ocr entry level r435 history specification · oxford cambridge and rsa entry level certificate...

Oxford Cambridge and RSA

ENTRY LEVEL CERTIFICATESpecification

QualificationRegulated

Entry Level CertificateHistory

HISTORYR435For first assessment in 2017

Version 1.1 (May 2018)

DISCLAIMER

Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the infor-mation on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]

We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

mailto:[email protected]

http://ocr.org.uk

ii© OCR 2016

Entry Level Certificate in History

Contents

1 Why choose an OCR Entry Level Certificate in History? 11a. WhychooseanOCRqualification? 11b. WhychooseanOCREntryLevelCertificateinHistory? 21c. Whatarethekeyfeaturesofthisspecification? 31d. WhatisnewinOCREntryLevelCertificateinHistory(R435) 41e. HowdoIfindoutmoreinformation? 4

2 The specification overview 52a. OCR’sEntryLevelCertificateinHistory(R435) 52b. ContentofThematicStudy 62b. ContentofPeriodStudies 92b. ContentoftheSiteorIndividualStudy 142c. Prior knowledge, learning and progression 15

3 Assessment of Entry Level Certificate in History 163a. Formsofassessment 163b. Assessmentobjectives(AO) 173c. Assessmentavailability 183d. Retakingthequalification 183e. Internalassessmenttasks 183f. StudyofaSiteandIndividual–markingcriteria 193g. Calculatingqualificationresults 21

4 Admin: what you need to know 224a. Pre-assessment 224b. Accessarrangementsandspecialconsideration 234c. Administrationofnon-examinedassessment 244d. Resultsandcertificates 264e. Post-resultsservices 264f. CentreMalpracticeguidance 26

5 Appendices 275a. Awardingofgrades 275b. Overlapwithotherqualifications 275c. Keyskillssections 275d. Files 28

Summaryofupdates 29

1© OCR 2016 Entry Level Certificate in History

1Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards.OurnewEntryLevelCertificateinHistory hasbeenrefreshedtofitwithreformedGCSE(9–1)Historyqualificationstoprovidelearnerswithaqualificationthat’srelevanttothemandmeets their needs.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEs andvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

Our Specifications

Webelieveindevelopingspecificationsthathelp youbringthesubjecttolifeandinspireyour studentstoachievemore.

We’vecreatedteacher-friendlyspecificationsthataredesignedtobestraightforwardandaccessiblesothat

you can tailor the delivery of the course to suit your needs.Weaimtoencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

OurEntryLevelCertificateinHistoryismadeupof100%internallyassessedtestsandtasks.Theflexibilityallowedthroughthisapproachtoassessmentwillallowyoutotakeanyissuesintoaccountinyourplanningthatmayaffectyourlearners’performance.

We provide support services designed to help you ateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Anextensive,high-qualityexemplartaskbooklet

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.

AllEntryLevelCertificatequalificationsoffered by OCR are regulated by Ofqual, the Regulator for qualificationsofferedinEngland.TheaccreditationnumberforOCR’sEntryLevelCertificateinHistoryis603/0099/1.

1 Why choose an OCR Entry Level Certificate in History?

1a. Why choose an OCR qualification?

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1b. Why choose an OCR Entry Level Certificate in History?

ItisourstrongdesiretoensurethatOCRHistory,at alllevels,shouldcaptivatelearnersanddevelopadesirewithinthemtocontinuelearningbeyondtheconfinesoftheclassroom.Itisalsoourdesirethatteachers should be able to provide an OCR Entry LevelCertificateinHistoryinavarietyofdifferentwaysandsettings.

OurEntryLevelCertificateinHistoryprovidesafantasticcurriculumforlearnerstoigniteandengagetheirpassionsandinterests.Ourcontentwillaimto

createindependentlearners,criticalthinkersanddecisionmakers–allpersonalassetsthatcanmakethemstandoutastheyprogresstofurthereducationand/ortheworkplace.ThisisjustastrueforthoselearnerswhomaynotbeabletoaccesstheGCSE(9–1)curriculum.Wewanttobeabletoofferarecognisedandmeaningfulqualificationinhistorytoalllearners,regardlessofpriorattainmentorability.

WewilladheretotheGCSE(9–1)Historycontentin aninnovative,attractiveandvalidway.

Aims and learning outcomes

AlongsidethenewGCSE(9–1)specifications,wewantEntryLevelhistorytoenablelearnersto:

• developandextendtheirknowledgeandunderstandingofspecifiedkeyevents,periodsandsocietiesinlocal,Britishandwiderworldhistory

• developandextendtheirknowledgeofthewidediversityofhumanexperience

• engage in historical enquiry to develop as independentlearnersandascriticalandreflectivethinkers

• developtheabilitytoaskrelevantquestionsaboutthepast,toinvestigateissuescriticallyandtomakevalidhistoricalclaimsbyusing arangeofsourcesintheirhistoricalcontext

• develop an awareness of why people, events anddevelopmentshavebeenaccordedhistoricalsignificanceandhowandwhydifferentinterpretationshavebeenconstructedaboutthem

• organiseandcommunicatetheirhistoricalknowledgeandunderstandingindifferent waysandreachsubstantiatedconclusions.


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1c. What are the key features of this specification?

OCREntryLevelCertificateinHistoryprovidesbothyouandyourlearnerswithawidechoiceofexcitingtopicstostudy.TheserangefromCrimeandPunishment,tomodernAmericanhistory,totheVikings.

Youcanchoosetopicstomatchyourcentre’sresources and your learners’ interests. You can also baseyourselectiononprovidingyourlearnerswithanumberofvariedtopicstomaintaintheirinterestandmotivation.

OurEntryLevelCertificateinHistoryoffersagreatdealofflexibility.

Learnershavetocompletethreepiecesofworkforassessment.Thesetasksaresetbyyourcentresothatyou can target your learners’ interests. The tasks can bestructuredorcanallowmoreextendedwritingtosuittheabilitiesofthelearners.

Ataskbookletofexemplarmaterialshasbeenproduced which teachers are free to use or adapt for thefirsttwotasksiftheywouldprefer.

Inthefirstandsecondtasks,learnershaveto studyoneoffivethematicstudies,andoneof eight depth studies. Once these two areas have been chosen, you and your learners can decide whichtopicsinterestthemmost.

Inthethirdtask,ourOCREntryLevelCertificateinHistoryalsoprovideslearnerswiththeopportunity tochooseeitherafamousindividualfromthepast inwhomtheyareparticularlyinterested,oranhistoricalsite.Theycancarryoutsomeresearchontheindividualorsiteandpresenttheirfindingsinavariety of ways, e.g. by designing pages for a website or producing a wall display or a cartoon strip.

AstheareasofcontentandtheAssessmentObjectivesinourEntryLevelarebasedonanyGCSE(9–1)Historyspecifications,thereiseasyprogressionfromonetotheother.MorecontentcoveragewillberequiredforGCSE(9–1)butlearnersmovingfromEntryLevelwillhavemadeastrongstartbothintermsofcontent and skills.

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1d. What is new in OCR Entry Level Certificate in History (R435)

ThissectionisintendedforteachersusingOCR’sEntryLevelCertificateinHistory.

IthighlightsthedifferencesbetweenthecurrentEntryLevelCertificate(R434)andthenewversionforfirstteachingfromSeptember2016:

What stays the same? What’s changing?

• Manyofthetopicsremainthesame• Alltheworkisinternally-assessedand

externally-moderated• Thepieceofworkoneitherachosenindividual

orachosensiteremains400wordslong• Learnerscanstillsubmittheirworkinavariety

ofmedia(suchasessays,PowerPointpresentations,posters)

• CentreshavetheflexibilitytoteachthisasaseparatecourseorwithinGCSE(9–1)orotherclassestoallowco-teachabilitywithGCSEcourses.

• Learnersmuststudythreeareasofcontentinstead of two

• Learnersmustcompletefourpiecesofworkinstead of three

• SomenewareasofcontenthavebeenaddedandsomeremovedtoreflectthechangestonewGCSE(9–1)specifications

• TheassessmentobjectiveshavebeenrevisedtomatchnewGCSE(9–1)assessmentobjectives

• Thethematicstudyandtheperiodstudywillbemarkedthroughamixtureofpointsbasedandlevelsbasedmarkschemes.

• TheexemplartaskbookletwillbeavailableonOCRInterchange.

1e. How do I find out more information?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

AskourSubjectAdvisors:

Email:[email protected]

CustomerContactCentre:01223553998

CheckoutthenewEntryLevelDiscussionForumwww.social.ocr.org.uk

Teachersupport:www.ocr.org.uk/history

Twitter:@OCR_History

http://www.ocr.org.uk




http://www.social.ocr.org.uk

http://www.ocr.org.uk/history

https://twitter.com/ocr_history

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Learnersmustcompleteallthreetaskswhichmakeup100%oftheassessment.

2a. OCR’s Entry Level Certificate in History (R435)

2 The specification overview

Content Overview Assessment Overview

Onefrom:• CrimeandPunishment• People’sHealth• Migration• WarandBritishSociety• Power,MonarchyandDemocracy.

Onefrom:• Germany1925–55• TheUSA1919–74• Normans1065–1087• Elizabethans1580–1603• TheMakingofAmerica1789–1900• TheVikingAgec.750–c.1050• Britain:PeaceandWar1900–18• InternationalRelations1918–2001.

Learners choose either a site or an individualtostudyandcompletetwopiecesofwork:• A150-wordbiography(ofthe

person)orguide(tothesite)• A250-wordexplanationofthe

importanceandimpactoftheirsiteorindividualovertime.

ThematicStudy

40Marks

Internally-assessed/externally-moderated

40%of total

Entry Level Certificate

DepthStudy

30Marks


30%of total


StudyofaSiteorIndividual

30Marks


30%of total


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Centresshouldchooseoneofthefollowingfivetopics.Learnerscanfocusonjustoneortwokeyperiodsorcanfollowathemeacrossseveralperiods.

Centres should ensure that the aspects chosen have enough depth and range to ensure that learners have thechancetostudykeyfeaturesandcharacteristicsofperiodsstudiedandtherelationshipbetweentheminordertocoverAssessmentObjectives1,2and3.

Centrescanuseourexemplartaskbookletintheassessment,orcansettheirowntasksusingtheexemplartaskbookletasaguide.

FromSeptember2016,youwillbeabletoaccess theexemplartaskbookletsfortheThematic StudyandDepthstudyviaOCRInterchange.

2b. Content of Thematic Study

Topic 1: Crime and Punishment

Key Topic Key content/questions:

MedievalBritainc.1250–1500 • Crimesandcriminals–whowerethecriminals,whattypes ofcrimesdidtheywcommit?

• Enforcinglawandorder,e.g.courts• Punishingoffenders:typesofpunishmentandeffects,e.g.fines,

whipping,humiliation.

EarlyModernBritain c.1500–1750

• Changingnatureofcrimesandcriminals–whowerethecriminalsandwhattypesofcrimesdidtheycommit?

• Enforcinglawandorder,e.g.differentlawenforcers• Punishingoffenders:typesofpunishmentandeffects,e.g.Bloody

Code.

IndustrialBritainc.1750–1900 • Crimesandcriminals–whowerethecriminalsandwhattypes ofcrimesdidtheycommit?

• Enforcinglawandorder,includingintroductionofpoliceforce• Punishingoffenders:typesofpunishmentandeffects,e.g.

transportation,executions.

Britainsincec.1900 • Crimesandcriminals–whowerethecriminalsandwhattypes ofcrimesdidtheycommit?

• Enforcinglawandorder• Punishingoffenders:typesofpunishmentandeffects,e.g.abolition

ofcapitalpunishment,rehabilitation.

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Topic 2: The People’s Health

Key Topic Key content and questions:

MedievalBritainc.1250–1500 • Livingconditions:housing,food,waterandwaste• ResponsestotheBlackDeath• Approachestopublichealthintowns,monasteriesandcities.


• Livingconditions:housing,food,waterandwaste• Responsestooutbreaksofplague• Approachestopublichealthintownsandcities,andbynational

governments.

IndustrialBritainc.1750–1900 • LivingconditionsinindustrialisedBritain:housing,food,waterandwaste

• Responsestothecholeraepidemics• Approachestopublichealthintownsandcities,suchasPublic

HealthActs.

Britainsincec.1900 • Livingconditions:housing,food,airpollutionandlifestylechanges• ResponsestoSpanishinfluenzaandAIDS• Approachestopublichealthandgrowinggovernmentinvolvement,

e.g.anti-smokinginitiativesandtheobesitycrisis.

Topic 3: Migration to Britain

Key Topic Key content and questions

MedievalBritainc.1250–1500 • ThediversityofmigrantcommunitiesincludingDutch, FlemishandotherEuropeanmigrants

• Jewishcommunitiesandtheirexpulsion• Attitudestowardsmigrants:officialandunofficialresponses.


• ThediversityofmigrantcommunitiesincludingJewsandGypsies• ProtestantrefugeesincludingHuguenotsandPalatines• AttitudestowardsearlyAfricanandIndianmigrants.

IndustrialBritainc.1750–1900 • ThediversityofmigrantcommunitiesincludingItaliansand eastEuropeanJews

• LascarsandthegrowthofIndian,ChineseandAfricancommunities• Attitudestowardsmigrants:large-scalemigrationfromIrelandand

thegrowthofIrishcommunities.

Britainsincec.1900 • ThediversityofmigrantcommunitiesincludingCommonwealthmigrantssincetheSecondWorldWar

• Aliensandrefugeesintheworldwarse.g.Kindertransport• Attitudestowardsmigrants:racistandanti-racistmovements,

legislation,refugees,asylum-seekersandeconomicmigrantssincethe1980s.

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Topic 4: Power, Monarchy and Democracy


MedievalBritainc.1000–1500 • Thepowerandresponsibilityofkings,relationsbetweenthe kingsandsubjects

• Claimantstothethronein1066andchangesby1087• Challengestopower:JohnandMagnaCarta,Parliamentand

HenryIII,RichardIIandPeasants’Revolt,WarsoftheRoses.


• Tudor,StuartandHanoveriangovernment:growthofroyalpowerunderHenryVIIIandElizabethI

• Defeatandreturnofthemonarchy1629-1660• Reasonsfor,legacyandeffectsoftheGloriousRevolution.

IndustrialBritainc.1750–1900 • Developmentofparliamentarymonarchyanddemocracyfrom1750

• ReasonsforandimpactofParliamentaryreformin1832,1867,1884

• RiseofmasstradeunionsandChartism.

Britainsincec.1900 • Changingrelationshipbetweengovernmentandpeople,e.g.increasedgovernmentcontrol,thewelfarestate

• TheriseoftheLabourPartyandthewomen’srightsmovement• ChallengestopowersincetheSecondWorldWar,e.g.Miners’

Strike,CND,Greenpeace,andthegrowthofPrimeMinisterialpowerunderThatcherandBlair.

Topic 5: War and British society


MedievalBritainc.790–1500 • VikingraidsonAnglo-SaxonEngland• NormanConquest• WarinsocietyunderStephen,John,EdwardIanditsimpact

onthepopulation.

EarlyModernBritainc.1500–1750 • Elizabeth’swarswithSpainandAnglo-Scottishskirmishes• Effectsofthe1642–1651warsonEngland,ScotlandandIreland• ImpactoftheJacobiteWarsof1715and1745.

IndustrialBritainc.1750–1900 • Imperialwarsinthe18thcenturies,e.g.inNorthAmerica• EffectsofthewarsagainstFrance1792–1815• ImperialconflictssuchasCrimea,BoerWarsandtheirimpact.

Britainsincec.1900 • TheimpactoftheFirstWorldWar• TheimpactoftheSecondWorldWar• Warsandconflictssince1945andtheirimpacts,e.g.theCold

War,theIRA,Iraq,thethreatfromterrorismsince2003.

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Centres should choose one of the following eight topics.Learnerscanfocusonjustoneortwokeyideas,suchastheColdWarortheAmericanWest, ortheycanfollowthewholeperiodofstudy.Some ofthesetopicshavebeenadaptedfromtheGCSE(9–1)topicsandthereforecoveralongerand moredetailedperiodthanothers.

Centres should ensure that the aspects chosen have enough depth and range to ensure that learners have thechancetostudykeyfeaturesandcharacteristics

ofperiodsstudiedandtherelationshipbetweentheminordertocoverAssessmentobjectives 1,2and4.

Centrescanuseourexemplartaskbookletin theassessment,orcansettheirowntasksusing theexemplartaskbookletasaguide.

FromSeptember2016,youwillbeabletoaccess theexemplartaskbookletsfortheThematic StudyandDepthstudyviaOCRInterchange.

2b. Content of Period Studies

Topic 1: International Relations 1918–2001


Betweenthewars • TheTreatyofVersailles,conflictandcooperationinthe1920s• Conflict,nationalismandfailureofcooperationinthe1930s• ThedebateoverAppeasementandtheoutbreakofwar.

The Cold War • ActionsoftheUSAandUSSRinEuropeinthe1940sandthedebateoverblamefortheColdWar

• CrisessuchasBerlin,Cuba,Vietnamandhowthesechangedinternationalrelations

• TheinvasionofAfghanistan,Reaganandthe‘new’ColdWar.

The end of the Cold War • Gorbachevandhisrole• Theeventsof1989• SuperpowerrelationsunderReaganandGorbachev.

Theworldsince1990 • TheTalibanandAl-Qaeda:reasonsforformation• Conflictsandconflictresolutioninthe1990s• TheactionsofAl-Qaedafrom1993to2001(9/11).

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Topic 2: Germany 1925–55


Germany1925–33 • SuccessesandfailuresofWeimarGermany• Impactofthedepression• RiseoftheNazisandreasonsforHitlerbecomingChancellor.

Germany1933–39 • ActionsoftheNazisingovernment,e.g.NightoftheLongKnivesinestablishing dictatorship

• Education,women,childrenandeverydaylife• OppositiontotheNazisandincreasedpersecutionofminorities.

Germany1939–45 • Germanyatwar:theeconomyandtheimpactofwaronthepeople• Totalwar1943–45anddefeat• TheHolocaust.

Germany1945–55 • Denazification• WestGermanrecoveryto1955andthedevelopmentofdemocracy• EastGermandevelopmentto1955andtheimpactofcommunism.

Topic 3: The USA 1918–74


TheUSA1918–29 • Theeconomy,societyandpolitics• Thegrowthofthewomen’srightsmovement;prejudiceand

discrimination• TheKuKluxKlanandtheRedScare.

TheUSA1929–45 • Theimpactofthedepressionongovernmentandtheordinarypeople

• TheNewDealanditsimpactonsociety• Impactofthewar:increasedgovernmentpower,bettereconomy,

segregationandJapaneseinternment.

TheUSA1945–64 • Concernovercommunism,McCarthyismandsuperpowerrelations• ThegrowthofthecivilrightsmovementincludingMartinLutherKing• Therolesofthesupremecourt,PresidentsKennedyandJohnson,in

civil rights.

TheUSA1964–74 • TheemergenceofBlackPowerandtheinfluenceofMalcolmX• Theemergence,keyfeaturesandimpactoftheWomen’srights

movementandgayrightsmovement• Anti-Vietnamwarprotests,JohnsonandNixon’spoliciesonwelfare.

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Topic 4: The Norman Conquest


Englandin1066 • Anglo-Saxonsociety• Religion• Culture

Invasionandvictory • Normansocietyandwarfare• Theclaimantsandtheirstrengthsin1066• Thebattlesandreasonsforoutcomes.

Resistance and response • UprisingsagainstNormanruleinMercia• TheHarryingoftheNorth• Hereward’srebellionandtheendofresistance.

Castles and control • Designanddistributionofcastlesto1087• Purposeandfunctionofcastles• DomesdayBook:creationandpurpose.

Topic 5: The Elizabethans 1580–1603


ElizabethandEngland • Elizabeth’scourt• TheroleofParliamentsandhowElizabethcontrolledthem• Localgovernmentandpropaganda.

Catholics • Elizabeth’sreligioussettlement• Catholiclinksabroadandplots• MaryQueenofScotsandtheArmada.

Daily life • Rich,middleandpoorElizabethans• Husbandsandwives,children,andcausesofpoverty• Theatres,Puritansandwitches.

The wider world • Elizabethanadventurers:aims,keyfeatures,extentofsuccess• Roanoke:aims,keyfeatures,extentofsuccess• Tradewiththeeast.

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Topic 6: Britain: Peace and War 1900–18


Wealth • Britain’spowerandwealth• Thelivesoftheupper,middleandworkingclasses• PovertyandRowntree’sinvestigation.

Politicsandempire • Liberals,ConservativesandLabour• Liberalreformsandthecrisisyears1910–14• AttitudestoempireincludingIndiaandIreland.

Women • Women’slives• Suffragistsandsuffragettes• Thegovernment’sresponseandwomen’spositionby1914.

War • Governmentpolicyandpropaganda,e.g.DORA,conscription• Men’sresponsesincludingpals’battalionsandconscientious

objection• Women’sresponsesincludingemploymentandthesuffrage

campaign.

Topic 7: The Viking Age c.750–c.1050


Homelands • Landscape,societyandeverydaylifeinScandinavia• Ships,seafaringandtrade• Beliefsandrituals.

Volga Vikings • VikingtradeandsettlementinRussia• InteractionwiththeArabworld• RelationswithConstantinopleandtheByzantineEmpire.

Raiders and invaders • NatureandcausesofVikingraidsinBritain,IrelandandFrance• Vikingwarfare:warships,warriorsandtactics• The‘greatheathenarmy’inEnglandandtheDanelaw.

Settlersandkings • VikinglifeintheBritishIslesandFrance,e.g.Jorvik• VikingsettlementinIceland,GreenlandandNorthAmerica• HaraldBluetooth,SveinForkbeardandCnut.

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Topic 8: The Making of America 1789–1900


America’sexpansion1789–1838 • HowandwhytheUSAexpanded1789–1838• Southerncottonplantationsandslavery1793-1838• Theremovalofindigenouspeoplefromtheeast1830–1838.

TheWest1839–1860 • ThecultureofthePlainsIndians• ThejourneysoftheearlymigrantstoCalifornia,OregonandUtah• CalifornianGoldRushandthePikesPeakGoldRush.

SettlementandconflictonthePlains1861–77

• Railroads,ranchesandcowtowns• Homesteaders• TheIndianWars1862–1877.

CivilWar,reconstructionandcultures1861–1900

• CausesofthecivilwarandtheAfrican-Americanexperienceofthewar

• Reconstruction,limitationsonAfrican-Americanliberty,thegrowthofcitiesandbigbusiness

• ChangestothePlainsIndians’wayoflifeincludingthereservationsandthebuffalo.

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Learnersarefreetochooseeitheranhistoricalfigureor a site for this task. Centres are free to decide if everyoneoftheirlearnersstudiesthesamepersonorsite,orgivelearnersachoice.Centresmayhaveamixtureofsomelearnersstudyingasiteandothersstudying an individual. Each learner can only study either an individual or a site study. The total word

countforbothpiecesofworkshouldbeupto400words.Itcanbepresentedinavarietyofmedia(forexampleessays,posters,PowerPointpresentations).

The site or individual could be one connected with one of the other topics chosen for tasks one and two, oracompletelydifferentsiteorindividual.

2b. Content of the Site or Individual Study

Study of an Individual

Key Topic Key requirements:

Biography • Produceanupto150-worddescriptionoftheindividual.

Explanation • Produceanupto250-wordexplanationoftheimportanceoftheindividualoveraperiodinhistoryofatleastfiftyyears.

Study of a Site


Guide • Produceanupto150-wordguidetothekeyfeaturesofthesite.

Explanation • Produceanupto250-wordexplanationoftheimportanceofthesiteoveraperiodinhistoryofatleastfiftyyears.

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• Nopriorlearningofthesubjectisrequired.

• Progression–thisEntryLevelCertificateis ageneralqualificationdesignedtoenablelearners to progress either directly to employmentortofoundationlevelcourses.

TheprogressofsomelearnersduringthecoursemightbesufficienttoallowtheirtransfertoaHistoryGCSE(9–1)course.

ThereareanumberofHistoryqualificationsatOCR.Findoutmoreatwww.ocr.org.uk

2c. Prior knowledge, learning and progression


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OCR’sEntryLevelCertificateinHistoryconsistsofthreetasksthatareassessedbythecentreandexternally-moderatedbyOCR.

3a. Forms of assessment

3 Assessment of Entry Level Certificate in History

Task 1

ThematicStudy

40Marks


40%oftotalmarks

ThereisonetasktobecompletedeitherfromthebankoftaskssetbyOCRinthespecimenmaterial,orfromthecentre’sownmaterial.ThespecimentaskmaterialbookletremainsliveforthelifetimeofthespecificationandcanbeaccessedviaOCRInterchangefromSeptember2016.

Eachtaskconsistsofseriesofquestionstestinglearners’knowledgeandunderstandingofthethemestudied.Thequestionswithinthesetaskstestdifferentassessmentobjectives,andcentresmustensuretheyhavecoveredalltherequiredassessmentobjectivesforeachtask.

Teachersmayusetheirdiscretionastothetimingofthistask,dependingof the needs of individual learners. Teachers should draw learners’ attentiontotheallocationofmarksforeachquestionandtherelationshipbetweentheanswerspaceprovidedandtheexpectedlengthoftheirresponses.Teachersmayalsoreadoutthetaskstothelearnersandhelpthemwithanypropernamesorkeytermsthatmaynot readily be recognised.

Task 2

DepthStudy

30Marks


30%oftotalmarks

Thereisonetasktobecompletedeitherfromthebankoftasksset byOCRinthespecimenmaterial,orfromthecentre’sownmaterial. Thespecimentaskmaterialbookletremainsliveforthelifetime ofthespecificationandcanbeaccessedviaOCRInterchangefromSeptember2016.

Eachtaskconsistsofseriesofquestionstestinglearners’knowledge andunderstandingofthedepthstudystudied.Thequestionswithinthesetaskstestdifferentassessmentobjectives,andcentresmust ensuretheyhavecoveredalltherequiredassessmentobjectives for each task.

Teachersmayusetheirdiscretionastothetimingofthistask,dependingof the needs of individual learners. Teachers should draw learners’ attentiontotheallocationofmarksforeachquestionandtherelationshipbetweentheanswerspaceprovidedandtheexpectedlengthoftheirresponses.Teachersmayalsoreadoutthetasksto thelearnersandhelpthemwithanypropernamesorkeyterms thatmaynotreadilyberecognised.

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Task 3

StudyofaSiteorIndividual

30Marks


30%oftotalmarks

Teachers should decide whether their learners will study a site or an individual.Teachersmaychoosetohavesomelearnersstudyasite, and others an individual.

Therearetwotaskstobecompleted,andthesecanbepresentedin anysuitableformat.Thefirsttaskrequireslearnerstoproduceanup-to-150-wordbiographyoftheindividual,orguidetothesite. Thesecondtaskrequireslearnerstoexplaintheimportanceofeither theindividualorthesiteacrossaperiodoftime(atleast50years), andshouldbeupto250words.

Teachers should discuss the suitability of the chosen site or individual withtheirlearnersbeforestartingwork.Teachersmaygiveguidancetolearnersoncompletingthetaskbutshouldaimtointerveneaslittleaspossible.Learnersshouldbefreetosubmittheirworkinwhateverformattheychose,solongastheteacherfeelsitisappropriate.

3b. Assessment objectives (AO)

TherearefourAssessmentObjectivesinOCREntryLevelCertificateinHistory.Thesearedetailedinthe table below.

Learnersareexpectedtodemonstratetheirabilityto:

Assessment Objective

AO4 Analyse,evaluateandmakesubstantiatedjudgementsaboutinterpretations(includinghow andwhyinterpretationsmaydiffer)inthecontextofhistoricaleventsstudied.

AO3 Analyse,evaluateandusesources(contemporarytotheperiod)tomakesubstantiatedjudgements,inthecontextofhistoricaleventsstudied.

AO2 Explainandanalysehistoricaleventsandperiodsstudiedusingsecond-orderhistoricalconcepts,suchascausation,consequenceandsignificance,changeandcontinuityovertime.

AO1 Demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthe periods studied.

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TherelationshipbetweentheAssessmentObjectivesandthetasksareshowninthetablebelow:

AO weightings for OCR Entry Level Certificate in History

Assessments% of overall Entry Level Certificate in History

Total %AO1 AO2 AO3 A04

Thematicstudy 15 10 15 0 40%

Depth study 5 10 0 15 30%

Siteorindividualstudy 15 15 0 0 30%

Total 35 35 15 15 100%

3c. Assessment availability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

ThisspecificationwillbecertificatedfromtheJune2017examinationseriesonwards.

3d. Retaking the qualification

Learnerscanretakethequalificationasmanytimesastheywish.

3e. Internal assessment tasks

Allinternalassessmenttasksaresetbythecentre.

Assessment Set by centre

Task 1 ü

Task 2 ü

Task3 ü

Internalassessmentexemplartasks1and2canbefoundonOCRInterchange:https://interchange.ocr.org.uk

https://interchange.ocr.org.uk

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WorksubmittedfortheEntryLevelCertificatetasksshouldreflectthestandardexpectedforalearnerafterafullEntryLevelcourseofstudy.

AlltasksforOCR’sEntryLevelCertificateinHistoryareinternally-assessedandexternally-moderated.

Learners’workshouldbemarkedbythecentreassessortothemarkingcriteriaintherelevanttable,usinga‘best-fit’approach.

Markingshouldbepositive,rewardingachievementratherthanpenalisingomissions.Theawardingofmarksmustbedirectlyrelatedtothemarkingcriteria.

Teachersshouldusetheirprofessionaljudgementinselectingbanddescriptorsthatbestdescribetheworkofthelearnertoplacethemintheappropriatebandforeachassessmentobjectivestrand.

Toselectthemostappropriatemarkinthebanddescriptor, teachers should use the following guidance:

• wherethelearner’sworkconvincinglymeetsthestatement,thehighestmarkshouldbeawarded

• wherethelearner’sworkadequatelymeetsthestatement,themostappropriatemarkinthemiddleoftherangeshouldbeawarded

• wherethelearner’sworkjustmeetsthestatement,thelowestmarkshouldbeawarded.

Teachersshouldusethefullrangeofmarksavailabletothemandawardfullmarksinanybandforworkwhichfullymeetsthatdescriptor.

There should be clear evidence that work has been attemptedandsomeworkproduced.Ifalearnersubmitsnoworkforataskthenthelearnershould beindicatedasbeingabsentfromthatassessment. Ifalearnercompletesanyworkatallforthetasksthen the work should be assessed according to the markingcriteriaandtheappropriatemarkawarded,whichmaybezero.

Themarkingcriteriafortasks1(ThematicStudy)and2(DepthStudy)canbefoundintheexemplartasksbooklets,accessedviaOCRInterchange.

3f. Study of a Site and Individual – marking criteria

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Entry Level Certificate in H

istory

Task 3: Site or Individual Study (30 marks: AO1 15 marks AO2 15 marks)

Level5 25–30marks • Candidatescandemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied

• Candidatescanexplainandanalysehistoricaleventsandperiodsstudied

Level4 19–24marks • Candidatescandemonstratesomeknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopics studied

• Candidatescanexplainandanalysehistoricaleventsandperiodsstudiedtosomeextent

Level3 13–18marks • Candidatescandemonstratesomeknowledge,andarebeginningtoshowunderstanding,ofthekeyfeaturesandcharacteristicsofthetopicsstudied

• Candidatesarebeginningtoexplainandanalysehistoricaleventsandperiodsstudied

Level 2 7–12marks • Candidatescansometimesselectrelevantinformationtodemonstratetheirknowledgeofthekeyfeaturesandcharacteristicsofthetopicsstudied

• Candidatescanoccasionallydeploythisinformationinarelevantwaytomakesomepointsabouttheevent,people, changes or key features of the period they have studied

Level 1 1–6marks • Candidatescansometimesselectlimitedrelevantinformationtodemonstratetheirknowledgeofthekeyfeaturesandcharacteristicsofthetopicsstudied

• Candidatescanbegintodeploythisinformationinarelevantwaytomakesomepointsabouttheevent,people,changes or key features of the period they have studied

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Alearner’soverallqualificationgradeforOCREntryLevelCertificateinHistorywillbecalculatedbyaddingtogethertheirmarksfromthetaskstakentogivetheirtotalmark.

Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortherelevantexamseries todeterminethelearner’soverallqualificationgrade.

3g. Calculating qualification results

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Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at:http://www.ocr.org.uk/administration

4 Admin: what you need to know

4a. Pre-assessment

Estimated entries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.

EstimatedentriesshouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityour centre in any way.

Final entries

FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakinganEntryLevelCertificateinHistorymustbeenteredforR435.

Entry option Components

Entry code Title Code Assessment type Submission method

R435 History 01 Non-examinedassessment OCR Repository

02 Non-examinedassessment PostalModeration

http://www.ocr.org.uk/administration

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Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.Detailedinformationabouteligibilityforspecialconsiderationcanbefoundin theJCQpublication A guide to the special consideration process.Adjustmentstostandardassessmentarrangementsaremadeonthebasisoftheindividualneedsoflearners.Itisimportant,therefore,thatcentresidentifyasearlyaspossiblewhetherlearnershavedisabilitiesorparticulardifficultiesthatwillputthematadisadvantageintheassessmentsituationandselectanappropriatequalificationoradjustmentthatwillallowthemtodemonstrateattainment.TheresponsibilityforprovidingadjustmentstoassessmentissharedbetweenyourcentreandOCR;forfurther

informationpleasereadtheJointCouncilofQualifications’(JCQ)bookletAccess Arrangements and Reasonable Adjustments.http://www.jcq.org.uk/.Therearesectionsprovidingeligibilitycriteriaanddetailsrelatingtothedeliveryofeachaccessarrangement.Pleasepayparticularattentiontopages96-97inrelationtoEntryLevelCertificate.Subjecttoanyspecifiedqualificationrestrictions,ifacentrehasapprovalfromAccessArrangementsOnlineforaccessarrangementsfor aGCSEorGCElearner,thisapprovalextendsto EntryLevelCertificatequalifications.TheaccessarrangementspermissibleforuseintheEntry LevelCertificatequalificationsareasfollows:

4b. Access arrangements and special consideration

Access Arrangements for Entry Level Certificate in History.

Thearrangementslistedontherightmaybegrantedbythe centre and do not need to be recorded.

Evidence of need is not requiredtobeheldonfile.

• Amplificationequipment,tapedquestionsandresponses• Bilingualdictionary• Braillers• Braillingofnon-secureassessmentmaterial• ClosedCircuitTelevision(CCTV)• Colournamingbytheinvigilatorforlearnerswhoarecolourblind• Colouredoverlays• Lowvisionaid/magnifier• Prompter• ReadAloud• Separateinvigilation(withinthecentre)• Supervisedrestbreaks• Transcript• WordProcessor(withspellcheckandgrammarcheckdisabled)

Wherepermittedbythespecification,thearrangementslistedtotherightmaybegrantedbythecentre without prior approval fromOCR,butaForm11(JCQ/EL/NF)mustbecompletedandkeptonthecentre’sfiles.

Form11isavailablefromwww.jcq.org.uk.

• ComputerReader• Extratimeintimedcomponents• PracticalAssistant• Reader• Scribe/SpeechRecognitionTechnology• SignLanguageInterpreterforfrontpageinstructionsonly

TheForm11(JCQ/EL/NF)mustlistthenamesandnumbersofcandidateswhoweregrantedanyofthesearrangements.

http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/access-arrangements-and-reasonable-adjustments-2015-2016

http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/access-arrangements-and-reasonable-adjustments-2015-2016

https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration

http://www.jcq.org.uk

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Centresmustdeclarethattheworksubmittedforassessmentisthelearner’sownbycompletingacentreauthenticationform(CCS160).ThisinformationmustberetainedatthecentreandbeavailableonrequesttoeitherOCRortheJCQcentreinspectionservice.

ItmustbekeptuntilthedeadlinehaspassedforcentrestosubmitanEnquiryAboutResults(EAR).Once this deadline has passed and centres have not requestedanEAR,thisevidencecanbedestroyed.

Authentication of learners’ work

Theaccessarrangementsdetailedabovemaybeappropriateforlearnerswithdisabilities,specialeducationalneedsortemporaryinjuriesimpactingontheirabilitytoaccesstheassessment,butthisisnotanexhaustivelist.Reasonableadjustmentswhichmaybeappropriateforlearnerswithdisabilitieshavenotbeenlisted;applicationsshouldbemadeonanindividualbasistoOCR.Applicationsreceivedwill beconsideredinthecontextofthestandardswhich mustbemetineachunitandtheevidenceofneed.

ApplicationsshouldbemadetotheSpecialRequirementsTeamatOCR([email protected]).

TheJCQdocumentA Guide to the Special Consideration Processdocumentshouldalsobereferredtoregardingpost-assessmentspecialconsiderationincasesoftemporaryillness,indispositionorinjury,atthetimeoftheexamination/assessment.ForEntryLevelCertificateapplicationsforspecialconsiderationshouldbesubmittedusingSpecialConsiderationOnline,accessedviaOCRInterchange.

4c. Administration of non-examined assessment

Regulationsgoverningarrangementsforinternalassessmentsarecontainedinthe

JCQInstructions for conducting non-examination assessments.

Level of support

OCRexpectsteacherstosuperviseandguidelearnerswhoareundertakingworkthatisinternally-assessed.The degree of teacher guidance will vary according to thekindofworkbeingundertaken.Itshouldberemembered,however,thatlearnersarerequiredtoreachtheirownjudgmentsandconclusions.Whensupervising internally assessed tasks, teachers are expectedto:offerlearnersadviceabouthowbesttoapproachsuchtasksexercisesupervisionoftheworkinordertomonitorprogressandtopreventplagiarismensurethattheworkiscompletedin

accordancewiththespecificationrequirementsandcanbeassessedinaccordancewiththespecifiedmarkdescriptionsandprocedures.

Work should, wherever possible, be carried out under supervision.However,itisacceptedthatsometasksmayrequirelearnerstoundertakeworkoutsidethecentre.Wherethisisthecase,thecentremustensurethatsufficientsupervisedworktakesplacetoallowtheteachersconcernedtoauthenticateeachlearner’sworkwithconfidence.

Head of Centre Annual Declaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.


http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/a-guide-to-the-special-consideration-process-2015-2016

http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/a-guide-to-the-special-consideration-process-2015-2016

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Internal standardisation

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersareaccurate and consistent across all candidates entered fortheassessmentfromthatcentre.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.

Moderation

Thepurposeofmoderationistobringthemarkingofinternally-assessedtasksinallparticipatingcentrestoan agreed standard. This is achieved by checking a sampleofeachcentre’smarkingofcandidates’work.

Followinginternalstandardisation,centressubmitmarkstoOCRandthemoderator.Ifthere10learnersorfewer,alltheworkshouldbesubmittedformoderationatthesametimeasmarksaresubmitted.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.Sampleswillincludeworkfromacrosstherangeofattainmentofthecandidates’work.

Therearetwowaystosubmitasample:

Moderation via the OCR Repository–Whereyouupload electronic copies of the work included in the sampletotheOCRRepositoryandyourmoderatoraccessestheworkfromthere.

Postal moderation–Whereyoupostthesampleofworktothemoderator.

Themethodthatwillbeusedtosubmitthemoderationsamplemust be specifiedwhenmaking entries. TherelevantentrycodesaregiveninSection4aabove.

Alllearners’workmustbesubmittedusingthesameentryoption.Itisnotpossibleforcentrestoofferbothoptionswithinthesameseries.

Each learner’s work should have a cover sheet attachedtoitwithasummaryofthemarksawardedforthetasks.Iftheworkistobesubmittedindigitalformat,thiscoversheetshouldalsobesubmittedelectronicallywithineachcandidate’sfolder.Formoreinformationontheevidencerequiredformoderation,seesection5dFiles.

Centreswillreceivetheoutcomeofmoderationwhentheprovisionalresultsareissued.Thiswillinclude:

Moderation Adjustments Report–Listinganyscalingthathasbeenappliedtointernally-assessedtasks.

Moderator Report to Centres–Abriefreportby themoderatorontheinternalassessmentofcandidates’ work.

Private Candidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.

Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk


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Grade Scale

4d. Results and certificates

EntryLevelqualificationsaregradedonthescale:Entry3,Entry2andEntry1,whereEntry3isthehighest grade available. Candidates who fail to reach

theminimumstandardofEntry1willbeUnclassified(U).OnlysubjectsinwhichgradesEntry3,Entry2andEntry1areattainedwillberecordedoncertificates.

Results

Results are released to centres and candidates for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results’ informationforeachcandidate:

• thegradeforthequalification

• thetotalmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• gradeboundariesforeachentryoption.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Acandidate’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCREntryLevelCertificateinHistory’.

4e. Post-results services

Anumberofpost-resultsservicesareavailable:

• Enquiries about results–Ifyouarenothappywiththeoutcomeofacandidate’sresults,centresmaysubmitanenquiryaboutresults.

• Missing and incomplete results–Thisserviceshouldbeusedifanindividualsubjectresultforacandidateismissing,orthecandidatehasbeenomittedentirelyfromtheresultssupplied.

4f. Centre Malpractice guidance

ItistheresponsibilityoftheHeadofCentretoreport(inwriting)allcasesofsuspectedmalpracticeinvolvingcentrestafforcandidates,[email protected].

WhenaskedtodosobyOCR,HeadsofCentresarerequiredtoinvestigateinstancesofmalpractice

promptly,[email protected].

FurtherinformationiscontainedintheJCQpublication: General and Vocational Qualifications – Suspected Malpractice in Examinations and Assessments whichisavailablefromwww.jcq.org.uk.




http://www.jcq.org.uk/exams-office/

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ThegradesawardedfortheEntryLevelCertificateinHistorywillbeatthreelevels:Entry1,Entry2andEntry3.

Allmarkschemeshavebeenwrittentoaddressthefollowingtargetedthresholds:

5a. Awarding of grades

5 Appendices

Specification Grade Entry 3 Entry 2 Entry 1

Target 80% 60% 40%

5b. Overlap with other qualifications

ThereissomeoverlapofcontentwiththeOCRGCSE(9–1)HistoryA(ExplainingtheModernWorld)andGCSE(9–1)HistoryB(SchoolsHistoryProject),althoughtheassessmentrequirementsaredifferent.

TheremaybeasmalldegreeofoverlapbetweenthecontentofthisspecificationandthoseforotherEntryLevelCertificatesinHistory.

5c. Key skills sections

Thisspecificationprovidesopportunitiesfor thedevelopmentoftheKeySkillsofCommunication, Application of Number, Information Technology, Working with Others, Improving Own Learning andPerformance and Problem Solving at Levels 1. However,theextenttowhichthisevidencefulfilstheKeySkillscriteriaattheselevelswillbetotally

dependent on the style of teaching and learning adopted for each unit.

The following table indicates where opportunities may exist for at least some coverage of the various Key Skills criteria at Level 1 for each unit.

Unit C1

AoN0

IT1

WwO1

IoLP1

PS1

R435 ü – ü ü ü ü

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AllcentresenteringcandidatesfortheOCREntryLevelCertificateinHistorymustsubmitasampleofcandidates’filesasevidenceformoderation.Learners’filescanbesubmittedelectronicallyviatheOCRRepositoryorsubmittedforpostalmoderation.Seesection4afortherelevantentrycodes.

AlltheEntryLevelHistorytasksareinternally-assessed.Theyaremarkedbytheteacherandinternallystandardisedbythecentre.MarksarethensubmittedtoOCRby15Mayonanannualbasis,afterwhichmoderationtakesplaceinaccordancewithOCRprocedures.Thepurposeofmoderationistoensurethatthestandardoftheawardofmarksforworkisthesameforeachcentreandthateachteacher has applied the standards appropriately across the range of learners within the centre.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.

Thesamplewillconsistof10candidatesfromacrossthecentre’sattainmentrange.Where10candidatesorfewerareenteredforthequalification,thecentrewillsubmitfilesforallcandidates.Filessubmitted formoderationshouldbeclearlylabelledandincludethefollowingdetails:

• Centrenumber

• Centrename

• Candidatenumber

• Candidatename

• Tasktitle.

Worksubmittedformoderationshouldbe secured with treasury tags. Each candidate’s fileshouldincludeacoversheetwithadetails ofthemarksawardedforeachtaskinaccordancewiththemarkingcriteria.Iftheworkistobesubmittedelectronically,thiscoversheetshould alsobesubmittedelectronicallywithineachcandidate’sfile.

Eachcandidate’sfileshouldcontainthefollowingevidenceandshouldbesubmittedforeachcandidateinthesample:

• Task1(ThematicStudy)

• Task2(DepthStudy)

• Task3(StudyofaSiteorIndividual).

5d. Files


Summary of updates

Date Version Section Title of section Change

May2018 1.1 Frontcover Disclaimer Additionofdisclaimer

30© OCR 2016


32© OCR 2016


OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2018 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

Contact the team at: 01223 553998 [email protected] @OCR_history

To stay up to date with all the relevant news about our qualifications, register for email updates at

ocr.org.uk/updates

History CommunityThe social network is a free platform where teachers can engage with each other – and with us – to find and

offer guidance, discover and share ideas, best practice and a range of History support materials. To sign up,

go to social.ocr.org.uk

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facebook.com/ocrexams

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mailto:history%40ocr.org.uk?subject=

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