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AS and A-level History

• Specification
• Planning resources
• Teaching resources
• Assessment resources

Introduction

• Specification at a glance
• 1A The Age of the Crusades, c1071–1204
• 1B Spain in the Age of Discovery, 1469–1598 (A-level only)
• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 (A-level only)
• 1F Industrialisation and the people: Britain, c1783–1885
• 1G Challenge and transformation: Britain, c1851–1964
• 1H Tsarist and Communist Russia, 1855–1964
• 1J The British Empire, c1857–1967
• 1K The making of a Superpower: USA, 1865–1975
• 1L The quest for political stability: Germany, 1871–1991
• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2C The Reformation in Europe, c1500–1564 (A-level only)
• 2D Religious conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2F The Sun King: Louis XIV, France and Europe, 1643–1715 (A-level only)
• 2G The Birth of the USA, 1760–1801
• 2H France in Revolution, 1774–1815 (A-level only)
• 2J America: A Nation Divided, c1845–1877
• 2K International Relations and Global Conflict, c1890–1941 (A-level only)
• 2L Italy and Fascism, c1900–1945
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2N Revolution and dictatorship: Russia, 1917–1953
• 2O Democracy and Nazism: Germany, 1918–1945
• 2P The Transformation of China, 1936–1997
• 2Q The American Dream: reality and illusion, 1945–1980
• 2R The Cold War, c1945–1991
• 2S The Making of Modern Britain, 1951–2007
• 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 (A-level only)

Component 3: Historical investigation (non-exam assessment) (A-level only)

• Scheme of assessment
• Non-exam assessment administration
• General administration

Purpose of the Historical investigation

The purpose of the Historical Investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification.

Through undertaking the Historical Investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work.

• ask relevant and significant questions about the past and undertake research
• develop as independent learners and critical and reflective thinkers
• acquire an understanding of the nature of historical study
• organise and communicate their knowledge and understanding in a piece of sustained writing

Students will be required to submit a Historical Investigation based on a development or issue which has been subject to different historical interpretations. The Historical Investigation must:

• be independently researched and written by the student
• be presented in the form of a piece of extended writing of between 3500 and 4500 words in length, with a limit of 4500 words
• draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this
• place the issue to be investigated within a context of approximately 100 years
• be an issue which does not duplicate the content of Components 1 and 2.

The Historical Investigation must be supervised in accordance with the requirements of Section 5.1 of this specification.

The centre must complete a non-examined assessment (NEA) title approval form no later than 20 October in the year before the intended completion of the A-level course. The form must detail the title and date range of the proposed historical investigation for each student. The teacher must state which examined components will be studied. This form must be submitted to AQA for review. AQA will check that the proposed historical investigation title, when combined with the examined components, meets the following requirements:

• the proposed title is set in the context of approximately 100 years
• there is no overlap with the content of the options studied for the examined components
• all three components together cover a chronological range of at least 200 years

AQA will inform the centre if any historical investigation title does not meet the requirements and the focus for the non-examined assessment will need to be changed.

Failure to comply with these requirements will invalidate the student’s entry and no A-level result will be issued.

It is therefore vital that the teacher ensures that all requirements are met. If a student changes their historical investigation title, a new form should be completed.

On completion of the NEA, each student must also complete a Candidate Record Form (CRF) detailing the options studied for the examined components. The student must sign this form. The teacher must counter sign the CRF and this declaration will confirm that the historical investigation complies with the NEA title approval form and has adhered to all requirements.

The CRF must be sent to the moderator at the same time as marks for the NEA are submitted. The moderator will check that all course requirements have been met.

If the requirements have not been met, then the entry will be invalid and no result issued.

Copies of all the documentation, including the NEA proposal form and guidance on submission procedures are available from the AQA website at www.aqa.org.uk/history

Further guidance is available from the History subject team: [email protected]

Choice of issue and question to be studied

Students will be required to identify an issue or topic they wish to study and develop a question from this issue or topic as the focus of the Historical Investigation. The issue or topic to be studied and the question which stems from it must place the issue or topic in the context of approximately 100 years of history. The question could be based on British history or non-British history or could be a multi-country issue. However, it must not duplicate content studied in Components 1 and 2.

The Historical Investigation could identify an issue and a related question which traces a development over approximately 100 years. Alternatively, it could focus on a narrower issue, but place it the context of approximately 100 years.

• A broad issue and related question which analyses its development over approximately 100 years, for example: assessing how Puritanism changed during the Seventeenth Century; or assessing the extent to which the condition of the Russian peasant improved over the period 1850–1950
• A more specific issue in the context of approximately 100 years, for example: assessing the extent to which the Glorious Revolution successfully settled relations between Crown and Parliament in the context of the Stuart period; or assessing the extent to which Tsar Nicholas I changed the nature of Tsarist rule set against the period of Catherine the Great, Alexander and Nicholas I.

Issues which relate to international, national or local developments are appropriate, as are investigations which adopt specific historical perspectives such as cultural, social or technological.

However, in choosing the issue, students need to take the following into account:

• Is there a range of primary sources and primary material available to support individual investigation?
• Is the issue and related question one which has promoted debate and differences of interpretation amongst historians?

When framing the question to be answered, students must ensure that it enables them to demonstrate skills of historical analysis, evaluation and judgement, to appraise the views of historians and to evaluate primary sources.

Students are advised to use the type of question formulations seen in examinations such as the use of questions which begin ‘To what extent’ or a quotation in the form of a judgement followed by ‘Assess the validity of this view’.

The A-level subject content for history requires that students carry out a Historical Investigation that is independently researched. It is acceptable that students within a centre base their Historical Investigations around the same topic. However, the essential pre-requisite of non-exam assessment and the principal purpose of the Historical Investigation both require that the Historical Investigation is the work of individual students each developing a question to investigate and each evaluating individually, primary sources and historical interpretations. Where students in a centre are studying a similar topic or topics, there may be only a limited number of primary sources and, more so, a limited number of historical interpretations. However, the centre must ensure that students assess and evaluate sources individually, even where sources used are similar. It is not permitted for centres to direct students to the same sources as this fundamentally undermines the need for the Historical Investigation to be the work of an individual student.

Further guidance and exemplar material are available via the AQA website.

The skills and qualities to be demonstrated and assessed

The skills and qualities of all three Assessment Objectives must be demonstrated in the Historical Investigation. These are:

AO1: demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2: analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

AO3: analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

The task required of students in responding to AO3 will be different from that in the examined components in that students will be expected to:

• show an understanding of the limitations placed on historians
• show an understanding of the significance of the time and/or context in which an historian writes
• compare and evaluate differing historical interpretations.

Students must base their analysis and evaluation of historical interpretations on the work of academic historians. It is not acceptable that the analysis and evaluation is based on textbook historians or course books.

Students are expected to use short quotations, paraphrase and/or footnotes to show the source of their interpretations. Lengthy extracts are not required.

In developing their response to a chosen issue to investigate, students are expected to consult a range of resources, which may include textbooks, course books and work of academic historians. Within the Historical Investigation, however, there must be explicit analysis and evaluation of two differing interpretations by academic historians where students analyse and evaluate the differences between the interpretations, show an awareness of the time and/or context of the interpretations and demonstrate an understanding of the limitations placed on historians.

The Historical Investigation must be written with the qualities of all three objectives integrated within the body of the work. For example, students will analyse, evaluate and reach judgements about the question chosen (AO1) and within this analysis and evaluation, appraise the views of historians (AO3) and analyse and evaluate primary source material and the extent to which it is useful in supporting arguments or conclusions (AO2).

Completion of the Historical investigation

The Investigation should be completed in approximately 3500-4500 words, excluding bibliography, footnotes, and appendices, with a limit of 4500 words. Work that exceeds this word limit will incur a five mark penalty. This penalty will be applied by AQA, and should not be applied by the teacher. A word count must be included on the Candidate Record Form.

The Investigation must contain an evaluation of three primary sources. At least two different types of primary source should be evaluated. These may be different types of written primary sources, for example: official publications; reports; diaries; speeches; letters; chronicles; observations of elite or ‘ordinary’ people (from the inside or from the outside). Other appropriate sources may include artefacts, archaeological or visual sources.

The Investigation must also demonstrate an understanding of differing interpretations presented by two academic historians about the issue.

Students are advised to avoid extensive, verbatim copying from sources and to ensure that the Investigation is written in their own words. Extensive verbatim copying can lead to malpractice.

The use of footnotes is strongly advised in order to demonstrate the range of evidence consulted and validate the bibliography. Additionally, footnotes alleviate concerns about plagiarism, as the source of comments, views, detail or others' judgements is acknowledged. Skill in the use of footnotes is also highly valued by Higher Education. A bibliography should be provided, listing the sources that have been consulted.

The role of the teacher

Teachers have a number of significant roles:

• to explain the requirements of the Historical Investigation to students
• to ensure that students do not duplicate content already covered in Components 1 and 2 and to ensure that the NEA title which forms the focus of the Historical Investigation is placed in the context of approximately 100 years
• to provide appropriate supervision of students, offering general guidance about the issue and question chosen for investigation
• to monitor the progress of the Investigation
• to submit to AQA, by 20 October in the year before intended A-level certification, an NEA title approval form. This form will require that options from Components 1 and 2 are identified, along with the title of Component 3 and its chronological range for each student
• to sign a declaration that the Investigation is the work of the individual working independently
• to inform AQA where there are concerns about malpractice, such as plagiarism or the submission of work that is not that of the student

Assessment and moderation

The Historical Investigation will be marked by centres and moderated by AQA. It is most important that centres establish rigorous internal standardisation to ensure that the rank order of the students is fair, accurate and appropriate. This is particularly important in larger centres where more than one teacher has prepared and assessed students.

The work of students is to be assessed by a levels of response mark scheme which addresses each of the following assessment objectives, with the weighting as indicated:

Mark Scheme to be used when assessing the Historical investigation

AO1: 20 marks

Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity and significance.

NOTE: An Historical investigation which fails to show an understanding of change and continuity within the context of approximately 100 years cannot be placed above Level 2 in AO1 (maximum 8 marks)

Level 5: 17–20 The response demonstrates a very good understanding of change and continuity within the context of approximately 100 years and meets the full demands of the chosen question. It is very well organised and effectively delivered. The supporting information is well-selected, specific and precise. It shows a very good understanding of key features, issues and concepts. The answer is fully analytical with a balanced argument and well-substantiated judgement.

Level 4: 13–16 The response demonstrates a good understanding of change and continuity within the context of approximately 100 years and meets the demands of the chosen question. It is well-organised and effectively communicated. There is a range of clear and specific supporting information, showing a good understanding of key features and issues, together with some conceptual awareness. The response is predominantly analytical in style with a range of direct comment relating to the question. The response is well-balanced with some judgement, which may, however, be only partially substantiated.

Level 3: 9–12 The response demonstrates an understanding of change and continuity within the context of approximately 100 years and shows an understanding of the chosen question. It provides a range of largely accurate information which shows an awareness of some of the key issues. This information may, however, be unspecific or lack precision of detail in parts. The response is effectively organised and shows adequate communication skills. There is a good deal of comment in relation to the chosen question, although some of this may be generalised. The response demonstrates some analytical qualities and balance of argument.

Level 2: 5–8 The response demonstrates some understanding of change and continuity but may have limitations in its coverage of a context of approximately 100 years. The response may be either descriptive or partial, showing some awareness of the chosen question but a failure to grasp its full demands. There is some attempt to convey material in an organised way although communication skills may be limited. The response contains some appropriate information and shows an understanding of some aspects of the investigation, but there may be some inaccuracy and irrelevance. There is some comment in relation to the question but comments may be unsupported and generalised.

Level 1: 1–4 The response demonstrates limited understanding of change and continuity and makes little reference to a context of approximately 100 years. The chosen question has been imperfectly understood and the response shows limited organisational and communication skills. The information conveyed is extremely limited in scope and parts may be irrelevant. There may be some unsupported, vague or generalised comment.

AO2: 10 marks

Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context.

Level 5: 9–10 Provides a range of relevant and well-supported comments on the value of three sources of two or more different types used in the investigation to provide a balanced and convincing judgement on their merits in relation to the topic under investigation.

Level 4: 7–8 Provides relevant and well-supported comments on the value of three sources of two or more different types used in the investigation, to produce a balanced assessment on their merits in relation to the topic under investigation. Judgements may, however, be partial or limited in substantiation.

Level 3: 5–6 Provides some relevant comment on the value of three sources of at least two different types used in the Investigation. Some of the commentary is, however, of limited scope, not fully convincing or has only limited direction to the topic under investigation.

Level 2: 3–4 Either: provides some comment on the value of more than one source used in the investigation but may not address three sources in equal measure or refers to sources of the same 'type'. Or: provides some comment on the value of three sources of at least two types used in the investigation but the comment is excessively generalised and not well directed to the topic of the investigation.

Level 1: 1–2 Provides some comment on the value of at least one source used in the Investigation but the response is very limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalised.

In commenting and making judgements on the value of the sources, students will be expected to apply their own contextual knowledge and perspectives of time and place in order to assess the value and limitations of their sources as evidence. They will be expected to comment on, as appropriate to the investigation and chosen sources:

• the differing perspectives of the sources chosen
• the social, political, intellectual, religious and/or economic contexts in which the sources were written
• the credibility, authority, authenticity, consistency and comprehensiveness of the sources
• the bias, distortion or propagandist elements found in the sources

AO3: 10 marks

Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Level 5: 9–10 Shows a very good understanding of the differing historical interpretations raised by the question. There is a strong, well-substantiated and convincing evaluation of two interpretations with reference to the time, context and/or limitations placed on the historians.

Level 4: 7–8 Shows a good understanding of the differing historical interpretations raised by the question. There is some good evaluation of the two interpretations with reference to the time, context and/or limitations placed on historians, although not all comments are substantiated or convincing.

Level 3: 5–6 Shows an understanding of differing historical interpretations raised by the question. There is some supported comment on two interpretations with reference to the time, context and/or limitations placed on historians, but the comments are limited in depth and/or substantiation.

Level 2: 3–4 Shows some understanding of the differing historical interpretations raised by the question. They may refer to the time, context and/or limitations placed on the historians in an unconvincing way.

Level 1: 1–2 Shows limited understanding of the differing historical interpretations raised by the question. Comment on historical interpretations is generalised and vague.

In showing an understanding of historical interpretations and evaluating historical interpretations, students will be expected to apply their own contextual knowledge.

They will be expected, as appropriate to the investigation:

• to show an understanding of the limitations placed on historians
• to show an understanding of the significance of the time and/or context in which an historian writes
• to compare and evaluate differing historical interpretations.

NOTE: The Investigation has a limit of 4500 words. Work that exceeds this word limit will incur a 5 mark penalty. This deduction will be applied by AQA, and should not be applied by the teacher.

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What’s on this page

Moderated assessment arrangements for general qualifications include non-exam arrangements, coursework and portfolios, which are all referred to as candidate work.

Read this section together with the following documents:

• JCQ Instructions for conducting coursework
• JCQ Instructions for conducting non-exam assessments

If you are working with other centres to deliver the assessment, you need to apply to become a consortium.

• Consortium arrangements

Marking the assessments

Centres should mark each piece of work according to the instructions and criteria provided in the specification for each unit.

Forms to help you mark and administer candidate work – many of them interactive – are provided.

These may be called a cover sheet, a unit recording sheet, or centre assessment form, depending on the specification.

You can download all the forms from our handy Forms finder (they are also available on each qualification page).

Complete one per candidate and attach it to the front of their work.

Candidate authentication

Each candidate must sign a declaration before submitting their work to their teacher to confirm the work is their own and any assistance given and/or sources used have been acknowledged. A sample can be downloaded below.

It is the responsibility of centres to ensure every candidate does this.

These statements should be retained within the centre until all reviews of results, malpractice and appeals issues have been resolved.

• Candidate authentication statement DOCX, 45KB  

A mark of zero must be recorded if a candidate cannot confirm the authenticity of their work.

For some qualifications, specific candidate authentication forms must be submitted with the centre sample :

• GCSE Design and Technology J310
• AS and A Level Design and Technology H004–H006 and H404–H406
• A Level Geography H481

You can download these forms from our Forms finder .

Centre authentication

Teachers are required to declare the work submitted for internal assessment is the candidate's own work by completing a centre authentication form (CCS160) for each unit. These should be kept within the centre until all reviews of results, malpractice and appeals have been resolved. This is also a requirement for private candidates.

• Centre authentication form DOCX, 43KB  

NEA centre declaration form 

For the following qualifications, your head of centre needs to confirm your centre has followed the regulatory requirements involving non-exam assessment (NEA), by returning the NEA centre declaration form to us by 15 May.

• A Level Sciences (Biology, Chemistry, Physics, Geology)
• GCSE Sciences (Biology, Chemistry, Physics, Combined Science) (not required for summer 2022)
• GCSE (9-1) English Language

This form is in addition to the Head of Centre declaration .

GCSE Computer Science programming skills statement

For GCSE Computer Science, you must complete a practical programming statement for all examination series in which candidates are entered. See the Computer Science page for more information.

Carrying out internal standardisation

Centres must carry out internal standardisation to ensure marks awarded by different teachers are accurate and consistent across all candidates entered for the unit from that centre.

If centres are working together in a consortium , you must carry out internal standardisation of marking across the consortium.

You must ensure marks for all candidates, not just those in the sample, are checked for both addition and transcription errors before submission.

Informing students of their marks

Before you submit your centre marks to us, you need to inform students of their centre-assessed marks (and endorsement grades) and provide enough time for them to appeal these marks. 

You must also allow sufficient time for the review to be carried out, to make any necessary changes to marks and to inform the candidate of the outcome before the mark submission deadline. 

There's more information on the JCQ website , including a suggested template to use.

Submitting marks and grades

All marking and internal standardisation must be completed in good time and before the marks are submitted to OCR and the moderator.

Deadlines for submitting marks, grades and authentication are available in the key dates document.

Marks should be submitted electronically to OCR by one of the following methods:

• Interchange – see our step-by-step instructions for submitting marks and grades
• EDI files sent via A2C – follow the instructions in your own management information system for inputting marks for the relevant components. The common format for submitting marks is outlined in the JCQ Formats document.
• JCQ Formats for the Exchange of Examination Related Data

Moderation cannot begin until we have received all the marks. Make sure you keep a copy of the marks for your records.

You don't need to send a copy of the marks to your moderator.

If a candidate did not produce work, the candidate should be submitted as absent.

If we do not receive your marks we will contact you.

View our step-by-step instructions on using Interchange to submit marks/grades.

Submitting mark or grade amendments

If you discover an error with a previously submitted candidate mark, you will need to complete the Amendment to centre marks or Amendment to endorsement grades form:

• Log in to Interchange , click on ‘Resources and materials’ and then ‘Forms and documents’ and download the form.
• Complete the form, providing the original total and amended total mark/grade for the component.
• Email the form to [email protected] from a centre email address.
• Send a copy of the Amendment to centre marks form to the moderator (you do not need to send the Amendment to endorsement grades form).

If you amend a mark after moderation has started, we may require the work relating to the relevant candidate.

If this is the case, we will let you know and tell you where to send the work.

Moderator address information

You will be sent address labels to send the marks and forms to the moderator. (You will also be sent enough copies of the labels to send candidate work to the moderator.)

If you have still not received your labels three days before the mark submission deadline, you can request emergency moderator address information from Interchange .

To do this, log in to Interchange , hover over ‘Resources and materials’ in the left menu, click on ‘Emergency exam labels’ and follow the on-screen instructions. 

Requests should be processed within 12 hours.

Before posting the sample of work to the moderator, make sure the address on the moderator label matches the address on the sample request. 

If it doesn't, please contact our Customer Support Centre .

Sample requests

Once you have submitted your marks to OCR, you will receive a moderation sample request.

For most specifications you will receive a sample request via email from [email protected] (see Exceptions below).

Once we start to send sample requests (usually at the beginning of the month in which the mark submission deadline falls), you will normally receive a sample request within one or two days of submitting your marks.

If you are part of a consortium we will wait until we have received marks from each centre before sending a sample request.

Samples will include work from across the range of attainment of the candidates’ work.

The size of the sample we request depends on the number of candidates for the relevant unit/component:

As we send sample requests via email, it’s essential the email address we hold for your exams officer is correct.

This is the address that is held on the JCQ National Centre Number Register.

If you need to change this email address and, therefore, your exams officer contact details, please send the updated details on centre-headed paper to the JCQ National Centre Number Register as an email attachment to [email protected] .

We can only hold one email address per centre so please do not change this address unless you wish all exams office communications to be sent to a different address.

You will not receive a sample request for the GCSE (9-1) English Language Spoken Language endorsement. Instead, you should select the sample as described on the endorsements page and submit by the mark submission deadline.

You will not receive a sample request for the Entry Level Physical Education (R463). Once you've submitted marks (by 15 May), a moderator will contact your centre to request moderation samples.

Submitting a sample of candidate work

Depending on the final entry option, candidate samples can be submitted via digital upload using Submit for Assessment, post or via a moderation visit. 

• When making your final entries, the entry option specifies how to submit the sample of work for each unit/component.
• For each of these units/components, all candidate marks and work must be submitted to the moderator using the same entry option. 
• It is not possible for centres to offer both options for a unit within the same series, but you can choose different options for different units.

Submitting work via Submit for Assessment

Submit for Assessment enables centres to submit candidate work electronically for moderation and is an option for most specifications. (You can check this in the entry codes booklet .) 

You should select this option when you make your entries. Once you receive your sample request, you should upload the work to Submit for Assessment within three working days of receiving the request. 

June 2024 series : For non-exam assessment which is not moderated you will still need to use the OCR Repository if you want to use the upload option. This applies to the following components:

• AS Level Music H143/01/02 and A Level Music H543/01/02/03/04 – examined
• A Level Drama and Theatre H459/21/22 and GCSE Drama J316/03 – visiting examiner
• GCSE English Language J351/03 – spoken language endorsement

Submitting work via post

The sample of candidate work must be posted to the moderator within three working days of receiving the request.

Please ensure the address on the moderator label matches the address provided on the sample request. If they do not match, please use the address provided on the sample request and make sure to use labels for the correct series (not leftover labels from previous series). 

On rare occasions, work can get lost in the postal system. We strongly advise you to keep evidence of work submitted to the moderator, e.g. copies of annotated versions of written work or photographs of practical work.

You should obtain a certificate of posting for all work posted to the moderator.  

Please ensure you include a return address on the packaging, just in case there is a problem with the delivery. We recommend you do not use courier services or other specialist postage methods, as moderators may experience difficulty receiving deliveries, which can delay moderation.

Sending removable data

If you’re sending removable media such as USBs, DVDs, etc, we recommend you send unencrypted data wherever possible. If you have no other option than to use encrypted data:

• Save the work as usual.
• Clearly label the removable data with your centre number and component number and send it to the OCR assessor.
• Print the password out together with your centre name, number and component details and send it to the assessor in a separate package.
• Email OCR at [email protected] with your centre number, the component number and the password.

Arranging visiting moderation

For some units/components (see the entry codes booklet ), rather than posting or uploading the sample, the sample will be viewed by a visiting moderator. 

The moderator arranges a visit at a date and time convenient to both parties. 

For GCSE, AS and A Level Art and Design, the moderator will contact centres once the marks are received to arrange a visit. 

Instructions for arranging Physical Education internally assessed performance can be found on the Physical Education visits and filmed evidence page.

Instructions for arranging externally examined performances can be found on the Drama and Theatre performances page.

Visiting moderator identification

Due to internal safeguarding policies we appreciate centres may need to see identification from visiting moderators before they are allowed access to the site. We do not issue visiting moderators with any form of identification, and we have advised moderators they should bring the following with them to any visit:

• A valid form of photo identification (e.g. passport, driver’s licence)
• A copy of their OCR invitation to moderate
• A valid DBS certificate if they have one (we do not require visiting moderators to hold a valid DBS certificate in order to fulfil the role).

We also suggest visiting moderators arrange to meet their named contact on arrival at the centre, as they will have the moderator’s details and can verify these with their identification.

If your safeguarding policy requires some form of supervision for visitors whilst on site, this requirement should be discussed with the moderator before the visit so there is no impact on the moderation process.

We have advised visiting moderators of what identification they should take with them on visits; however, if you have any concerns then please contact our Customer Support Centre.

Lost, missing, damaged or incomplete work

In the case of a candidate for whom the internally assessed work has been lost or is missing, or where the work is damaged or is incomplete, then you must apply for special consideration . 

In addition, if the candidate concerned forms part of the requested sample, you must substitute an equivalent candidate’s work on, or as near as possible to, the same mark point. 

In certain circumstances we may request to see incomplete portfolio evidence where an application has been made.

External moderation

Usually, internally assessed units are externally moderated. 

Moderation is designed to bring the marking of internally assessed units in all participating centres to an agreed standard by checking a sample of the marking of candidate work. 

At this stage, centres may be required to resolve any issues the moderator discovers during the external moderation. 

Centres may receive one of the following requests, usually by email.

• Additional sample request – If the moderator needs you to provide additional work for moderation, please respond as quickly as possible so your candidates’ results are not delayed.
• Notification of clerical errors – We have amended the internally assessed marks you provided, usually following an incorrect transcription or incorrect addition of the marks. You must follow the instructions on the form and make sure the remaining work, which was not part of the sample, is checked. If you disagree with the changed mark(s) indicated on the clerical error notification form, please email  [email protected] within 5 days of receipt. 
• Notification of inconsistent marking – Where a consistent pattern of inaccurate marking can be established, marks will be adjusted in line with the JCQ guidelines. Where no consistent pattern can be established, the work may be returned to you with feedback, to mark again. You will need to submit the new marks to OCR and return the sample to the moderator before moderation can continue. In exceptional circumstances work may need to be remarked a second time. In such cases, the moderator will arrange to call the teacher to support them in reaching a resolution.

Outcomes of moderation

Centres will usually receive the outcome of moderation when the provisional results are issued. 

The following reports will be issued via Interchange .

• Moderation adjustments report – This lists any scaling that has been applied to internally assessed units or components. This report is updated twice – once after results are released and once after the post‐results period.
• Moderator report to centres – This is a brief report by the moderator on the internal assessment of candidates’ work. (PE reports are issued in hard copy rather than via Interchange.)

Use of candidate work

If work was posted to OCR for moderation or selected during visiting moderation, it will normally be returned to centres. 

However, we may be required to retain some items as exemplar material for awarding, regulation, archive, teacher training and educational purposes. 

We will inform you if work is required. In some circumstances, we may need to request work from a centre. 

In such cases, your co-operation in supplying material is much appreciated. 

Candidate work should be retained by centres under secure conditions until after the deadline for review of results or until any appeal, malpractice or other results enquiry has been completed, whichever is later. This applies to all work – whether or not it was part of the moderation sample.

Customer Reviews

How much does an essay cost?

Starting your search for an agency, you need to carefully study the services of each option. There are a lot of specialists in this area, so prices vary in a wide range. But you need to remember that the quality of work directly depends on the cost. Decide immediately what is more important to you - financial savings or the result.

Companies always indicate how much 1000 characters of text costs, so that the client understands what price to expect and whether it is worth continuing to cooperate.

At Essayswriting, it all depends on the timeline you put in it. Professional authors can write an essay in 3 hours, if there is a certain volume, but it must be borne in mind that with such a service the price will be the highest. The cheapest estimate is the work that needs to be done in 14 days. Then 275 words will cost you $ 10, while 3 hours will cost you $ 50. Please, take into consideration that VAT tax is totally included in the mentioned prices. The tax will be charged only from EU customers.

When choosing an agency, try to pay more attention to the level of professionalism, and then evaluate the high cost of work.

Please, Write My Essay for Me!

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If you are not sure that ordering an essay writing service is a good idea, then have no doubts - this is an absolutely natural desire of every aspiring student. Troubles with homework are something all learners have to experience. Do you think that the best high-achievers of your class pick the essays from some essay tree? - They have to struggle with tasks as well as you do. By the way, the chances are that they are already our customers - this is one of the most obvious reasons for them to look that happy.

Some students are also worried that hiring professional writers and editors is something like an academic crime. In reality, it is not. Just make sure that you use the received papers smartly and never write your name on them. Use them in the same manner that you use books, journals, and encyclopedias for your papers. They can serve as samples, sources of ideas, and guidelines.

So, you have a writing assignment and a request, "Please, write my essay for me." We have a team of authors and editors with profound skills and knowledge in all fields of study, who know how to conduct research, collect data, analyze information, and express it in a clear way. Let's do it!