OCR GCSE History B Schools History Project
Explore your course, one topic at a time.
Explore your topics
13 topics
British History6 topics
The People’s Health, c.1250 to present
Thematic Study: The People’s Health, c.1250 to present48 objectivesCrime and Punishment, c.1250 to present
Thematic Study: Crime and Punishment, c.1250 to present48 objectivesMigrants to Britain, c.1250 to present
Thematic Study: Migrants to Britain, c.1250 to present48 objectivesThe Norman Conquest, 1065–1087
British Depth Study: The Norman Conquest, 1065–108745 objectivesThe Elizabethans, 1580–1603
British Depth Study: The Elizabethans, 1580–160345 objectivesBritain in Peace and War, 1900–1918
British Depth Study: Britain in Peace and War, 1900–191845 objectives
History Around Us1 topic
World History6 topics
Viking Expansion, c.750–c.1050
Period Study: Viking Expansion, c.750–c.105045 objectivesThe Mughal Empire, 1526–1707
Period Study: The Mughal Empire, 1526–170745 objectivesThe Making of America, 1789–1900
Period Study: The Making of America, 1789–190045 objectivesThe First Crusade, c.1070–1100
World Depth Study: The First Crusade, c.1070–110045 objectivesAztecs and the Spanish Conquest, 1519–1535
World Depth Study: Aztecs and the Spanish Conquest, 1519–153545 objectivesLiving under Nazi Rule, 1933–1945
World Depth Study: Living under Nazi Rule, 1933–194545 objectives
About this course
About OCR GCSE History B Schools History Project
OCR GCSE History B (Schools History Project) offers a dynamic and engaging approach to studying the past, focusing on depth studies, thematic studies, and British depth studies. You will explore key events, individuals, and developments that have shaped history, developing critical thinking and analytical skills. The specification is structured to allow students to investigate different periods and societies, fostering a deep understanding of historical concepts and processes.
The course is divided into three components: a British depth study, a thematic study, and a period study or modern world study. Each component encourages students to engage with historical sources, interpretations, and evidence, building skills valued by universities and employers. The Schools History Project approach emphasises enquiry-based learning, making history relevant and exciting.
Assessment Structure
OCR GCSE History B is assessed through three written exams, each worth a different percentage of the final grade. Paper 1 (British depth study) is worth 30% of the total marks, Paper 2 (thematic study) is worth 40%, and Paper 3 (period study or modern world study) is worth 30%. There is no coursework; all assessment is exam-based. Each paper includes a mix of source analysis, extended writing, and knowledge-based questions, with a total of 168 marks across the three papers.
Why Choose OCR?
- OCR History B offers a diverse range of topic choices, allowing students to study periods and themes that interest them most, from medieval Britain to the modern world.
- The Schools History Project approach is well-regarded for its focus on historical enquiry and interpretation, helping students develop transferable skills such as critical analysis and evidence evaluation.
- OCR provides excellent support materials, including textbooks, online resources, and past papers, making it easier for students to prepare effectively for exams.
Frequently Asked Questions
What is the difference between OCR History B and other GCSE History specifications?
How many exams do I have to take for OCR GCSE History B?
What topics can I study in OCR GCSE History B?
Is OCR GCSE History B considered a good qualification by universities and employers?
How can I revise effectively for OCR GCSE History B exams?
Assessment and exam guidance
Assessment Objectives
Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.
Explain and analyse historical events and periods studied using second-order historical concepts.
Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.
Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.
Exam Structure
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 1: British History (thematic study and British depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 2: History Around Us
1h
Duration
40
Marks
20%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Component Group 3: World History (period study and world depth study)
1h 45m
Duration
80
Marks
40%
Weighting
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Mistake: Believing that most people lived in large, crowded cities. Correction: The vast majority of the population lived in small rural villages, with only a small percentage in growing towns.
- •Mistake: Assuming the government provided healthcare or public health systems. Correction: There was no national government provision for health; the Church and local communities managed care and charity.
- •Mistake: Thinking that medieval society was entirely static and unchanging. Correction: The period saw significant changes, such as the growth of towns and the social upheaval following the Black Death.
- •Mistake: Claiming that medieval people only drank beer because all water was unsafe. Correction: People did drink water from springs and conduits, though weak ale was also a common, safer alternative.
- •Mistake: Assuming there were no efforts to clean medieval towns. Correction: Towns employed muck-rakers and passed by-laws to clear streets, even if these measures were often inadequate.
- •Mistake: Stating that everyone lived in stone castles or large manor houses. Correction: The vast majority of the population lived in basic, timber-framed wattle and daub houses.
- •Mistake: Believing that medieval people understood germs caused the Black Death. Correction: Germ theory was not discovered until the nineteenth century; medieval people blamed God, miasma, or astrology.
- •Mistake: Assuming there was a coordinated national government response to the plague. Correction: Responses were highly localised, with individual towns or monasteries making their own rules.
Top Examiner Tips
Expert advice for exam success
- •Use the overview of medieval society to provide context when explaining why certain health practices were adopted.
- •Remember to mention the overarching influence of the Catholic Church when discussing medieval attitudes to disease.
- •Contrast the rural majority with the growing urban minority to show a nuanced understanding of medieval living environments.
- •Provide specific examples of medieval diets, such as pottage, to demonstrate detailed knowledge of living conditions.
- •Differentiate clearly between the living conditions in rural villages and those in growing urban towns.
- •Use terms like 'gong-fermor' and 'cesspit' to accurately describe medieval waste management practices.
- •Link specific actions directly to the beliefs that caused them, such as carrying herbs to counter miasma.
- •Use precise terminology like 'miasma' and 'Four Humours' when describing medieval medical beliefs.
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