Specification Accredited Gcse Economics j205
Specification Accredited Gcse Economics j205
Specification Accredited Gcse Economics j205
Accredited
Oxford Cambridge and RSA
GCSE (9-1)
Specification
ECONOMICS
J205
For first assessment in 2019
5 Appendices 22
5a. Overlap with other qualifications 22
5b. Accessibility 22
5c. Quantitative skills requirement 22
5d. Assessment of quantitative skills 23
Summary of updates24
We believe in developing specifications that help you • Active Results – our free results analysis service
bring the subject to life and inspire your students to to help you review the performance of
achieve more. individual learners or whole schools.
We’ve created teacher-friendly specifications based All GCSE (9–1) qualifications offered by OCR are
on extensive research and engagement with the accredited by Ofqual, the Regulator for qualifications
teaching community. They’re designed to be offered in England. The accreditation number for
straightforward and accessible so that you can tailor OCR’s GCSE (9–1) in Economics is QN: 603/0143/0.
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to be an engaging and relevant specification for range of sources, such as tables, charts and graphs,
today’s learners. learners will acquire the skills to make informed
judgements and to communicate in a clear and
Economics is about people and their economic concise way.
choices. This course enables learners to appreciate
we are all part of the economy and that economics Learners will benefit from these transferrable skills
relates to every aspect of our lives – from the in their further study and employment.
decisions of individuals or families to the structures
created by governments and producers. It will OCR’s GCSE (9–1) in Economics will enable learners
develop learners’ understanding of how economic to become better-informed and more responsible
issues affect choices about resources and markets citizens, consumers and producers, by allowing them
and vice versa. to develop an awareness for the importance of the
economic dimension to our lives. This will allow them
OCR’s GCSE (9–1) in Economics equips learners with to become more confident in the economic choices
the skills and confidence to explore how consumers, relating to their life and work.
producers and governments interact in markets
nationally and internationally. It provides a well- Our specification has been designed in conjunction
rounded introduction to this subject and an excellent with a wide range of teachers to ensure an inclusive
foundation for advanced study in Economics. specification has been created to allow all learners to
achieve their potential. We have looked closely at
By learning how to explain and evaluate economic creating assessments which stem from teaching and
problems and possible solutions, learners will acquire learning and the study of Economics, ensuring that
a way of thinking as economists and develop a logical the focus is on what is best for the learners.
approach to thinking and reasoning.
OCR’s GCSE (9–1) in Economics will encourage and historical economic situations and issues in
learners to: a range of national and global contexts
• understand how markets operate and the • build economic arguments, making informed
roles of consumers, producers or workers judgements by using economic concepts and
within markets quantitative evidence through the use,
application and interpretation of data
• understand how the economy works nationally
and globally and the levers employed by • understand the perspectives of different
governments to reach desired social and economic agents, including consumers,
economic objectives producers and government in relation to
economic activity
• actively engage in the study of Economics
to develop as effective, self-motivated • read economic articles to appreciate how
students, and as critical, reflective thinkers leading economists approach economic
with enquiring minds, able to distinguish problems
between fact and opinion
• consider moral, ethical and sustainability
• understand and apply their economic issues that arise as a result of the impact of
knowledge and skills to investigate current economic activity.
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components. In each component there is a degree of for teachers including how to deliver theory in
flexibility in how study is undertaken. a practical setting, approaches to assessment
and choosing texts appropriate for the
Learners will develop a sound understanding of component
the main economic concepts and appreciation for
how economic issues affect our lives. This course • Planning Guides offering information on key
appeals to learners studying Economics for the first aspects of the course to support curriculum
time and aims to develop an enthusiasm that will planning
encourage them to progress to further study in
Economics. • Qualification Fact Sheets and Practice
Questions offering summarised information on
We provide teachers with comprehensive teaching key themes suitable for teachers, learners and
and learning resources to support the planning parents
and delivery of this specification from day one
including: • CPD: www.cpdhub.ocr.org.uk.
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find out more information at:
Email: economics@ocr.org.uk
www.ocr.org.uk
Phone: 01223 553998
If you would like to become an approved OCR centre,
you can find out more information at: Twitter: @OCR_BusEcon
www.ocr.org.uk/qualifications/by-subject/economics/
All learners must take components 01 and 02 to be awarded the OCR GCSE (9–1) in Economics.
National and
International
• Economic objectives and the Economics 50%
role of government of total
(J205/02)*
• International trade and the
80 Marks
GCSE
global economy (9–1)
1 hour 30 minute
written paper
2
This qualification will teach learners to explain, drawing on local, national and global contexts.
analyse and evaluate the role of markets and the
government within a market economy. They will learn Component 01 introduces learners to the main
about the basic market models and are encouraged economic agents, the basic economic problem and
to deepen their understanding of the economic the role of markets, including the labour market and
concepts studied by applying these to relevant the importance of the financial sector.
current and historical economic issues. This should
include reading articles with economic data, graphical Component 02 focusses on the main economic
representations or discussions of economic problems. objectives, such as economic growth, low
unemployment, fair distribution of income and price
Learners will be encouraged to make reasoned and stability, and other roles of government. Other
informed judgements using both qualitative and aspects are the importance of international trade and
quantitative evidence. They will learn how to select the impact of globalisation.
Command words
Please note that in the context of this specification: • ‘evaluate’ encompasses the ability to ‘explain’
and to ’analyse’ and refers to the ability to
• ‘explain’ refers to the ability to demonstrate weigh up both sides of the argument, or to
knowledge and understanding: compare alternatives, and to come to a
supported judgement
• y stating a definition, explaining a
b
concept or giving an example • ‘draw’ refers to the ability to construct and
• and/or to apply knowledge and label a diagram appropriately as outlined in
understanding to a context Appendix 5d of this specification
• ‘analyse’ encompasses the ability to ‘explain’, • ‘calculate’ refers to the ability to apply
and refers to the ability to present logical quantitative skills as outlined in Appendix 5d of
chains of reasoning this specification.
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choices have costs and benefits. This will encourage
They will study the different roles and perspectives them to consider moral, ethical and sustainability
of the main economic agents (consumers, producers issues that arise as a result of the impact of
and the government) and how they interact in the economic activity in a range of national and
economy. global contexts.
Please note:
All terms in bold are key terms learners should be familiar with and learners should be able to explain their
meaning. For the use and meaning of command words please see Section 2b.
1. Introduction to Economics
1.1 Main economic • explain the role of the main economic groups: consumers, producers and
groups and factors of the government, including their interdependence
production
• explain the factors of production: land, labour, capital and enterprise,
including how they might be combined
1.2 The basic economic • explain what is meant by scarce resources and unlimited wants
problem
• explain the economic problem, including the questions of how resources
should be allocated, what, for whom and how goods and services should be
produced
• explain what is meant by opportunity cost
• evaluate the costs and benefits of economic choices, including the impact
on economic, social and environmental sustainability.
2.5 Competition • explain competition between producers in a market economy, including the
reasons why producers compete
• analyse how competition affects price
• evaluate the economic impact of competition on producers and consumers
2 • explain the meaning of monopoly and oligopoly and how they differ from
competitive markets
2.6 Production • explain the role of producers, including individuals, firms and the government
• evaluate the importance of production and productivity for the economy
• calculate and explain total cost, average cost, total revenue, average revenue,
profit and loss
• evaluate the importance of cost, revenue, profit and loss for producers, including
how costs and revenues affect profit and supply
• explain what is meant by economies of scale
2.7 The labour • explain the role and operation of the labour market, including the interaction
market between workers and employers
• analyse the determination of wages through supply and demand, including factors
affecting the supply and demand of labour
• explain and calculate gross and net pay, including deductions through income tax,
national insurance and pension contributions
2.8 The role of • explain the role of money as a medium of exchange
money and
• explain the role of the financial sector for the economy, including financial
financial
institutions such as banks, building societies and insurance companies
markets
• evaluate the importance of the financial sector for consumers, producers and
government
• analyse how different interest rates affect the levels of saving, borrowing and
investment
• calculate the effect on savings and borrowings of changes in the rate of interest.
Learners will investigate the effects of economic Learners are encouraged to consider moral, ethical
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policies on markets. They will use and interpret and sustainability issues that arise as a result of the
quantitative evidence, such as unemployment figures, impact of economic activity in a range of national and
in contemporary and historical economic contexts. global contexts.
Please note:
All terms in bold are key terms learners should be familiar with and learners should be able to explain their
meaning. For the use and meaning of command words please see Section 2b.
3.4 Price stability • explain what is meant by price stability and inflation, including the difference
between real and nominal values
• explain how inflation is measured using the Consumer Price Index (CPI)
• calculate the effect of inflation on prices
4.1 Importance of • explain why countries import and export goods and services and the benefits
international trade of this for consumers and producers
• explain free trade agreements including the European Union
4.2 Balance of • explain the balance of payments on current account 2
payments
• explain the meaning of a balanced current account, a current account surplus
and current account deficit
• calculate deficits and surpluses
• analyse recent and historical data on exports and imports
• evaluate the importance of the balance of payments on current account to the
UK economy
• evaluate the causes of surpluses and deficits of the balance of payments on
current account
4.3 Exchange rates • draw and analyse how exchange rates are determined through the interaction
of supply and demand
• calculate currency conversion
• analyse recent and historical exchange rate data
• evaluate the effect of changes in the exchange rate on consumers and
producers
4.4 Globalisation • explain globalisation, including its driving factors
• explain how development is measured, including GDP per capita, life
expectancy, access to health care, technology and education
• evaluate the costs and benefits of globalisation to producers, workers and
consumers in developed countries, including the impact on economic, social
and environmental sustainability
• evaluate the costs and benefits of globalisation to producers, workers and
consumers in less developed countries, including the impact on economic,
social and environmental sustainability.
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General Qualifications.
Learners who are beginning to study GCSE (9–1) in
Economics might have covered some aspects of This qualification provides the ideal foundation for
personal finance within PSHE. learners to progress to AS and A Level in Economics.
This course helps to develop logical reasoning, sound To find out more about our Economics qualifications,
analysis and critical evaluation skills. These skills will please visit: www.ocr.org.uk/economics.
Assessment Objective
AO2 Apply knowledge and understanding of economic concepts and issues to a variety of contexts
AO3 Analyse and evaluate economic evidence and issues to demonstrate understanding of economic
behaviour, make judgements and draw conclusions
2 AO1 State
Give an example
Demonstrate knowledge and understanding of
economic concepts and issues Explain
3 AO2 Calculate
Apply knowledge and understanding of economic Draw
concepts and issues to a variety of contexts
AO3
Analyse
Analyse and evaluate economic evidence and issues
to demonstrate understanding of economic Evaluate
behaviour, make judgements and draw conclusions
3g. Language
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together of knowledge, skills and understanding 22 (d)(iii), 23 (c) and 23 (d)(iii)) in each of the two
between the subject content of Component 01 components. This will enable learners to draw upon
and that of Component 02. This equips learners their knowledge and understanding from the full
with a holistic understanding of the subject which range of content from the specification.
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3l. Calculating qualification results
A learner’s overall qualification grade for GCSE (9–1) This mark will then be compared to the qualification
in Economics will be calculated by adding together level grade boundaries for the entry option taken by
their marks from the two components taken to give the learner and for the relevant exam series to
their total weighted mark. determine the learner’s overall qualification grade.
The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.
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Final entries
Final entries provide OCR with detailed data for each Final entries must be submitted to OCR by the
learner, showing each assessment to be taken. It is published deadlines or late entry fees will apply.
essential that you use the correct entry code,
considering the relevant entry rules. All learners taking a GCSE (9–1) in Economics must be
entered for J205.
Regulators have published guidance on collecting For more detailed information on collecting evidence
evidence of student performance as part of long-term of student performance please visit our website at:
contingency arrangements to improve the resilience https://www.ocr.org.uk/administration/general-
of the qualifications system. You should review and qualifications/assessment/.
consider this guidance when delivering this
qualification to students at your centre.
Private candidates
Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
A private candidate is someone who pursues a course host them as a private candidate. The centre may
of study independently but takes an examination or charge for this facility and OCR recommends that the
assessment at an approved examination centre. A arrangement is made early in the course.
private candidate may be a part-time student,
someone taking a distance learning course, or Further guidance for private candidates may be found
someone being tutored privately. They must be based on the OCR website: http://www.ocr.org.uk
in the UK.
GCSE (9–1) qualifications are graded on the scale: Unclassified (U). Only subjects in which grades 9 to 1
9–1, where 9 is the highest. Learners who fail are attained will be recorded on certificates.
to reach the minimum standard of 1 will be
• the raw mark for each component Until certificates are issued, results are deemed to be
provisional and may be subject to amendment.
• the total weighted mark for the qualification.
A learner’s final results will be recorded on an OCR
certificate. The qualification title will be shown on the
certificate as ‘OCR Level 1/Level 2 GCSE (9–1) in
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Economics’.
4g. Malpractice
Any breach of the regulations for the conduct Detailed information on malpractice can be found in
of examinations and non-exam assessment the current JCQ publication Suspected Malpractice in
may constitute malpractice (which includes Examinations and Assessments.
maladministration) and must be reported to
OCR as soon as it is detected.
5b. Accessibility
Reasonable adjustments and access arrangements JCQ Access Arrangements and Reasonable
allow learners with special educational needs, Adjustments.
disabilities or temporary injuries to access the
assessment and show what they know and can do, The GCSE (9–1) qualification and subject criteria have
without changing the demands of the assessment. been reviewed in order to identify any feature which
could disadvantage learners who share a protected
Applications for these should be made before the Characteristic as defined by the Equality Act 2010. All
examination series. Detailed information about reasonable steps have been taken to minimise any
eligibility for access arrangements can be found in the such disadvantage.
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5c. Quantitative skills requirement
The list below states the range and extent of Drawing on the knowledge and understanding as
quantitative skills appropriate to the subject content outlined in section 2(c), learners are required to apply
of GCSE (9–1) in Economics. these skills to relevant economic contexts.
Calculations
Construction of graphs
Interpretation and use of quantitative data to support and justify economic decisions
7. interpretation and use of economic data, such as unemployment figures, exports and imports.
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