
Identify and explain one way in which he does this. [3]
Interpretation A
An extract from ‘The British History Podcast’ by Jamie Jeffers. The podcast was made recently.
Before 1066, in Anglo-Saxon England, the sons of noblemen were expected to be educated
and literate. They took an interest in culture and the arts. They were expected to take an
interest in the law and in international events.
Anglo-Saxon England was sheltered from the culture of knights. This culture was at the
centre of Norman society and mainly focused on horsemanship and war. Culturally, this was
a disaster. A boy who trained as a Norman knight had no book learning. After fifteen or twenty
years of education he would know how to do only two things: hunt and fight. He had no other
useful skills, and looked down upon those who did.
Craftsmanship, education and the arts did not matter to Norman knights. Their self-worth and
identity rested entirely on their ability to hand out violence. The culture of knights was brutish
and barbaric. It created a flood of illiterate, uncultured young men who were desperate for an
opportunity to be violent.
(b) If you were asked to do further research on one aspect of Interpretation A, what would you
choose to investigate?
Explain how this would help us to analyse and understand Normandy before 1066. [5]
© OCR 2025 J411/17 Jun25 Turn over
, 4
7 Interpretations B and C both focus on how William the Conqueror dealt with his opponents.
How far do they differ and what might explain any differences? [12]
Interpretation B
An extract from a recent TV documentary called ‘Rebellion in the North’. It was part of a series of
programmes which celebrated the rebels who challenged the treatment of the North of England
across different periods of history.
By late 1069, the North of England was alive with rebellion, while other revolts raged in the
west and southwest. The Northerners were sending a clear message to William: they were
ready to do anything to defend their rights.
William was enraged. His response was swift. He decided to teach the North a lesson by
striking terror into the hearts of the people. His actions have been considered an act of
genocide.
He gave his soldiers permission to roam free and do their worst. His soldiers burned houses
and destroyed farm animals, leaving nothing behind. Women, children, men, the elderly, and
babies were all subject to the Norman sword. It was a truly terrible time to live in the North of
England.
By April 1070, thanks to William’s efficient, military machine, the North lay in ruins, the people
starving.
Genocide means the deliberate murder of a specific group of people.
Interpretation C
An extract from a biography of William the Conqueror by historian Marc Morris, published in
2016. This extract is taken from the concluding chapter which looked back over the rest of the
book.
William has been seen by some as a peace-loving ruler, and by others as an oppressive ruler.
The truth lies somewhere between the two.
Whilst harrying was standard practice in medieval warfare, the scale of the destruction brought
about by the Harrying of the North had such terrible consequences that even writers at the
time thought it went too far. Nevertheless, despite their views on the Harrying of the North, not
all Anglo-Saxon writers judged William’s rule to be cruel overall.
Of course, by present standards, some of the punishments William dished out were savage
– his mutilation and blinding of some Saxon rebels, for example, would today be regarded as
unacceptable. However, the eleventh century was a cruel time. In Anglo-Saxon England, for
example, disobedient slaves were stoned or burned to death. Therefore, we cannot be sure
whether all of William’s behaviour was regarded as unusually cruel in his own day.
© OCR 2025 J411/17 Jun25
