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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: resources.feedback@ocr.org.uk
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.
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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:history@ocr.org.uk
CustomerContactCentre:01223553998
CheckoutthenewEntryLevelDiscussionForumwww.social.ocr.org.uk
Teachersupport:www.ocr.org.uk/history
Twitter:@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
Internally-assessed/externally-moderated
30%of total
Entry Level Certificate
StudyofaSiteorIndividual
30Marks
Internally-assessed/externally-moderated
30%of total
Entry Level Certificate
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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.
EarlyModernBritain c.1500–1750
• 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.
EarlyModernBritain c.1500–1750
• 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
Key Topic Key content and questions
MedievalBritainc.1000–1500 • Thepowerandresponsibilityofkings,relationsbetweenthe kingsandsubjects
• Claimantstothethronein1066andchangesby1087• Challengestopower:JohnandMagnaCarta,Parliamentand
HenryIII,RichardIIandPeasants’Revolt,WarsoftheRoses.
EarlyModernBritain c.1500–1750
• 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
Key Topic Key content and questions
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Key Topic Key content and questions:
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
Internally-assessed/externally-moderated
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
Internally-assessed/externally-moderated
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
Internally-assessed/externally-moderated
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
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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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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
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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.
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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(ocrspecialrequirementsteam@ocr.org.uk).
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.
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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,toOCRcompliance@ocr.org.uk.
WhenaskedtodosobyOCR,HeadsofCentresarerequiredtoinvestigateinstancesofmalpractice
promptly,andreporttheoutcomestocompliance@ocr.org.uk.
FurtherinformationiscontainedintheJCQpublication: General and Vocational Qualifications – Suspected Malpractice in Examinations and Assessments whichisavailablefromwww.jcq.org.uk.
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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
29© OCR 2016 Entry Level Certificate in History
Summary of updates
Date Version Section Title of section Change
May2018 1.1 Frontcover Disclaimer Additionofdisclaimer
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 history@ocr.org.uk @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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